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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
Language evolves at a rapid pace, and the younger generation—Gen Z and the emerging Gen Alpha—are taking it to new heights. Social media platforms like TikTok and Instagram have become hotbeds for linguistic innovation, where abbreviations, slang, and newly minted words emerge faster than ever before. Words like “brb,” “slay,” “sus,” and even Oxford’s Word of the Year 2024, “brain rot,” are part of their everyday vocabulary. But amidst this linguistic whirlwind, one question arises: Are teachers catching up?
A Gap in Communication
Imagine a classroom where a student says, “brb! Wanna use the washroom,” and the teacher pauses, unsure of the abbreviation. Such scenarios highlight a communication gap. Research consistently shows that effective communication between students and teachers fosters trust, engagement, and better learning outcomes. According to a 2022 study by Education Week, students who feel understood by their teachers are 45% more likely to excel academically and 30% less likely to skip classes.
However, understanding Gen Z’s and Gen Alpha’s linguistic trends isn’t just about learning a dictionary of slang—it’s about bridging a generational divide and fostering mutual respect.
Tackling the Language Gap
- Training Teachers on Evolving Language
One way to address the gap is to provide teachers with targeted training sessions that focus on the language trends of younger generations. These sessions could include decoding popular abbreviations, slang, and even cultural references that dominate social media. This approach can help teachers stay relevant and avoid miscommunication. However, with mounting academic and emotional responsibilities, many educators might find such training an added burden. - Building Relationships Through Interaction
A more organic solution lies in fostering better teacher-student relationships. By engaging in informal conversations with students, teachers can learn their language naturally. This approach not only helps teachers understand evolving slang but also humanises them in the eyes of their students, fostering trust and relatability. Interacting with students on their terms creates a classroom culture of mutual respect and understanding.
The Role of Language in Education
Language is more than just a tool for communication—it shapes relationships and builds cultural bridges. The words of the year like “manifest” and “brat” represent not only linguistic trends but also cultural shifts towards empowerment, individuality, and self-expression. Teachers who understand this language can better connect with their students, appreciating the unique values and pressures they face.
The Words of the Year 2024—‘brain rot’, ‘manifest’, ‘brat’, and ‘demure’—offer educators a glimpse into the psyche of today’s youth.
For example, ‘brain rot’ reflects Gen Z’s awareness of digital overconsumption, while ‘manifest’ underscores their optimism and drive for self-improvement. A teacher who grasps these nuances can integrate them into lessons and discussions, creating a more engaging learning experience.
Ultimately, understanding the language of younger generations is a two-way street. While teachers can make an effort to decode Gen Z and Gen Alpha slang, students too can adapt to bridge the gap. The key lies in fostering dialogue and mutual respect, ensuring that language differences become a point of connection rather than a barrier.
As language continues to evolve at a breakneck pace, the classroom must remain a space where both students and teachers feel heard and understood. By embracing change and prioritising communication, education can keep up with the times while maintaining its core values.
Education
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.
The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.
Key Details of the Plan
According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.
For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.
Implementation Framework
The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.
Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.
By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.
Education
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.
A Groundbreaking Theme: Financial Literacy Through Folk Tales
The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.
Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.
Festival Highlights
The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:
- Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
- Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
- Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
- Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
- Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
- Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.
Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.
National Reach and Global Aspirations
The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.
The Legacy of JHF
Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.
With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.
Looking Ahead
As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.
This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.
As political changes loom over the US education system, particularly with President-elect Donald Trump’s proposed dismantling of the Department of Education, questions arise about the ripple effects such reforms could have on global education, including in India and other parts of Asia. Historically, American education policies and practices have served as benchmarks for many countries, influencing curriculums, teaching methodologies, and educational reforms. This article explores how these proposed changes might shape the future of education worldwide.
Historical Impact of American Educational Practices
The influence of the United States on global education is well-documented. For instance, in the mid-20th century, the US pushed for science and mathematics education reforms after the Soviet Union launched Sputnik. This emphasis on STEM (Science, Technology, Engineering, and Mathematics) was mirrored in several nations, including India, which began integrating more technical education in schools. Similarly, the US-led push for standardised testing during the No Child Left Behind era inspired similar measures in Asia, where countries like China and India adopted rigorous assessment frameworks.
The idea of universal education access and inclusivity, championed in the US, has also resonated globally. The implementation of the Individuals with Disabilities Education Act (IDEA) in 1975 influenced India’s Rights of Persons with Disabilities Act, 2016, and similar policies across Asia. Therefore, if the US dismantles its Department of Education, transferring responsibilities to states, the resulting decentralised model may have implications for nations seeking inspiration from American education.
Comparing Trump’s Proposals with NEP 2020
Trump’s Agenda47 proposes greater parental control, cutting funding for initiatives deemed ideologically inappropriate, and emphasising local governance of education. While these ideas are specific to American politics, some parallels can be drawn with India’s National Education Policy (NEP) 2020.
NEP 2020 focuses on empowering schools and teachers to create tailored curriculums that meet local needs. Like Trump’s proposal to return control to states, NEP advocates for decentralisation, urging state boards and local authorities to implement flexible frameworks. However, the alignment ends here. NEP promotes inclusivity and modernisation, championing universal access to quality education and focusing on critical areas such as digital learning, skills-based education, and early childhood care.
In contrast, Trump’s proposals seem to focus more on limiting federal oversight and reducing regulations, which could result in inequitable access to resources—a stark difference from NEP’s vision of equity and inclusion. If the US adopts a more state-driven approach, India and other nations might evaluate its outcomes, particularly in balancing local autonomy with national educational standards.
A Roadmap for Global Education
The future of global education hinges on addressing universal challenges, including accessibility, inclusivity, and adaptability. Nations worldwide, including the US and India, are grappling with how best to integrate technology, emphasise STEM education, and prepare students for a rapidly evolving workforce.
A decentralised system, as envisioned by Trump, may encourage innovation and localised solutions but risks widening disparities. Conversely, global education roadmaps like UNESCO’s Sustainable Development Goals (SDG 4) advocate for inclusive, equitable, and quality education as a shared responsibility. In this regard, NEP 2020 aligns more closely with global goals than Trump’s vision, which focuses on reducing federal intervention.
If the US moves forward with dismantling the Department of Education, it will be crucial to observe whether this decentralisation fosters innovation or exacerbates inequalities. For countries like India, which are already navigating local governance in education, the American experience could serve as both a cautionary tale and a potential source of inspiration.
Hence, the relationship between American education policy and global education is undeniable. As the US contemplates radical changes, the impact on its own students and the broader world remains uncertain. For countries like India, which have often looked to the US as an educational blueprint, these developments offer lessons in balancing local autonomy with equitable access to quality education.
This unfolding story raises essential questions about the shared vision for education in 2025 and beyond. The world will be watching to see whether the US remains a pioneer or takes a step back from its global leadership in education.
In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.
The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.
Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”
The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.
As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.
ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.
This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.
Khan Academy, the global nonprofit dedicated to providing free, world-class education, has launched its AI-powered tool, Khanmigo, free for all teachers in India. Starting this Children’s Day, educators can access this innovative teaching assistant at no cost, in both English and Hindi, through Khan Academy’s platform.
Khanmigo, designed to enhance both teacher productivity and student engagement, functions as an AI-powered teaching assistant and student tutor. By streamlining tasks like lesson preparation, generating curriculum-aligned assessments, and creating concise chapter summaries, Khanmigo allows teachers to focus on personalised learning experiences for their students.
Highlighting the importance of this initiative, Swati Vasudevan, Managing Director of Khan Academy India, shared:
“On this special occasion of Children’s Day, we’re thrilled to make Khanmigo available to all teachers across India at no cost. At Khan Academy, we believe teachers are the key to unlocking each child’s potential. By providing Khanmigo, we’re empowering educators to create impactful and tailored learning experiences. Our aim is to break down barriers to technology access, enabling teachers to inspire and support India’s children in achieving their full potential.”
Supported by Microsoft’s investment, Khanmigo is part of Khan Academy’s global rollout, now available in over 40 countries. Indian teachers can create an account on the Khan Academy platform to access this resource and benefit from its features, including interactive student tutoring and classroom management tools.
Khan Academy also emphasises that the implementation of Khanmigo remains a work in progress. Teachers and students are encouraged to engage with the tool thoughtfully, fostering digital literacy, critical thinking, and responsible AI use.
This launch marks a significant milestone in Khan Academy’s mission to expand educational opportunities through technology, making quality resources accessible to educators and students across India.
The Guthli Ad Fest 2024 launched in spectacular fashion at the iconic St. Xavier’s College, Mumbai. Day 1 was filled with high-energy sessions, insightful discussions, and inspiring interactions. Kicking off the day, Pratish Nair introduced the vision behind Miles and Miles SoBA (School of Branding & Advertising), explaining how their collaborative approach blends creativity with empathy. Nair emphasised that their unique curriculum, which includes scuba diving and Himalayan trekking, aims to equip students with life skills that go beyond the traditional classroom, fostering resilience, teamwork, and self-awareness.
The event began with a warm welcome and inauguration, followed by a captivating tribute and a fireside chat featuring advertising legends Piyush Pandey, KV Sridhar, and Prasoon Pandey, moderated by Devaiah Bopanna. Their discussion shed light on their journeys, offering a rare glimpse into the minds behind India’s most iconic campaigns.
The day continued with Cyrus Broacha, the 90’s poster child of Indian advertising, delivering a light-hearted yet insightful session, followed by Tanya Nambiar’s presentation on how emotional bonds can be forged using the power of voice.
The afternoon saw Shirsha Thakurta delve into the art of visual storytelling, followed by a hands-on workshop led by Dr Prateesh R Nair, who demonstrated how advertising can be used as an engaging tool in classrooms. A panel discussion with Miles SoBA students and a thought-provoking session by Josy Paul on creativity in classrooms wrapped up the day.
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Day 2 promises even more excitement, with an Ad Acapella, fashion shows, excellence awards, and a lot of fun activities to look forward to. Stay tuned for more!
Starting from the 2025-26 academic year, the Council for the Indian School Certificate Examinations (CISCE), which oversees the ICSE and ISC board exams, will introduce substantial changes to its academic framework. These reforms align with the National Education Policy (NEP) 2020 and aim to impact over three million students across India, as reported by The Times of India.
Robotics and AI in Curriculum
A significant aspect of the reforms is the inclusion of robotics and artificial intelligence (AI) in the curriculum for Classes XI and XII. For younger students, elements of AI and coding will be integrated into their computer science courses, ensuring these technologies are taught in a simplified and engaging manner. The objective is to familiarise students with emerging technologies from an early age, equipping them with skills for the future.
Introduction of Competency-Based Exams
The CISCE will also introduce a ‘holistic progress card’, a 360-degree evaluation system to assess students’ development across academic and non-academic domains. This approach will provide a comprehensive view of student achievements beyond traditional metrics.
Changes in the board exam structure are also on the horizon. From 2025, 25% of exam questions will be competency-based, focusing on critical thinking and core skills rather than rote memorisation. This percentage will increase to 40% in 2026 and 50% by 2027, promoting deeper understanding among students.
Digital Assessments and School Improvement
To enhance educational standards, the council will roll out digital assessments for students in Classes III, V, and VIII from 2025-26. These assessments aim to identify students who need additional support or those excelling beyond their grade level. Additionally, a school improvement plan will be introduced, encouraging high-performing schools to partner with state governments to enhance the quality of education in government institutions.
The overarching goal of these reforms is to foster a balanced, skills-oriented learning environment that prepares students for real-world challenges and opportunities.
Education
Aditya Birla World Academy Hosts ‘The Happy Place’ an Interschool Festival to Drive Awareness on Mental Health
In a collaborative effort between Aditya Birla World Academy (ABWA) and Mpower, an initiative of Aditya Birla Education Trust the Happy Place Interschool Festival was successfully held to raise awareness about mental health, with this year’s theme being The Mindful Megabyte – Digital Wellness. The event saw participation from over 200 students across various schools in Mumbai across boards, engaging in a variety of creative and expressive competitions, including Solo/Duet Singing, Art, Photography, AD-Film Making, Drama, Slam Poetry, and Dance. Each event centered around the theme of digital wellness, focusing on the impact of technology on mental health and well-being.
The Happy Place Interschool Festival, introduced by Aditya Birla World Academy (ABWA), is built on the belief that mental health awareness is a crucial aspect of a child’s holistic development. At ABWA, students benefit from a robust mental health and emotional well-being curriculum that supports resilience alongside academic excellence. Under the leadership of Mrs. Neerja Birla, Founder and Chairperson of Aditya Birla World Academy and the Aditya Birla Education Trust, this vision has flourished. A passionate mental health advocate, Mrs. Birla firmly believes that mental health awareness and support should be accessible to all students, empowering them with the tools they need to thrive.
As an extension of this vision, the Mindsmatter program has reached 25 schools and over 40,000 students across India in the past year, with 318 teachers trained and 67 mentoring sessions conducted. The program has positively impacted behavior, self-esteem, and academic performance, with 83% of participants reporting improved communication skills and 61% noting reduced stigma around mental health.
For the last 6 years, The Happy Place Interschool Festival has expanded beyond ABWA, engaging students from schools across Mumbai to raise awareness on mental health through creative activities. This festival sustains the conversation on mental health, offering students a thoughtfully curated platform to explore these critical themes, express themselves creatively, and build empathy. Through themes like Digital Wellness, participants reflect on their emotional health, fostering a balanced and mindful approach to life.
Mrs. Radhika Sinha, Principal of Aditya Birla World Academy (ABWA), “highlighted the importance of such initiatives, stating, “The Happy Place interschool festival is not just a competition, but a mindful space for students to engage in conversations about mental health while expressing their creativity. The focus here is not only on winning but also on creating an environment where students can explore topics like Digital Wellness that are highly relevant to the challenges the youth face today. These activities help drive awareness, fostering a sense of empathy and mindfulness amongst our students.”
The competition’s theme, Digital Wellness, reflects the growing influence of technology in the lives of young people. While digital platforms provide numerous opportunities for connection, learning, and creativity, they also come with risks such as overuse, social media addiction, cyberbullying, and sleep deprivation. Striking a balance between the positive and negative impacts of digital media is crucial for the well-being of today’s youth.
Parveen Shaikh, VP Operations at Mpower, highlighted the urgent need for digital wellbeing support amidst the growing mental health crisis: “In today’s digital age, the constant use of technology is significantly impacting mental health, particularly among young people. Studies reveal that 1 in 5 individuals experience symptoms of mental health conditions, with excessive screen time and online pressures contributing to this rise. Alarmingly, 50% of mental health issues begin by the age of 14, and 75% by age 24. By focusing on digital wellbeing and creating awareness around healthy tech habits, we aim to provide timely interventions that encourage young people to seek help and maintain a balanced, mentally healthy lifestyle.
Research on digital wellness suggests that excessive use of digital devices can negatively affect mental health, particularly among students. Studies show that prolonged exposure to screens can lead to anxiety, depression, and social isolation. Initiatives like The Happy Place Interschool Festival play a significant role in bringing these critical discussions to the forefront, encouraging students to reflect on their digital habits and make informed choices.
As this year’s competition concludes, the collaboration between ABWA and Mpower continues to raise awareness on crucial mental health issues, ensuring that students are empowered to lead balanced, mindful lives.
Education
Department of School Education & Literacy Proposes October Activities to Honour Senior Citizens
In observance of the International Day of Older Persons, celebrated annually on 1st October, the Department of Social Justice and Empowerment, in collaboration with the Department of School Education & Literacy, has proposed a series of activities throughout October 2024. These initiatives aim to instil values of respect, care, and empathy towards senior citizens among students, fostering intergenerational bonding.
This month-long celebration focuses on connecting students with the elderly, emphasising the invaluable contributions, wisdom, and dignity of older generations. With life expectancy rising globally, and older persons expected to outnumber youth by 2030, the importance of fostering respect for senior citizens is more relevant than ever.
Educational institutions have been encouraged to observe Grandparents’ Day, featuring activities like storytelling and interactive games. Schools may also host pledge-taking ceremonies, where students and staff commit to respecting and supporting the elderly.
Morning assemblies or language classes will offer opportunities for students to recite poems and shlokas that emphasise respect for elders, drawing from India’s cultural heritage. Schools will also facilitate interactions between students and senior citizens, allowing for the sharing of stories, historical discussions, and the exploration of traditional crafts.
Students will be encouraged to engage in community service projects with senior citizens, strengthening intergenerational solidarity. Mentorship programs, where seniors share their expertise in arts, culture, and vocational skills, are also proposed, benefiting both generations.
These initiatives, rolled out across States/UTs and educational institutions, are designed to promote care and concern for senior citizens, creating a society built on mutual respect and understanding.
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