Education
Nature Kindergartens
Claire Warden explores an example of a nature kindergarten in Scotland in order to stimulate discussion around what a nature-based model in India might look like.
A nature kindergarten is a model of early years education that has evolved through Germanic and Scandinavian traditions of outdoor nurseries for children from 2 to 5 years old. However, there are also many other models of nature-based education we can explore that embrace the same underlying values of nature pedagogy (Warden 2018), but which are culturally and climatically situated in other parts of the world. This article explores an example of a nature kindergarten in Scotland in order to stimulate discussion around what a nature-based model in India might look like.
In 2006, Mindstretchers founded the first nature kindergarten in Scotland. It was called Whistlebrae and operated as a site of innovation to drive change in people’s awareness and understanding of nature-based models of early education. It developed conversations with the authorities responsible for licencing early education and care by providing a tangible context for those conversations; it drew people from across the globe to see and feel how a nature kindergarten model operated; it provided a situation to engage in dialogue to determine which educational models may be culturally relevant to Scotland; and it provided a framework for professionals to question and explore the values and beliefs in the pedagogy of practice – a process which ultimately became my PhD in nature pedagogy.
Throughout the world, there have always been people who place nature centrally to their lives, and now the number of educational settings that embrace the teachings of the natural world in their day-to-day practice has increased to a level that is growing exponentially. There are many different types or models of settings that are nature-based and they have evolved in their own cultural locations and are therefore affected by climate and curriculum. They have a wide range of names, such as Schogsmulle (Sweden); Barneharge (Norway); Waldkindergarten (forest kindergarten in Germany); Nature kindergartens (UK); Nature pre-schools (USA), but they all provide children with immersive experiences in the natural world. All of these settings share a connection and similarity in their work, in that they embrace the values of nature pedagogy (Warden 2011, 2015, 2018). I define nature pedagogy as a relational pedagogy that embraces the art of being with nature inside, outside and beyond (2018: 2).
When nature pedagogy is fully embedded in practice, it is manifested as a way of working with children and families that creates settings for care and education that embrace nature and place it at the heart of their values. Its impact is all-encompassing, from the biophilic educational environments, to the child-centred process of assessment and planning, through to the active learning journeys that we encourage children and families to take to support the children to be sustainable in their thoughts and actions (Warden 2012:7). The range of models around the world can be placed along a continuum of practice based on the amount of time they spend in contact with the natural world in their day-today practice. Our definition of a nature kindergarten is that it sits at the end of the continuum where nature pedagogy is integrated into everything, in order to create a sustainable way of educating children that brings together the health of the mind, body and spirit with education and the need to teach skills, concepts and knowledge. Models such as forest school or nature clubs are more reductionist, as only blocks of time are spent in the forest, rather than fully embracing a pedagogy for day-today living and learning. In practice that means that our current nature kindergarten, Auchlone Nature Kindergarten, is the manifestation of our nature-based, pedagogical values of love, hope and justice. We support place-based learning as it gives us cultural identity and a history-making potential that is valued by children and families.
The programming is mindful of children’s authentic experiences across three nominal spaces to ensure connection and relevance – inside the setting, outside in the outdoor area and beyond the fence to learn with the community and natural landscapes around the setting. The Auchlone site has a homestyled inside area in a 19th Century stone house; and a landscape designed by children with hills, sandcastle, hiding spaces, small pond and mud area. This links seamlessly to the area beyond the fence where the natural landscape of fields and forests exists on nature’s terms, not cleaned up, ordered or tidied. At Auchlone, children can be outside 70-100% of the time all year round, five days a week if they want to be. The staff are trained to work inside or outside. Given the damp climate here in Scotland, we sometimes settle in an open-fronted kinder kitchen that allows daily cooking, provides warmth from a log stove and light from a child-created, stick candelabra. It is in this space, where we stay in our outdoor clothes, that we develop a real sense of community, resting after a strenuous walk or sharing our tales of risk and adventure.
There are many routines that are often the backbone of our daily and seasonal rhythms – collecting wood for the fire, harvesting food, making our felt slippers, packing backpacks for our journeys, designing and making forts and shelters and celebrating the joy and love of it all through story, song, writing, drawing and making artefacts.
The planning and programming of the nature kindergarten model stems from social constructivism, where we create a balance of adult intentionality with children’s voices and theories. We use Participatory Planning through Floorbooks (Warden 1996) to combine four voices. The first is to raise and honour children’s voices; the second is the voice of the natural world as an authentic context, the third is the professional analysis which tracks the learning journey that evolves over time; and the fourth is the parent or carer who creates a link from the home to the education setting. Given that nature pedagogy embraces the natural world, we use the elements of Fire, Earth, Air and Water to guide our fascinations and project inquiries. This lends itself easily to science, technology, engineering, arts and mathematics (S.T.E.A.M.), as many great thinkers, such as Edison, took inspiration from the natural world.
There are those who suggest that there is an unrealistic, romantic notion of childhood and nature that we seek to support in a nature kindergarten. My research (Warden 2018) suggests that although childhoods are indeed situated and complex, there is a purity in the moment where a child studies a worm or is fascinated by water droplets on a leaf, that exists below these larger cultural worlds. The unspoken question is around whether these models of nature immersion, such as nature kindergartens, are relevant in other climates and cultures, and do they have relevance in the urban landscapes where many of us live.
The answer lies in our understanding of the pedagogical values, not simply a site or name, but in the interconnectedness all the models have with nature pedagogy. An experience that uses nature as the context for learning inside or outside; a setting that seeks to be sustainable by embracing holistic learning of the mind, body and soul; a place that allows children to connect to animals and plants on a regular basis; an environment that embraces biophilic design in the décor – these aspects are not about the sites but about the situations we want to encounter. A flower vase on a children’s dining table, gentle tones of colour in the furnishings, images of the natural world on the walls, the sound of birdsong inside – all have a positive effect on the emotional wellbeing of young children, as well as the intellectual and physical benefits they offers. This is the holistic world of nature pedagogy and it can be applied anywhere.
Adults are key to the quality and intentionality of the education of young children. Auchlone Nature Kindergarten has received the highest ratings from the Scottish inspectorate for care and education. As an educational entrepreneur, my focus was to achieve this status so people could clearly see evidence that children could engage in high quality learning outside the walls of a setting. This quality of interaction was achieved through staff training in nature pedagogy that supports them to understand and connect to how to learn with nature, rather than just being in it, or learning about it. The pedagogy and landscape have become intertwined in a way that they work seamlessly together. Children and families feel this when they come to be with us – it’s a relational pedagogy that places value on all living and non-living aspects of the natural world. The staff/child ratios we work with are 1:8 for 3- to 5- year-olds and this doesn’t alter across the three spaces unless we are near water, as we don’t perceive there to be more hazards outside, in fact the reverse is normally the case!
We have built on Gill’s (2007) work, so that the risk management process records children’s voices and their ideas as the stake holders, and includes dynamic risk assessments that change daily and residual risk assessments that are written up for the site itself and the experience offered. Rather than risk assessments preventing adventure, we suggest that they enable us to think collectively as a team and therefore support us to give children the freedom they seek.
The physicality and complexity of the nature kindergarten model allows the body, brain and soul to grow. The range of simple materials provides complex learning through a range of provocations that authentically emerge from the context. The potential of nature’s store cupboard has been celebrated by theorists such as Montessori, Froebel and Pestalozzi, who give us a framework to understand the place of nature in children’s lives.
There is a rising interest in naturebased models of early education around the world. However, rather than impose one possibly inappropriate model on top of a culture context, it is vital to create place-based models that draw on culture and context to shape and define them, whilst holding onto core values and guiding principles that connect us as a profession. My husband and I founded a charity in 2010 called Living Classrooms, which was designed to bring learning alive for marginalised groups. This now runs the International Association of Nature Pedagogy, which is a free professional association that seeks to connect practitioners globally who believe in nature-based practices. The focus has tended to be towards Germanic and Scandinavian immersion models, such as nature kindergartens or forest schools, however there are many, many ways of engaging with the natural world that are rooted in Indigenous pedagogies or other cultures that embrace different ways of knowing and being with the natural world. The association seeks to embrace rather than segregate people into separate silos defined by names, and to connect them through debate and research about how to learn with nature, hence the term nature pedagogy.
When we view nature pedagogy as a way of being with nature, we can start with whatever nature we can access. It may be the park, the vegetable stall at the market, the weed in the pavement – it all has potential for learning. It is how we enter a relationship with it, to care about it, to respect it, to gather it in a sustainable way, to understand the natural world, that is the key to raising it as an invaluable element of the learning process. It is this relationship that lies at the heart of models of nature immersion, such as nature kindergartens, so it can take place anywhere – urban or rural, hot or cold, wet or dry!
International consultant Claire Warden is Director Mindstretchers, Founder Living Classrooms Charity and International Association of Nature Pedagogy.
In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.
This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.
All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.
By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
-
Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
The Union Ministry of Education has released the Performance Grading Index for Districts (PGI-D) 2023–24, assessing how states and union territories (UTs) fared across critical school education indicators such as learning outcomes, equity, and infrastructure. The report places Chandigarh at the top, with Delhi and Punjab also emerging as strong performers.
The PGI-D ranks regions across ten performance levels, with Utkarsh being the highest possible grade, awarded to those scoring above 90% of 1,000 total points. However, no state or UT achieved that benchmark this year. Chandigarh was the only unit placed in Prachesta-1, the fifth-highest band, with a score between 701–760 points.
Ten other states and UTs, including Delhi, Punjab, Gujarat, Odisha, Kerala, Dadra and Nagar Haveli, Haryana, Goa, Maharashtra, and Rajasthan, were placed in Prachesta-3—the seventh tier on the index—with scores ranging from 581 to 640.
Meanwhile, Meghalaya stood at the bottom of the list with a score of 417.9, becoming the only state placed in the tenth and lowest category. Mid-performing regions included Tamil Nadu, Puducherry, Karnataka, West Bengal, Andaman and Nicobar Islands, and Himachal Pradesh.
According to officials, the PGI-D is designed to act as a catalyst for system-level improvements, offering comparative data to support evidence-based decision-making. By standardising assessment across a range of domains, the index aims to help districts identify learning gaps, infrastructural deficits, and policy blind spots.
While the top bands remain elusive, the data offers insights into where systemic support and targeted interventions are needed most.
Facing strong backlash, the Maharashtra government has rolled back its earlier decision to make Hindi compulsory as a third language in Marathi and English-medium schools. A revised resolution issued by the School Education Department now offers students the flexibility to choose any other Indian language in place of Hindi for Classes 1 to 5.
According to the corrigendum aligned with the State Curriculum Framework – School Education 2024, Hindi will be the default third language; however, alternatives are permitted if students prefer them. If at least 20 students in a class opt for a different language, a dedicated teacher will be appointed. For fewer than 20 students, the subject will be delivered via online mode.
The updated directive also reiterates that Marathi remains compulsory in all schools, regardless of the medium of instruction. In non-Marathi and non-English medium schools, the three-language formula will include the school’s medium, Marathi, and English.
The language policy for Classes 6 to 10 will continue under the framework of the State Curriculum Framework (SCF) 2023, which aims to enhance multilingual learning while respecting regional and linguistic diversity.
The revision comes after political and public criticism, including opposition from the Maharashtra Navnirman Sena (MNS) and recommendations from the state’s language consultation committee.
As the world of education evolves, so must our approach to learning. This article explores how empathy, emotional intelligence, and inclusive values must take center stage in 21st-century education, especially within the Cambridge philosophy.
- Moving Beyond Traditional Teaching
The world has shifted from traditional teaching methods to a more humanized approach to imparting knowledge. As educators, we can no longer afford to practice a schooling model that focuses on rote memorisation, academic regurgitation, and a transactional approach to success. The time has come to restructure schools from stressful performance zones to sanctuaries where purpose, empathy, and identity take precedence.
In our ever-evolving world, there is a strong need to overhaul the way education is being imparted. As educators within the Cambridge International community, we understand that now is the time to cultivate learning environments that are havens of purpose, where empathy flourishes, and each student’s unique identity is celebrated.
The Cambridge philosophy, much like India’s National Education Policy (NEP) 2020, encourages us to embrace a well-rounded, interdisciplinary education that instills strong values. This aligns beautifully with global aspirations like the UN’s Sustainable Development Goal 4 (Quality Education) and the growing global emphasis on Social and Emotional Learning (SEL). Our aim as a visionary school extends beyond producing high achievers; we are here to nurture thoughtful individuals, proactive learners, and, most importantly, compassionate human beings.
- The Role of Purpose and Empathy in Learning
And when we talk about empathy, it isn’t just a desirable trait; it’s a cornerstone of transformative education. It fosters a respectful and inclusive classroom, bridging differences and creating a sense of belonging – a principle deeply embedded in the Cambridge approach. Initiatives from organizations like UNESCO, the OECD, and leading universities worldwide highlight the vital role of empathy in learning. Empathetic students become collaborative team players, ethical decision-makers, and engaged global citizens, embodying the Cambridge Learner Attributes.
- Cambridge & NEP 2020: A Shared Vision
In today’s intricate world, I believe that intellectual prowess alone is no longer the sole measure of success. It needs to be nurtured alongside – and often complemented by – emotional and social intelligence. The ability to understand and manage one’s own emotions, navigate social situations with sensitivity, and act with kindness are not just “nice-to-haves”; they are essential skills for thriving in the 21st century and are woven into the fabric of the Cambridge curriculum.
- How IPS Integrates the Cambridge Curriculum
The Cambridge curriculum at Indirapuram Public School, Indirapuram (IPS) is intentionally integrated both vertically and horizontally. As students get older, scaffolded concepts are built upon and nuanced while we work against a compartmentalized view of truth. Students, daily, engage with a host of interconnected ideas across the curriculum to prepare them for the complexity of discourse beyond the walls of our school. Beyond the traditional curriculum, Cambridge endeavors to socially integrate students across grade levels and foster meaningful relationships with their teachers.
As the Cambridge curriculum at IPS evolves, we continue to make it even more responsive to the individual needs of our learners, creating a supportive and welcoming atmosphere. Themes such as values, peace, sustainability, and diversity are integrated across subjects, becoming central threads in our teaching rather than isolated topics. From well-being initiatives to environmental projects like Climate Quest, we are helping the students connect academic learning with real-world empathy and action, especially through engaging, experiential learning.
Leadership within a Cambridge school plays a crucial role in setting this tone. Those who guide our schools shape their very essence, influencing the entire learning community. When leaders model empathy, authenticity, and a clear sense of purpose, our schools become more than just educational institutions; they become nurturing environments where humanity thrives.
“Your children are not your children… They come through you but not from you.”
—Kahlil Gibran
Let us reimagine education—not just as preparation for the future, but as a meaningful and purposeful way of living in the present.
This article is authored by Dr Ashish Mittal
Principal || CBSE & Cambridge Leader
INDIRAPURAM PUBLIC SCHOOL, INDIRAPURAM
In a significant initiative fostering international collaboration and scientific curiosity, the Ministry of Education, Government of India, flagged off 20 school students selected to participate in the Sakura Science Programme 2025. The ceremony was led by Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL), alongside senior officials, including Smt. Archana Sharma Awasthi, Joint Secretary, and Prof. Prakash Chandra Agrawal, Joint Director, NCERT.
The Sakura Science Programme, initiated by the Japan Science and Technology Agency (JST), aims to promote youth exchange in science across Asia. India joined the initiative in 2016. Since then, over 600 Indian students have experienced Japan’s technological landscape through this unique programme.
This year’s cohort—comprising 7 boys and 13 girls—represents Jawahar Navodaya Vidyalayas and government schools across remote and diverse regions such as the Andaman & Nicobar Islands, Ladakh, Mizoram, Nagaland, and Tripura. The programme runs from June 15 to 21, 2025, and includes participants from Malaysia, Taiwan, and Ukraine.
Speaking at the event, Shri Sanjay Kumar described the programme as a “golden opportunity to explore a developed nation like Japan,” urging students to fully engage with its potential to inspire innovation and global understanding.
Aligned with the National Education Policy (NEP) 2020, which underscores experiential learning and interdisciplinary exploration, this initiative strengthens India’s vision of holistic, engaging education. Japan—renowned for its technological excellence and rich culture—continues to be a valued partner in shaping the next generation of Indian innovators.
In a renewed push for public health education, the Directorate of Education (DoE), Delhi, has instructed all government and private schools to actively observe June as Anti-Malaria Month, ahead of the monsoon season.
The directive, issued through an official circular on Friday, calls upon heads of government, government-aided, and private unaided recognised schools to implement proactive measures for malaria prevention and awareness. This follows an earlier advisory from April 15 on the control of vector-borne diseases, including dengue and chikungunya.
The circular reiterates the Ministry of Health’s national goal of eliminating malaria by 2030. “June is observed annually as Anti-Malaria Month to raise awareness, promote community participation, and sustain preventive efforts before the onset of monsoon,” the DoE noted.
Schools have been urged to conduct regular inspections to eliminate stagnant water and potential mosquito breeding grounds. The circular recommends that institutions display malaria prevention do’s and don’ts prominently on campus. An annexure with precautionary measures has been provided for this purpose.
The directive further encourages schools to sensitise their staff on the risks and symptoms of vector-borne diseases. It also suggests using social media platforms to disseminate awareness messages, alongside organising health talks and interpersonal communication sessions.
All departments, offices, and educational institutions under the DoE’s purview have been asked to actively participate in the initiative, ensuring a health-conscious start to the academic calendar.
This move underscores the growing role of schools as agents of public health advocacy, empowering students and communities with timely, actionable knowledge.
Delhi Schools to Implement Age 6 Rule for Class 1 Admissions from 2026
Tripura Adds Sex Education & HIV Awareness to Their Curriculum
Four Indian Schools Shine on the Global Stage at World’s Best School Prizes 2024
Centre Urges 7 States to Consider Common Board Amid Alarming Student Failure Rates
IIT Delhi Leads India in the QS Rankings 2026; MIT Tops Globally
Chandigarh, Punjab Lead in School Education Rankings; Meghalaya Trails Behind
Maharashtra Revises Policy on Third Language in Schools, Hindi No Longer Mandatory
From Academics to Empathy: Redefining Academic Success
India Sends 20 Students to Japan Under Sakura Science Programme 2025
Delhi Schools to Observe June as Anti-Malaria Month, Says DoE
Telangana Govt Ties Up With 6 NGOs to Revolutionise Teaching in Govt Schools
History, Identity, and Pride: Books That Make Sense of Being You
Delhi Government Clears Ordinance to Regulate Private School Fees After Protests
Of Formulas and Frames: Why India Must Stop Dividing Science and Art
43-Day Hunger Strike Ends as Govt Backs Teachers’ Demands
OpenAI Academy Launches in India to Democratise AI Education for Students, Teachers, and Startups
World Environment Day: Why Your School’s Environmental Education Needs a Cleanup
UNESCO Flags Foundational Learning Crisis & Leadership Gaps in India’s Education System
Beyond the Buzz: Investors Call for Grounded AI Innovation in Indian Classrooms
Education Ministry Launches National Drive for Healthier, Safer Schools
Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
Is Your School Following These Mandatory CBSE Committees?
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
CBSE Warns Dummy School Students May Be Barred from Board Exams
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
India Bids Farewell to NEP Architect Dr K. Kasturirangan
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
Delhi Approves Landmark Bill to Regulate School Fees Across 1,677 Institutions
Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools
Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions
The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
CUET-UG 2025 Likely to be Postponed, Fresh Dates Expected Soon
Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur
ScooNews | After Movie | ScooNews Global Educators Fest 2023
Aftermovie | NIES2 UP Chapter | 21 Jan 2023
WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement
ScooNews | WEBINAR| Importance of Physical Activity for Children at School | Plaeto
SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT
Keynote Address | Lakshyaraj Singh Mewar
Anurag Tripathi, Secretary, CBSE at SGEF2022
How schools can nurture every student’s genius
Aftermovie | SGEF2022 | Jaipur
Li Andersson | Minister of Education | Finland
Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020
ScooNews | Early Ed Asia 2019 | Aftermovie
#PodarECEconf : Pursuing quality ECE
#CBSE Class XII #Results #Highlights
The interesting story of India’s educational system | Adhitya Iyer
A young scientist’s quest for clean water
The Danger of Silence: Clint Smith
National Digital Library of India is an initiative by HRD Ministry
Remembering Kalpana Chawla on her birthday!
Message from Sadhguru for Students!
Message from Sadhguru for Students!
The Untapped Genius That Could Change Science for the Better
Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon
#TEDxCanberra : What if every child had access to music education…
-
Education3 months ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
-
Education2 months agoIs Your School Following These Mandatory CBSE Committees?
-
Education1 month agoCBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
-
News3 months ago
CBSE Warns Dummy School Students May Be Barred from Board Exams
-
Education2 months agoMaharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
-
Education3 months agoSunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
-
Education2 months agoMAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
-
Education2 months agoChina Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
-
Education2 months agoRewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
-
Education3 months ago‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
