Education
Lina Ashar on Brand Korroboree & Its Commitment to Support Parents
Parents are unable to see or believe that the emotional quotient of their child is an important aspect of growth just like the intelligence quotient. To meet this gap and help bring awareness and realization for the same, Korroboree, our knowledge base for parents, was born.
Published
5 years agoon

Read our exclusive interview with one of the leading educationists of the era and founder of Kangaroo Kids Education Limited, Lina Ashar, who's recently launched Korroboree – an initiative to maximise the human potential. The word originates from an Australian term ‘Corroboree’ which means a sacred gathering of people. In the brand's context, Lina aims to create a spiritual community of enthusiastic and curious parents who want the best for their children.
Excerpts
- What inspired you to start a parenting portal like Korroboree?
Working with well-meaning parents in the schools I operated seemed to be a never-ending source of frustration. Their idea of success for their children was an outside-in one, rather than an inside-out one. Grades, awards, accolades were revered. Emotional regulation, emotional, physical, and mental well-being took a back seat to the larger than life Board Examination results and any other badges and medals of sporting or other areas of talent a child was able to collect and place in his arsenal of success. I know that school success does not guarantee or reflect life success, and I know for a fact that the challenges life is sure to test us all with, cannot be learned from a textbook and not in an education system that continues to compare and grade kids in standardised ways. I tried for many years to be a voice for the change needed, presenting my ideas to people from Kapil Sibal (at that time HRD Minister) and Gerry Arathoon (ISCE Council) to NCERT. Nothing happened other than lots of presentations and discussions. After some time I gave up. It is great to see the NEP 2020 and what it outlines now is something that we have put successfully in practice in our schools.
While I could not affect the education system as a whole, we acted as a spark of inspiration to many entrepreneurs who have looked at alternative means of educating students. Many schools now successfully have moved away from rote and chalk and talk processes. My initial aspiration of being an instrument of change to the once conventional system of learning was already met. It was time to expand my horizon to doing what I initially set out to do which is ‘to ignite human greatness.' This can only be done if we all – students, parents, teachers and our education system embrace a growth mindset. It was time to bypass the education system that propagates a fixed mindset. A “fixed mindset” assumes that our character, intelligence, and creative ability are fixed and we can’t change in any meaningful way so we strive for success and to achieve in tests at school and at work as we need the external validation; the affirmation of our intelligence. Whereas, a growth mindset means we believe that we can control our skills and abilities based on our effort and learning.
A few years ago, I realized that we make our children a part of this rat-race we all love to label as tests, exams, etc. Our only focus on our child’s life is to make sure that they do well in their exams, especially board exams. So the overall development of the child is ignored at times and we put on our horse blinders to concentrate on just a single goal. But children are going to need much more than academic success in the future, plus with all the information available online at our fingertips, we need to focus on practical skills and knowledge in order to address real-world problems.
Now we can’t turn over the grading scenario, board exam format, etc. within our education system. But we must do something to give our children a holistic environment to grow and learn. So, if the school has a focus on and celebrates the result, the score, the grade, the achievement, the report card, the awards, the accolades, the final board results, we, as parents, are required to focus on the process, the learning, the effort, the strategy, the areas of improvement, the techniques. But there is an immense gap in thinking something and making it happen. Parents are unable to see or believe that the emotional quotient of their child is an important aspect of growth and development just like the intelligence quotient. To meet this gap and help bring awareness and realization for the same, the idea for Korroboree, our knowledge base for a community of parents and primary caregivers, was born.
2. Is it built keeping in mind only the Indian style of parenting and their usual queries?
With the advent of technology, we are not limited in our reach so this will be a global parenting platform. We want to move beyond stereotypes and bring the best practices and techniques to any parent, we are piloting this in India and Australia but we will keep on growing this and take it far and wide because our goal is to ultimately help all parents and by extension, their children to maximize their human potential.
3. Personally, what qualities or practices can help parents empower their children academically, creatively, and intuitively?
I feel that parents need to shift their roles from managing their child to become their coaches. To establish a culture of learning, innovation and creativity, parents need to be goal-setters and guide their children as consultants through varied experiences and journeys. Parents need to adapt to the changing world and understand that the need of the hour is to raise emotionally strong children who have various skills to be able to solve real-world problems.
Also, all the qualities that we want to see and develop in our children, we need to inculcate them in ourselves first so that they can learn by example. This includes qualities of resilience, self-regulation, perseverance, ability to cope with stress and failure, etc., which should reflect in our day to day life so that our children can learn from us and mirror those same qualities in their life.
4. This portal will give parents access to distinctive published books and resources. Will they require any membership or is it open to all?
The portal offers resources on a freemium model where access to knowledge/books/resources will be free for all and won’t require any membership, but to access specific courses planned by our international instructors, there could be a small fee attached.
5. With all the interactions so far with international experts and thought leaders of neuroscience, what have been your key learnings?
Firstly, parents need to teach their children that asking questions in life is imperative. Children are very curious from a young age but as they start going to school, their questions are rebuked and they are asked to journey down a strict set path of learning. This is the worst thing that can happen to children because it curbs their creativity and imagination. As parents, it is our responsibility that we encourage their questions and also help them find the answers to the same in the most creative way possible.
We are talking about contrarian thinking here. I have always been a contrarian thinker but I realised this after an interview with Ozan Varol. Contrarian thinking is the sort of thinking that sits at the base of innovation. The ability to disrupt established methods and find new ways of looking at old ideas is one of the most sought-after qualifications in all fields.
Secondly, no parent wants their child to be fragile. Telling children ‘to be strong’ means that the child might not express and release emotions. This can mean one day they break or store the issue in their tissues. Nowadays resilience is a buzz word and highest-rated amazon 21st-century skills that learners should possess to succeed in life. But resilience basically means ‘to bounce back from a knockdown.' What if we were to parent our children to be antifragile? I now better understand what Nassim Taleb meant when he said, "Some things benefit from shocks; they thrive and grow when exposed to volatility, randomness, disorder, and stressors and love adventure, risk, and uncertainty. Yet, in spite of the ubiquity of the phenomenon, there is no word for the exact opposite of fragile. Let us call it antifragile. Antifragility is beyond resilience or robustness. The resilient resists shocks and stays the same; the antifragile gets better."
6. As a parent, which conventional parenting ideas, according to you, can bring wonders to a child’s life?
I have learnt so much from my parents. And I have applied the same in my parenting style too. What I see a lot these days is that parents are very overprotective of their children. There is no space and scope left for the child to learn from his mistakes or experiences. So parents have to let children have a certain amount of control over what they do. This will help the children experience a vast amount of emotions which will teach them to self-regulate. It will also allow them to build resilience.
When I was a kid and lived in Australia, I remember making sandwiches for lunch every day for the entire family as this was the task assigned to me. Chores help us learn about responsibility. Later, I went on to work part-time at the age of 12 and continued doing so all through high school and college. My life experiences through all of these phases have taught me so much.
If the child will not make his/her choices and then fail or succeed, they will not learn anything ever. I think letting children learn from experiences can bring wonders to their life.
7. Lastly, what does Korroboree want to achieve, especially during these testing times?
Korroboree is an initiative committed to the theme of ‘Creating the Best Version of Myself.' This soon to be launched parenting portal will explore the role parents need to play in empowering children to attain their highest potential by developing the capacity for creativity, intuition and ingenuity; the capacity that will enable children to find their greatness in the coming age of imagination.
This will include conversations with global experts and thought leaders of neuroscience, behavioural science and energy science, motivational science and developing habits of mind that lead to a life of happiness, fulfilment, and success. Parents will hear from people such as Jill Blakeway a Ted Global speaker and best-selling author of ‘Energy Medicine’, Angela Lee Duckworth, Ted Speaker and best-selling author of ‘Grit’, Marisa Peer, a world-renowned speaker, Rapid Transformational Therapy Trainer and best-selling author and Ozan Varol, best-selling author of ‘Think Like a Rocket Scientist’.
The mission is an expansion of thinking, mindful contemplation, and a shift from parenting for our children to survive to parenting for our children to thrive and in the process, creating a sustainable, peaceful, and abundant world.
In the current times, as entire families are staying home under one roof throughout the day and as parents are sharing the responsibility of their child’s online learning more than ever, I feel it is the right time to make these resources available to them. So much can be achieved from following just a few ideas about mindful parenting and applying them to the daily life of a child.
About Ms. Lina Ashar: She's a teacher at heart and started her career as one in Australia before she came to India. Her passion for crafting impactful journeys for children has led her to found Kangaroo Kids Education Limited that runs Kangaroo Kids Preschools and Billabong High International Schools across India, Dubai, Maldives and Qatar. She is one of the most renowned educators and edupreneurs who is supported by parents, education partners and a fierce team of passionate and determined individuals at her schools and central office. She is also the co-founder of Korroboree, an initiative to maximize human potential. Her career has taken off on an impactful journey in education, the reverberations of which will be seen in generations to come.
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Education
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
Published
4 days agoon
May 29, 2025
Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.
In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.
The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”
He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.
The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.
Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.
The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.
Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
Published
5 days agoon
May 28, 2025
In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.
This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.
Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.
Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.
In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.
Education
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
Published
5 days agoon
May 27, 2025
Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.
Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.
Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.
At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.
Why These Topics Were in the Curriculum in the First Place
Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.
Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.
What Could Have Been Done Differently
If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.
A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”
The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.
And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.
Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.
New Programmes and Policy Decisions
Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.
A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.
As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.
Education
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
Published
6 days agoon
May 26, 2025
In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.
In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.
While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.
The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.
To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.
NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.
Education
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
Published
7 days agoon
May 26, 2025
In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.
The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.
The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.
To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:
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Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.
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Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.
Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.
The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.
To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/
As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.
Education
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
Published
2 weeks agoon
May 22, 2025
When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.
Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.
And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.
The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.
For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.
Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.
This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.
Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.
Education
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
Published
2 weeks agoon
May 22, 2025
Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.
The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.
The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.
In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.
These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.
Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.
Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.
Education
Mizoram Declared First Fully Literate State in India
Published
2 weeks agoon
May 21, 2025
Mizoram has officially been declared India’s first fully literate state, marking a significant milestone in the country’s journey towards inclusive education. The announcement was made by Mizoram Chief Minister Lalduhoma on 20 May 2025, during a ceremony held at Mizoram University in Aizawl.
The declaration follows the successful implementation of the ULLAS – Nav Bharat Saaksharta Karyakram (New India Literacy Programme), a centrally sponsored scheme focused on adult education for those aged 15 years and above. Aligned with the National Education Policy 2020, the programme covers five areas: foundational literacy and numeracy, basic education, critical life skills, vocational skills, and continuing education.
According to the 2011 Census, Mizoram had already achieved a high literacy rate of 91.33%, placing it third in the country. To bridge the remaining gap, a door-to-door survey conducted by Cluster Resource Centre Coordinators (CRCCs) in August–September 2023 identified 3,026 non-literate individuals. Of these, 1,692 actively engaged in learning activities. This progress helped the state surpass the 95% literacy threshold required to be considered fully literate, as per the Ministry of Education’s criteria. The 2023–24 PFLS survey further confirmed Mizoram’s literacy rate at 98.20%.
This achievement was made possible through the efforts of 292 volunteer teachers, including students, educators, and CRCCs, who supported learners at the grassroots level. Their contribution, driven by community spirit and a strong sense of duty, was instrumental in reaching every corner of the state.
The event was attended by Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship and Minister of State for Education; Vanlalthlana, Mizoram’s Minister of School, Higher and Technical Education; Chief Secretary Khilli Ram Meena; and Special Secretary David Lalthantluanga, among other dignitaries and students. Mizoram’s accomplishment offers a model for other states aiming to eliminate adult illiteracy. Nationally, the ULLAS scheme has seen more than 2.37 crore learners and over 40.84 lakh volunteer teachers registered through the mobile app. Earlier, on 24 June 2024, Ladakh became the first administrative unit in India to declare full literacy.
Education
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
Published
2 weeks agoon
May 20, 2025
Starting from the academic year 2025–26, government schools in Delhi will introduce a pre-vocational education programme titled Kaushal Bodh for students of Classes 6 to 8. The initiative, aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023, aims to equip students with essential life skills and vocational awareness from an early age.
According to a circular issued by the Vocational Education Branch of the Directorate of Education (DoE), the programme will be rolled out in phases—beginning with Class 6 in the first year, followed by Classes 7 and 8 in subsequent academic sessions. Kaushal Bodh has been conceived as a distinct subject that places equal emphasis on hands-on learning and real-world applicability.
The curriculum is designed around three core domains: Work with Life Forms, Work with Machines and Materials, and Work in Human Services. Students will complete three practical projects annually—one from each domain—engaging in activities such as organic farming, pottery, carpentry, millet-based cooking, embroidery, and basic electrical tasks.
Each student will dedicate 110 hours per academic year to this programme. Assessments will be conducted using a mix of written tests, oral presentations, activity logs, portfolios, and teacher observations. These will focus not only on the mastery of practical skills but also on critical thinking, collaboration, and problem-solving.
The circular also outlined the responsibilities of school leadership and teachers in ensuring the success of this initiative. Heads of schools are tasked with overseeing the implementation of the programme and supporting teacher training. Regular subject teachers will guide students through vocational tasks and help integrate skill development into everyday learning. To further enhance student engagement, the Directorate of Education will also host Kaushal Melas—school-level exhibitions showcasing student work, fostering cross-learning, and encouraging community participation.
By making vocational education a structured and integral part of middle school learning, Kaushal Bodh seeks to bridge the gap between academic knowledge and practical life skills. The initiative not only reflects a shift towards holistic, application-based learning but also responds to growing calls for early exposure to career-oriented competencies within the school system.
Education
Human (Soft) Skills: The Missing Piece in School Curriculums
Published
2 weeks agoon
May 19, 2025
As the future of work continues to evolve at a breakneck pace, one thing is becoming increasingly clear: the ability to be human is our greatest advantage. In an age where automation and AI are reshaping industries, it’s no longer technical proficiency that sets students apart, it’s human skills.
And yet, our schools aren’t keeping up.
Globally, education systems remain heavily weighted towards academic and technical achievement. While these are certainly important, they no longer tell the whole story. Employers across sectors are united in their call for graduates who can communicate effectively, manage stress, work in diverse teams, and adapt to constant change.
Deloitte’s 2019 report The path to prosperity: Why the future of work is human found that by 2030, two-thirds of all jobs created will be reliant on human capabilities. These include empathy, creativity, collaboration, emotional intelligence, and the ability to learn continuously. All of which are underdeveloped in our current school structures.
This is not a theoretical problem. The impact is already being felt. Research consistently shows that up to 68% of high school students report feeling anxious, underprepared, and lacking the confidence to take the next step into work or further education. The transition from school to career requires more than ‘knowledge acquisition,’ it requires self awareness.
Human skills are the gateway to that self-awareness. They help students identify their strengths, regulate their emotions, communicate effectively, and develop resilience. These are the foundational competencies that allow young people to navigate uncertainty and thrive in a rapidly changing world.
Importantly, these skills are not innate. They are learned, practised, and refined over time — just like maths, science, or coding. When introduced early, human skill development empowers students with confidence and clarity. They learn how to navigate social complexity, resolve conflicts, deal with failure, and see growth as a lifelong journey rather than a fixed destination.
So, why aren’t we teaching these skills in schools as deliberately as we teach literacy or numeracy?
Perhaps it’s because human skills feel harder to measure. But we must shift our mindset. What we value, we measure — and what we measure, we teach. Forward-thinking educators and school leaders across the globe are beginning to incorporate social-emotional learning, strengths-based development, and mental wellbeing into their curriculums, recognising that these are not “nice-to-haves” — they are must-haves.
Imagine a student graduating from high school with not just academic marks, but a toolkit of emotional and interpersonal strengths: an understanding of who they are, what drives them, and how to manage themselves under pressure. Imagine a generation that sees learning as a lifelong pursuit and failure as a stepping stone rather than a setback.
This is the future we must design for.
It starts by giving human skills a seat at the table – not as a supplement to education, but as a core component of it. We need to empower educators with the tools and frameworks to deliver this kind of learning and where necessary provide expert facilitators to avoid adding more to the workload of educators. We need to engage students in real, reflective experiences that help them connect their inner world with the outer demands of life and work.
The most meaningful educational innovation doesn’t just teach students to do more. It teaches them to be more – to be self-aware, to be empathetic, to be adaptable. That’s how we create work-ready individuals and life-ready citizens.
The world doesn’t need more rote learners. It needs more critical thinkers, resilient leaders, and emotionally intelligent problem solvers. And the time to cultivate them is now – in our classrooms, through our curriculums, and with intention.
This article is authored by Renata Sguario
Renata Sguario is the founder and CEO of Maxme and the current chairman of the board of Future First Technology (formerly known as PS+C Limited), listed on the ASX (FFT), one of Australia’s leading end-to-end ICT and digital consulting organisations.
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