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Need of the hour: Special status for teachers
PARVATHY JAYAKRISHNAN examines the many valid reasons why teachers need to be given the respect, remuneration, safety and security they deserve
A teacher fills in as a parent in the formative years of a child, she/he guides and corrects a child when he make mistakes, encourages students to reach for the stars and applauds their achievements. All packed in one, a teacher’s role is not an easy one. A teacher sometimes takes on the role of a parent, a friend, a confidant and much more. A student spends so many years interacting with his/her teachers on a daily basis and the role of a teacher in a student’s life cannot be replaced by any other professional in society. And clearly, it is the teachers who are responsible for building good citizens. Hence, good teachers are truly what a country needs to move forward. The unfortunate reality is, despite all these responsibilities and roles resting on a country’s teachers, they not given the respect and special status they truly deserve.
An army man in uniform or a doctor is well-respected in our society. In some states, patients remove their footwear before entering a doctor’s chamber as a mark of respect – the kind of respect that you give God while entering a place of worship. We smile and sometimes even bow our heads as a mark of respect when we see an army man in uniform. However, the work and efforts of teachers are more often than not ignored in our society. Is it a kind of conditioning that we are brought up with?
We are very proud of our sacred guru-shishya parampara, which is a tradition of spiritual relationship and mentoring where learning is transmitted from a guru "teacher" to a shishya "disciple". Such knowledge, whether it be Vedic, agamic, architectural, musical or spiritual, is imparted through the developing relationship between the guru and the disciple. We talk ever so proudly about our Gurukul system of learning where the students live near the guru or in the same house as the guru and learn lessons of life from the guru. The guru does this without accepting any fees from the students because the relationship between a teacher and student is considered sacred.
Sonal Ahuja, Learning evangelist, founder, House of Learning explains that for thousands of years, the Indian subcontinent revered its teachers to the highest level. “Indian tradition dictated that teachers must be treated with respect that paralleled kings. The Mahabharata famously depicted the story of Eklavya, a gifted archer who cut off this thumb as Guru Dakshina to show his unconditional gratitude to his Guru, Drona.”
So, we cannot completely blame our conditioning because our traditions and values teach us to respect “the teacher” the same way that you respect God. Then where did we go wrong and why aren’t teachers today given the kind of respect they deserve?
Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur believes that the government needs to step in and set high parameters for teacher selection. She says, “When we have such stringent standards set at the entry level for doctors and engineers, why are we so lax in raising the bar at the entry level to become a teacher … a teacher who actually helps to give good doctors and engineers to the society? The government should also set decent rates for monthly emoluments so the teacher is not forced to indulge in additional commercial activities to make two ends meet. This by far is diluting not only the standard of education being imparted but is also lowering the stature of a teacher as he gets relegated to the level of a commercial tutor rather than getting elevated to the pedestal of an Acharya or Guru.”
Shalini Dahiya, educator, Modern School – Barakhamba Road, New Delhi explains why teaching is underrated today.
“Occupational status depends on the public valuing of the competence, role and overall contribution of a particular occupation to individual and social welfare.
Teachers are struggling for a special status as firstly they are not considered as a temple of knowledge or a good character building instrument, with the surge of social media and too much of information available on the internet.”
Teachers in other countries
Japan
Japan is one of the countries in the world where the teaching profession is respected and valued. Here’s how they make sure that teachers are given the special status they deserve…
Teachers in Japan have traditionally been paid better than other civil servants. Japan’s average teacher salary for a lower secondary school teacher after 15 years of service is US$47,561, as compared to the OECD (Organisation for Economic Co-operation and Development) average of US$40,569. Following WWII, over concerns about teacher shortages, the Prime Minister decreed that teachers would be paid 30 percent more than other civil servants. Although this gap has decreased over the last 50 years, by law teachers remain relatively highly paid among civil servants. Also, teacher salaries do not vary much across the country because teachers are paid from both the national government and the prefecture government so they are relatively consistent regardless of an area’s income levels or property values.
In Japan, teachers are addressed with the honorific sensei, a term also used when addressing a doctor or member of Parliament. Teachers are held in such high regard that they are often contacted before parents by the police if a student is in trouble with the law.
The teaching profession in Japan is also highly selective which ensures that only the best and most committed teachers enter the profession. Those who do make the cut only do so after a rigorous set of school board exams and evaluations and teachers must hold a degree from an institution of higher education.
Finland
The Finland education system regularly tops the international Pisa performance rankings and the teachers need to take the credit for it. Finland’s teachers are different from the rest of the world because they believe that extensive training is the basis for giving teachers the autonomy to work the way they want. The result is a highly prized profession and good education system. This has even led to educational tourists coming in to learn the Finnish experience. The high-level training is the basis for giving young teachers a great deal of autonomy to choose what methods they use in the classroom – in contrast to most countries where teaching feels like a profession that oscillates between administration and giving tests to students. In Finland, teachers are largely free from external requirements such as inspection, standardised testing and government control – school inspections were scrapped in the 1990s. In Finland, teachers are given high-quality education so that they know how to use the freedom they are given in the classroom and they learn to solve problems in a research-based way.
China
The 2013 Varkey Foundation Global teacher status index report revealed that it is only in China that people think of teachers are being most closely compared to doctors. In the US, Brazil, France and Turkey, people thought teachers were most similar to librarians and in New Zealand people think the job of teaching is most similar to nursing. The report found that teachers in China have the highest level of public respect. Most foreign English teachers in China receive benefits like free or reimbursed airfare to and from their home country, and/or free furnished housing. Many teachers also receive health insurance and paid vacation. It is one of the few countries where parents were most likely to encourage their kids to become teachers.
Respect and remuneration
One important dimension of how an occupation is regarded, and which is inextricably linked to standing or social status, is pay. An individual’s standing in a culture depends on how much they are paid in absolute or relative terms.
The 7th Pay Commission, launched in September 2015 ensured that the teachers in primary schools, secondary and higher secondary schools, colleges and universities get a hiked net salary of 16 per cent. However, the yearly increment of 3 percent did not change.
Dr. Dheeraj Mehrotra, National Teacher Awardee 2005 & Academic Evangelist, Next Education India believes that “The imbalance from the teaching profession, highlights a great divide with narration of unethical practices of low salary and refund of said amount via account transfer as reverse payment. There must be a check on equal pay for all grades and at all levels.”
It is important that teachers are provided with a substantial yearly increment to prevent attrition and keep them motivated. Also, there is a huge gap between the salaries of a primary school teacher and a high school teacher. This gap needs to be addressed as primary school teachers are equally important and this has to be shown by ensuring their salaries are on par with the rest.
Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur avers, “The teacher is by far a silent sentinel of a country's future and if this sentinel is not compensated adequately in terms of financial and social security, the country's future is sure to be doomed. This doom is inevitable because the poorly compensated teacher, who is a role model for his students,is sure to indulge in acts which totally demean his stature and thus sets a poor example for his students to emulate.”
According to Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha, “The primary reason we all work is for money – so teachers should get their due financial recognition which will definitely bring young, intellectual people into this noble profession. Proper management of funds by the school authorities should be done and teachers should be given regular incentives and bonuses on the basis of their performance. ”
Measures to ensure teachers’ financial stability
Teaching is a profession which requires going beyond the call of duty to deliver great results. Financial stability is a must for teachers and the government must bring in special allowances and privileges for teachers so that they can sustain themselves well without having to find secondary jobs to make ends meet. The remuneration you receive is also a sign of your value to the school and an underpaid teacher will always feel unimportant.
Teachers can be granted allowances based on the number of years of service or excellence in their work. It is worth a thought whether the salaries of teachers need to be taxed at all or even if they are taxed, there needs to be a separate slab which will ensure minimal taxation.
Every school can also ensure that a teacher’s child learns for free or is given a subsidized fee.
Lavita Kacker, Head of Department- Social Sciences, Sacred Heart School, Kalyan suggests that “Financial stability measures for teachers may include provision of housing allowances, reduction in taxation on income, attractive investment schemes, medical reimbursement, concession on public transport and better pension facilities.”
Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Udaipur wishes that the government checks the imbalance between salaries of teachers in private and government-run schools.
Proper remuneration is important to boost a teacher’s self-confidence and make her/him feel secure in the job. Yearly increments and bonuses are also required for the same reason. A job which does not do that will, at some point, end up being taxing.
“The pay commissions are restricted to government aided, affiliated and government run schools. There is no start up point for early childhood sector and private schools where teachers are exploited with low pay scales. A respectful minimum pay scale should be mandatory for schools to pay to their teachers. There should be levels of training with specialisations in teaching as in the medical field and accordingly a pay scale armed with good gratuity, pension, and life covers for financial stability,” says Smriti Agarwal, Sr. Headmistress, Podar Jumbo Kids Powai, Mumbai.
Kavitha Vyas, Director, Crystal Kids Pre-School, Vadodara mentions that job security is absolutely necessary to ensure a teacher’s financial stability. They can be trained further for higher grades and regular promotions to improve their pay scale. More social security and medical benefits for their family are also required, she maintains.
Safety for teachers in schools
It is not uncommon today to hear the news of a teacher being stabbed by a student or attacked by an adult or a mob in the school premises. So tricky is the state of affairs today that teachers are often scared of even punishing a child for doing wrong for fear of his/her own safety. Safety of students in schools is always talked about as a priority that is pursued by parents. However, a school should also provide safety and support to its teachers so that they can function normally and without fear. Merely providing compensation to the family of the deceased is not a solution to the problem. Teachers need to feel safe to do their job faithfully and without fear. School authorities need to ensure this happens. Parents also need to teach their children the importance of teachers in their lives.
According to Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha, “A school should be as safe for a teacher as it is for a student. Rather than enforcing restrictive discipline among children, the parents should take equal responsibility of bringing up their children and instil strong moral values and ethics.”
Speaking about the need for an emergency response system,Yasin Khatri, Sacred Heart School, Kalyan explains that teachers must be trained to handle any crisis that takes place around them. The feasibility of the emergency response system must be checked through frequent mock drills at school. “Students must be sensitised and teachers should be trained to identify such cases within the classroom or around. Immediate psychological help must be provided to pupils who need it.”
Priyanka Singh, ICT Educator, The HDFC School, Gurgaon emphasises that schools should have a security check system at the entrance so that people cannot enter a school premise with weapons. She also suggests schools have a police booth in its vicinity so that help can be immediately sought in case of any mishaps.
“The Government must have good health care and on-call medical facilities in every school across the country. Metal detectors and CCTV cameras should be installed within the school. EQ and IQ evaluation of students should be conducted to identify problems amongst students. Uniform level of safety and security measures for all schools should be ensured,” says Lavita Kacker, Head of Department – Social Sciences, Sacred Heart School, Kalyan.
Suggesting that self-defence for teachers can be part of the teacher training programme, Smriti Agarwal, Sr. Headmistress, Podar Jumbo Kids Powai, Mumbai also advocates instant justice and firm law in cases where teachers are physically, emotionally or sexually harassed, so that it creates a sense of fear in any individual towards the consequences of such an act.
Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur has a different opinion on how to tackle the safety issue of teachers in schools. She says, “The solution to violence in schools does not lie in turning the school or any educational institute into a fortress. The solution lies in empowering the teaching faculty with proper life skills which they need to impart to students from a very young age. When the student community is sensitised and learns how to deal with issues like rejection, failures, grief, disappointment and general strengthening of the emotional quotient, the problem of increase in violence is sure to dissipate very soon.”
What we can do to ensure teachers are respected
The role of teachers is paramount in shaping the future of the country. The government should include teachers while reforming educational policies. With the digitisation of education happening at a rapid pace, the role of teachers is also changing drastically. Today, teachers are taking on roles of being advisors, friends and disciplinarians to students rather than the conventional role of a teacher who only explains what is there in the textbook. However, the role of a teacher is indispensable in a student’s life and it is imperative that the student understands it and respects the teacher accordingly.
Suman Sood, Territory Head, Kolkata Chapter, Early Childhood Association explains the importance of giving grants to teachers so that they can better themselves. She says “Involved and passionate teachers are always wanting to do things differently so that they may enhance learning of their students. Innovative teaching is important, but it can be expensive. The US model of giving grants to teachers for enhancing their skills and using funds for buying teaching aids can be followed for our teachers. Some of the grants given may be Professional Development Grants for Teachers, Funds for Classroom Enrichment/Student Achievement, STEM Grants, and Humanities Grants.”
Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Udaipur suggests, “Government can think of rewarding/awarding teachers annually for their outstanding contributions. One of these rewards can be the official use of the upaadhi ‘Guruji’ or ‘Gurudev’ with their names.”
Summary
Verbally, we talk highly of teachers, praise their work and value them. But mere lip service is not enough. We need to show it by giving them the special status they truly deserve; by showing them that they are indeed doing a selfless job in raising citizens of this nation. We can take a leaf out of the books of some of the nations who treat their teachers on par with other noble professions and provide them with special rights. We need to make our teachers feel safe, secure and wanted.
To make sure that teachers continue in the same profession, we need to ensure that they are guaranteed financial stability and substantial yearly increments. A change in the mindset of parents is also very much required. It is very common to see parents wanting to see their children become doctors or engineers; we need to encourage our children to become teachers as well as ensure that the teaching profession is on par with any other profession. To facilitate this better, the salaries in the teaching profession need to be on par with those of other professions. Let us bring back the glory of the teaching profession from the days of Dronacharya or Ved Vyas and ensure that teachers today are treated with love and respect. We need to make a strong effort for this but together, we can.
What teachers want…
“Financial security being the top priority, recognition for their selfless service in the upbringing of others’ children which goes unnoticed. Teachers posted in remote areas should get extra allowances. Quality time to spend with family will work as an incentive in improving their output. Also, monitoring through CCTVs should be focused on students’ actions rather than teachers.”
Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha
“Matching teachers’ salary to the best salary in the market is a must. Sponsorship of teachers to visit schools across the world to learn the best practices is important. Collaboration among Indian teachers and creating a forum of teachers to share best practices is also necessary. Teacher education courses should be enhanced and the process for it should be eased.”
Mohammed Azhar, Principal, Knowledge Academy School, Chennai
“Teacher (Tr.) Title should be given to teachers and Sr. Tr. to teachers who have been into the teaching profession with a minimum of 15 years. A requisite of a Teachers’ Club in every city with provisions for teachers' welfare and community should be there. To teach is to preach; teaching is no doubt the most trusted profession in the world. Let teachers be recognised and saluted for their commitment towards enriching young minds and igniting them towards becoming prosperous nation builders of tomorrow.”
Dr Dheeraj Mehrotra, National Teacher Awardee 2005 & Academic Evangelist, Next Education India
“Funding needs to be provided for innovative teacher education, for programmes that target minority teacher recruitment, and for increased collaboration between universities and schools in preparation of teachers so that more participation and encouragement is provided to teachers coming from rural areas. Private sector teachers should also get benefits similar to the government set up. There should be provisions for continuous professional development, trips and excursions as a team building activity.”
Priyanka Singh, ICT Educator, The HDFC School, Gurgaon
“The Government of India should give teachers a professional designation and respect like those given to army personnel because the same way that the army defends the nation, teachers too defend the citizens from illiteracy, poverty, ignorance, unemployment, superstitions, mental and social evils. Their privileges could include subsidised accommodation, annual medical checkups and medical aid, standardised salaries, transport allowance, opportunities for professional development, work from home, financial incentives, better pension and retirement plans.”
Lavita Kacker, Head of Department – Social Sciences, Sacred Heart School, Kalyan.
“The government can do a lot to change this scenario and create an atmosphere of great respect for teachers throughout the nation. This can be done by reiterating through various government campaigns and highlighting achievements of exceptional teachers. Following can be some privileges that can be given to teachers:
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Special considerations in all government-related jobs such as making passports, getting medical assistance, legal proceedings etc.
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Teachers to get special privileges like subsidised passes in railways, airlines and bus services.
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Subsidies on electricity and water bills.”
Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Sapetiya, Udaipur
“Our government needs to attach value to teacher training and the profession with the same benefits and royal respect that the Indian Army gets. Like a civilian salutes a man in uniform when they come across him, there should be a bow to a teacher. The Government of India has not formed universities for teachers, regulations and government-accredited qualifications and national awards for teachers, which are prevalent in some countries. The most pertinent sector of early childhood education is the most neglected and sidelined. Let’s start from the roots, right from the very beginning and reap the fruits. Teachers need to be given an identity before discussing about privileges. Teaching is treated as a part time job for women. Doctors, engineers, IAS, IPS officers and defence personnel and other government officials are given the benefits of accommodation, respect and a standing in the society. The same attitude is lacking for teachers. Before special privileges, let’s make the basic amenities like resources, toilets, clean environment and good school buildings for teachers to give them a better workplace.”
Smriti Agarwal, Sr. Headmistress , Podar Jumbo Kids Powai, Mumbai
“The same way that a doctor can add his degree as a prefix to his name, a respectable term should also be given to the teacher. Also, government advertisements promote and encourage citizens to join the defence system of the country. There need to be advertisements to promote teaching as well.”
Sonal Chawla, Head of Department – Mathematics, Sacred Heart School, Kalyan
“The student-teacher ratio must be brought down. A higher ratio makes the job even tougher for teachers. Proper and timely payment of wages is a must. But the fact is that appreciation in form of financial incentive is not a very popular culture across our country. Delayed salaries and delay in implementation of the pay commission is a very common scene. Teachers, particularly in government aided schools, are compelled to do clerical jobs. This must completely stop.”
Yasin Khatri, Sacred Heart School, Kalyan
The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.
According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.
The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.
Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.
By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.
The Atal Innovation Mission (AIM), NITI Aayog, and the Indo-French Chamber of Commerce & Industry (IFCCI) have signed a Statement of Intent (SoI) to strengthen and expand the Atal Tinkering Labs (ATLs) network across India. The agreement, formalised at the French Embassy in New Delhi during IFCCI’s 3rd CSR Connect Day 2025, marks a significant step in fostering STEM education, digital literacy, and innovation among school students.
The event was attended by H.E. Thierry Mathou, Ambassador of France to India, who praised the partnership for deepening Indo-French collaboration in social development. He highlighted that 2026 will mark the India–France Year of Innovation, encouraging businesses from both nations to invest in sustainable, community-driven impact initiatives through Corporate Social Responsibility (CSR).
Through this partnership, IFCCI and AIM aim to mobilise CSR contributions from French and Indian companies to improve infrastructure, enhance hands-on learning experiences, and bridge the gap between industry and education. IFCCI, which has already executed over 86 CSR projects benefiting more than 15,000 people across India, will leverage its network to support ATL expansion, particularly in underserved schools.
Mission Director of AIM, Deepak Bagla, noted that over 11 million students have already benefitted from the ATL initiative, which he called “one of the world’s largest grassroots innovation programs.” He said, “From the northernmost village school to the southernmost, innovation is thriving everywhere. The real story lies not in the scale, but in the creativity of the ideas students are building.”
A Shared Vision for Inclusive Innovation
The collaboration aims to make innovation accessible to all students by promoting digital tools, teacher training, and student challenges that inspire curiosity and problem-solving. IFCCI Director General Payal S. Kanwar added, “This partnership is a step forward in empowering youth with 21st-century skills. We aim to bridge the gap between industry and education and make innovation accessible to every student, especially in underserved regions.”
However, as the Atal Tinkering Labs expand, addressing operational challenges remains crucial. Reports by UNICEF and The New Indian Express underscore that access to digital tools alone cannot guarantee innovation without inclusive design, mentorship, and ethical technology use. UNICEF’s SPARK Labs model, which links creativity with social change, offers a useful reference — encouraging schools to blend innovation with empathy, inclusion, and purpose.
Challenges and Areas for Improvement
Despite the ATL program’s remarkable reach, a 2023 assessment highlighted several gaps. Nearly 58% of ATL teachers lack a STEM background or structured training, resulting in inconsistent mentorship. In many schools, ATL sessions are not integrated into the timetable, limiting daily engagement. Moreover, less than 10% of schools report active student participation due to limited guidance and parental scepticism about its academic value.
Operational hurdles like irregular funding, defective equipment, and poor monitoring systems have also hindered consistent performance. Some schools struggle to maintain labs once initial grants are exhausted, while others lack a mechanism to track outcomes effectively.
The Way Forward
For the AIM–IFCCI partnership to achieve its full potential, a few key steps can strengthen impact:
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Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.
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Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.
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Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.
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Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.
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Community Awareness: Conduct parent and community outreach sessions to showcase how tinkering enhances academic learning and future employability.
If executed effectively, this Indo-French collaboration can redefine India’s innovation ecosystem by turning every school into a space where curiosity meets creation. The challenge now lies in ensuring that every student, regardless of background, not only has access to a lab but also the guidance and confidence to build something meaningful within it.
The Ministry of Education’s Department of School Education and Literacy (DoSEL) has joined the Government of India’s Special Campaign 5.0, running from 2nd to 31st October 2025. The campaign focuses on institutionalising cleanliness (Swachhata), improving efficiency in governance, and enhancing the physical environment of schools across India.
A key goal of the campaign is to ensure that schools provide a clean, safe, and engaging atmosphere for students. States and Union Territories have been encouraged to carry out whitewashing, repainting, and minor repairs such as maintaining functional toilets, fixing flooring, and replastering walls. Refurbishing name boards, reclaiming unused spaces, and improving campus aesthetics are also part of the drive.
To make school environments more vibrant, schools are being encouraged to create murals and wall art inspired by traditional Indian art forms such as Madhubani, Kalamkari, and Warli. These creative efforts will not only beautify campuses but also serve as Building as Learning Aid (BaLA) resources, helping students connect with India’s cultural heritage.
Community involvement forms a central part of Special Campaign 5.0. The Ministry is encouraging schools to involve alumni and local communities through the Vidyanjali platform — a DoSEL initiative that connects volunteers and supporters with government and aided schools. Panchayati Raj Institutions are also being engaged to help local schools upgrade and maintain their infrastructure.
Beyond school-level improvements, the campaign also aims to enhance efficiency in governance. Government offices are reviewing, categorising, and clearing obsolete physical and digital records, while systematically indexing and digitising important files. This process is expected to declutter offices, optimise space, and improve workflow management.
The Department of School Education and Literacy is coordinating with all stakeholders to make cleanliness, participation, and efficiency integral to school operations. The Ministry envisions the campaign as a step towards creating cleaner campuses, more efficient systems, and a stronger sense of ownership within the education ecosystem.
The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.
The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.
Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.
According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.
By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.
Saahas, a Delhi-based non-profit organisation founded by Class 11 student Navya Mrig of The Ram School, Moulsari, Gurugram, is creating awareness about organ donation and working to counter myths that prevent families from giving timely consent.
Established in 2024, Saahas focuses on every aspect of organ donation, particularly deceased organ donation where family approval must be granted quickly. The organisation highlights that hesitation and misinformation often stop families from making decisions that could save lives.
To address this, Saahas conducts workshops, myth-busting talks, and seminars in schools, resident welfare associations, hospitals, and workplaces. These sessions explain processes such as brain-stem death certification and the role of family consent in simple, clear terms. Each session concludes with practical guidance, ensuring participants leave with both knowledge and actionable steps.
The initiative has also developed resource kits with slide decks, facilitator notes, QR-linked checklists, and referral contacts to make it easier for schools and institutions to host repeatable sessions. Saahas partners with community groups and healthcare institutions to co-host Q&A sessions with clinicians and transplant coordinators, and also honours donor and recipient families through small ceremonies that highlight the impact of organ donation.
At its core, Saahas is designed to bring organ donation discussions into everyday spaces rather than waiting for the urgency of hospital decisions. By focusing on conversations in classrooms, community meetings, and staff rooms, the organisation aims to gradually build a culture where organ donation is better understood and more widely accepted.
Navya’s initiative reflects how young people are increasingly taking up important social causes and contributing to public awareness campaigns with structured, replicable models.
(News Source- ANI)
A recent report by India Today has put the spotlight on the deep contradictions in how India treats its teachers. While the profession is revered in public discourse and celebrated in ceremonies, the reality of poor pay, massive vacancies, and crushing workloads threatens the future of quality education in the country.
The report, authored by Megha Chaturvedi, shares the story of a government school teacher in rural Bihar who manages five grades, multiple subjects, administrative duties, and a long commute — all for a monthly pay of just ₹12,000. It is a picture that repeats across India, where respect is high but reward is missing.
Respect vs Pay
According to UDISE+ 2024–25 data, India’s teaching workforce has crossed 1 crore, with women making up 54.2%. Yet, over 1 million teaching posts remain vacant, concentrated in states like Uttar Pradesh (3.2 lakh) and Bihar (2.2 lakh). More than 1 lakh schools still run with just a single teacher, and some rural institutions report zero enrolment.
Teacher salaries are shockingly unequal. Permanent government teachers may earn ₹35,000 to ₹60,000 per month with benefits, but guest or contractual teachers often earn between ₹6,500 and ₹12,500, with delays stretching into months. Even in metro private schools, where parents pay lakhs in annual fees, teachers may take home just 2–10% of that amount.
International comparisons highlight the gap further. India ranks among the top 10 nations for respect towards teachers, yet falls to the bottom when it comes to pay and working conditions.
The Consequences
Low pay and insecure contracts drive talented graduates away from teaching. Those who stay face burnout from handling multiple grades or excessive administrative duties. Morale suffers when salaries are delayed, creating inequality between well-paid urban private school teachers and struggling rural counterparts. The result is a two-tiered system where students’ learning is directly compromised.
Policy Moves
Some states have taken steps. Karnataka recently raised guest teacher pay to ₹12,000–₹12,500, though teachers demand at least ₹30,000. Bihar and West Bengal have launched recruitment drives to fill thousands of vacancies. But reforms remain piecemeal. The India Today report makes it clear that modest hikes are not enough to match workload or cost of living, and insecurity continues to define contractual positions.
What Needs to Change
India may call its teachers “gurus” but without dignified salaries, stability, and recognition, the profession risks becoming even less attractive to young graduates. For education to thrive, teaching must be seen as a rewarding and respected career. ScooNews has been consistently working to spotlight teacher voices and celebrate educators who innovate against the odds. Yet change cannot come from media or policy alone. We need educators themselves to step up and demand better, and institutions to stop treating education as a business rather than a public service.
A practical way forward would include setting a national minimum pay scale of at least ₹30,000 per month for all full-time teachers, clearing the backlog of 1 million vacancies within the next three years, and ensuring strict timelines for salary disbursement. Governments and boards must invest at least 6% of GDP into education as repeatedly recommended, with a clear allocation for teacher training, well-being, and incentives. Schools must commit a fixed percentage of fee revenue directly to teacher salaries, while also offering pathways for career growth through research, leadership roles, and international exposure.
Teaching is perhaps the most undervalued profession in the nation today. If India is to build a future-ready generation, it must invest in its teachers with the same seriousness it reserves for infrastructure or defence. Respect in words is not enough. Teachers must be valued in pay, dignity, and opportunity.
You can read the full report here.
Education
NCERT to Grant Equivalence to Class 10 and 12 Certificates Across Boards for Admissions and Jobs
The Government of India has entrusted the National Council of Educational Research and Training (NCERT) with the responsibility of granting equivalence to Secondary (Class 10) and Senior Secondary (Class 12) certificates issued by different School Education Boards in the country. This equivalence will apply for admissions to higher education institutions and eligibility for employment under the Central and State Governments as well as Union Territories.
The notification, published in the e-Gazette on 6 September 2025 by the Department of School Education and Literacy, Ministry of Education, supersedes the earlier order of 15 November 2021 which had assigned this responsibility to the Association of Indian Universities (AIU).
Under the new arrangement, NCERT will discharge this responsibility through its National Assessment Centre, Performance Assessment, Review and Analysis of Knowledge for Holistic Development (PARAKH). Established under the provisions of the National Education Policy (NEP) 2020, PARAKH has been tasked with creating a robust, academically rigorous framework for determining equivalence while upholding the highest educational standards.
The system will apply to all recognised Indian School Boards established by an Act of Parliament or State legislature, by executive orders of the Central or State Governments, or by statutory bodies with the mandate to run school education. By placing the responsibility with NCERT, the government aims to streamline equivalence and reduce complications for students moving between boards.
The notification further clarifies that once NCERT grants equivalence, it will automatically be considered as inter-se parity among all recognised boards in India. This will smoothen student mobility across boards, ensuring that certificates are universally recognised for both academic progression and employment opportunities at the national level.
The Government is working on incorporating skill-based learning into the curriculum of Classes 11 and 12, in line with the recommendations of the National Education Policy (NEP) 2020. Union Education Minister Dharmendra Pradhan announced the move during the Dakshinapatha Summit 2025 held at the Indian Institute of Technology, Madras.
Pradhan emphasised that India’s education system needs a paradigm shift, moving beyond degree and certificate-oriented models to competency-based approaches. “We are on the job to introduce skill-based curriculum of Class 11 and 12,” he said, underlining the importance of preparing students for a rapidly evolving world of work.
According to the Minister, one of the central recommendations of the NEP 2020 is skill-based education. While previously optional, skilling will now become a formal part of schooling, starting as early as Class 6. The new curriculum will integrate areas such as computer coding, drone technology, and artificial intelligence, alongside conventional subjects like mathematics and languages. “Now, we are planning to introduce skilling also. It is a new era. We have to train our youngsters and align them with the new curriculum structure,” Pradhan explained.
The Minister highlighted examples of innovation emerging from IIT Madras, including student-led startups. He thanked IIT-M Director Kamakoti and his team for promoting and facilitating young talent. He also noted how the NEP has enabled students excelling in fields such as sports and music to access IIT programmes, which were previously out of reach.
Pradhan reiterated that languages play a crucial role in communication, adding that knowledge of multiple languages, including Tamil, reflects India’s cultural and intellectual vibrancy. On the same occasion, he interacted with students from Tamil Nadu government schools who had joined IIT Madras through the ‘IITM for All’ initiative, particularly its four-year online BS Data Science programme.
With over 1.75 lakh startups in India, Pradhan noted that the education system must support a shift from job-seeking to job-creating. He described the NEP 2020 as a philosophical document guiding the country towards the vision of Viksit Bharat by 2047.
Source: PTI
The Maharashtra state education department has announced an ambitious plan to send 51 finalists of its school-level science project competitions on an educational tour to the National Aeronautics and Space Administration (NASA) every year. The initiative, however, still awaits final approval despite having been cleared in principle by Chief Minister Devendra Fadnavis earlier this year.
Minister of State for School Education Pankaj Bhoyar explained that the move is designed to recognise the efforts of students beyond prize-winning entries. “The state education department organises science project competitions at various levels. While we extend prizes to the best projects, the efforts taken by students who do not win prizes should also be given their due recognition. Therefore, the plan to honour their efforts was formulated,” he said.
According to the proposal, students with the top 21 projects from the tehsil-level competition will be taken to visit a science centre at the division level. Winners of the top 51 projects at the district level will be taken to the Indian Space Research Organisation (ISRO) headquarters in Bengaluru. The final 51 students selected at the state-level competition will be taken on a study tour to NASA. The programme has been named the Chief Minister Vidyarthi Vigyan Vari.
Officials within the department have confirmed that the proposal requires an annual budget of around Rs 3 crore for the NASA trip. While the costs for tehsil and district-level visits will be met through District Planning and Development Council (DPDC) funds, the NASA tour requires state-level approval. “We hope to get clearance soon,” an official said.
The initiative aims to encourage students to pursue scientific research beyond one-off projects and to inspire them through exposure to advanced scientific institutions. “The aim is to encourage students not to stop at one science project but to push them further into the world of scientific research,” Bhoyar said.
In a related move, the state government has recently increased the prize money for the winner of the state-level science project competition from Rs 5,000 to Rs 51,000, underlining its commitment to promoting innovation among young learners.
Education
Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students
The Ministry of Education today launched the Viksit Bharat Buildathon 2025, a nationwide innovation movement aimed at engaging school students across India. Organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission, NITI Aayog, and AICTE, the initiative was formally unveiled with the release of its jingle and logo.
The event was attended by Secretary, Department of School Education & Literacy, Sanjay Kumar; Principal Director General, Press Information Bureau, Dhirendra Ojha; Chairman, AICTE, Prof. T. G. Sitharam; Vice Chairman, AICTE, Abhay Jere; Mission Director, AIM, NITI Aayog, Deepak Bagla; Additional Secretary, DoSEL, Dhiraj Sahu; along with senior officials of the Ministry, Kendriya Vidyalaya Sangathan, and Navodaya Vidyalaya Samiti.
Speaking on the occasion, the Education Minister said that the Viksit Bharat Buildathon, the largest-ever school hackathon, would further strengthen grassroots innovation by encouraging students to ideate and develop products around four themes: Vocal for Local, Atmanirbhar Bharat, Swadeshi, and Samriddhi. The initiative is expected to celebrate student-led innovations, drive a new wave of creativity in schools, and position the younger generation as key contributors to a self-reliant and developed India.
Sanjay Kumar, Secretary, DoSEL, presented a detailed overview of the Buildathon, outlining its potential to nurture innovation at scale across the country.
The Viksit Bharat Buildathon 2025 aims to inspire creative thinking for national development, foster self-reliance and sustainable growth, engage schools in synchronized innovation, and showcase India’s innovation capabilities globally. The event also aspires to set a potential world record while celebrating young problem-solvers at both national and international platforms. The initiative builds on the success of the School Innovation Marathon 2024, which resulted in programmes such as the Student Innovator Programme (SIP) and the Student Entrepreneurship Programme (SEP), along with patents and startups emerging from Atal Tinkering Labs.
The journey of the Buildathon begins today, September 23, with registrations open until October 6 on the Viksit Bharat Buildathon portal (https://vbb.mic.gov.in/). Schools will then undergo a preparation period from October 6 to October 13, during which teachers will guide student teams through the portal process. Students will subsequently submit their ideas and prototypes online. The highlight of the initiative, the Live Synchronized Innovation Event, will be held on October 13. Final entries will be accepted until October 31, followed by a two-month evaluation period from November 1 to December 31. The results and felicitation of the top 1,000 winners will be announced in January 2026.
A video on the Viksit Bharat Buildathon 2025 was screened during the launch, showcasing its themes and objectives.
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