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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
Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.
In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.
The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”
He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.
The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.
Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.
The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.
In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.
This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.
Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.
Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.
In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.
Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.
Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.
Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.
At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.
Why These Topics Were in the Curriculum in the First Place
Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.
Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.
What Could Have Been Done Differently
If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.
A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”
The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.
And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.
Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.
New Programmes and Policy Decisions
Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.
A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.
As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.
Education
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.
In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.
While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.
The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.
To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.
NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.
Education
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.
The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.
The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.
To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:
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Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.
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Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.
Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.
The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.
To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/
As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.
Education
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.
Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.
And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.
The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.
For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.
Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.
This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.
Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.
Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.
The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.
The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.
In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.
These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.
Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.
Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.
Mizoram has officially been declared India’s first fully literate state, marking a significant milestone in the country’s journey towards inclusive education. The announcement was made by Mizoram Chief Minister Lalduhoma on 20 May 2025, during a ceremony held at Mizoram University in Aizawl.
The declaration follows the successful implementation of the ULLAS – Nav Bharat Saaksharta Karyakram (New India Literacy Programme), a centrally sponsored scheme focused on adult education for those aged 15 years and above. Aligned with the National Education Policy 2020, the programme covers five areas: foundational literacy and numeracy, basic education, critical life skills, vocational skills, and continuing education.
According to the 2011 Census, Mizoram had already achieved a high literacy rate of 91.33%, placing it third in the country. To bridge the remaining gap, a door-to-door survey conducted by Cluster Resource Centre Coordinators (CRCCs) in August–September 2023 identified 3,026 non-literate individuals. Of these, 1,692 actively engaged in learning activities. This progress helped the state surpass the 95% literacy threshold required to be considered fully literate, as per the Ministry of Education’s criteria. The 2023–24 PFLS survey further confirmed Mizoram’s literacy rate at 98.20%.
This achievement was made possible through the efforts of 292 volunteer teachers, including students, educators, and CRCCs, who supported learners at the grassroots level. Their contribution, driven by community spirit and a strong sense of duty, was instrumental in reaching every corner of the state.
The event was attended by Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship and Minister of State for Education; Vanlalthlana, Mizoram’s Minister of School, Higher and Technical Education; Chief Secretary Khilli Ram Meena; and Special Secretary David Lalthantluanga, among other dignitaries and students. Mizoram’s accomplishment offers a model for other states aiming to eliminate adult illiteracy. Nationally, the ULLAS scheme has seen more than 2.37 crore learners and over 40.84 lakh volunteer teachers registered through the mobile app. Earlier, on 24 June 2024, Ladakh became the first administrative unit in India to declare full literacy.
Education
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
Starting from the academic year 2025–26, government schools in Delhi will introduce a pre-vocational education programme titled Kaushal Bodh for students of Classes 6 to 8. The initiative, aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023, aims to equip students with essential life skills and vocational awareness from an early age.
According to a circular issued by the Vocational Education Branch of the Directorate of Education (DoE), the programme will be rolled out in phases—beginning with Class 6 in the first year, followed by Classes 7 and 8 in subsequent academic sessions. Kaushal Bodh has been conceived as a distinct subject that places equal emphasis on hands-on learning and real-world applicability.
The curriculum is designed around three core domains: Work with Life Forms, Work with Machines and Materials, and Work in Human Services. Students will complete three practical projects annually—one from each domain—engaging in activities such as organic farming, pottery, carpentry, millet-based cooking, embroidery, and basic electrical tasks.
Each student will dedicate 110 hours per academic year to this programme. Assessments will be conducted using a mix of written tests, oral presentations, activity logs, portfolios, and teacher observations. These will focus not only on the mastery of practical skills but also on critical thinking, collaboration, and problem-solving.
The circular also outlined the responsibilities of school leadership and teachers in ensuring the success of this initiative. Heads of schools are tasked with overseeing the implementation of the programme and supporting teacher training. Regular subject teachers will guide students through vocational tasks and help integrate skill development into everyday learning. To further enhance student engagement, the Directorate of Education will also host Kaushal Melas—school-level exhibitions showcasing student work, fostering cross-learning, and encouraging community participation.
By making vocational education a structured and integral part of middle school learning, Kaushal Bodh seeks to bridge the gap between academic knowledge and practical life skills. The initiative not only reflects a shift towards holistic, application-based learning but also responds to growing calls for early exposure to career-oriented competencies within the school system.
In an effort to combat rising sugar consumption among students, the Central Board of Secondary Education (CBSE) has directed all affiliated schools to establish “Sugar Boards”—a dedicated awareness initiative designed to monitor and educate students about the dangers of excessive sugar intake. This decision follows a sharp increase in Type 2 diabetes among children, a condition once primarily seen in adults, but now a growing concern in school-aged populations.
Why Sugar is Becoming a Silent Crisis
The CBSE has observed a troubling rise in Type 2 diabetes among students over the past decade. Health experts attribute this trend to the easy availability of sugary snacks, soft drinks, and processed foods within school environments. Studies indicate that sugar constitutes 13% of daily calorie intake for children aged 4 to 10 years and 15% for those aged 11 to 18 years—far exceeding the World Health Organization’s (WHO) recommended limit of 5%.
These Sugar Boards, mandated by CBSE, will serve as educational displays within schools, informing students about the risks of excessive sugar consumption. They will display critical information, such as:
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Recommended daily sugar intake
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Sugar content in commonly consumed foods (sweets, sodas, chocolates)
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Health risks associated with high sugar intake, including obesity, diabetes, and dental problems
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Healthier dietary alternatives
The directive also encourages schools to conduct awareness seminars and workshops, helping students make informed food choices. Schools are required to submit reports and photographs of their Sugar Boards by July 15.
The Real Enemy is Advertising
But while the CBSE is focusing on sugar consumption within schools, global research highlights a much larger problem—junk food advertising. As reported by The South First in a recent story, a study presented at the 2024 European Congress on Obesity in Malaga found that even five minutes of exposure to junk food advertisements could cause children to consume an extra 130 kilocalories per day. Professor Emma Boyland from the University of Liverpool explained, “Our results show that unhealthy food marketing leads to sustained increases in caloric intake among young people—enough to promote weight gain over time.”
This research highlights that children’s sugar consumption is not just influenced by what they eat in school but also by what they see on their screens. Junk food marketing—whether through TV, online ads, or even brand-only advertisements—significantly impacts children’s eating habits.
Nithin Kamath, Founder & CEO of Zerodha & Rainmatter Foundation, and a popular LinkedIn thought leader, recently highlighted the Sugar Boards initiative on social media, thanking Food Pharmer (Revant Himatsingka) for contributing to this change with his content.
Revant Himatsingka, popularly known as Food Pharmer, has been a vocal advocate for healthier eating habits among children. His digital content, which breaks down the sugar content of everyday foods—from malted drinks to packaged juices—has gained widespread attention and spurred conversations on healthy eating among parents, schools, and policymakers.
Kamath’s post acknowledged that while the CBSE’s initiative is a step in the right direction, true change requires parental awareness and action. “Now to figure out how to get parents to care about it. How to reduce sodas, coffee/tea (majority of it is mostly sugar), malted drinks, chocolates, sweets, etc.,” he wrote.
Will ‘Sugar Boards’ Be Enough?
While the Sugar Boards are a commendable initiative, many may argue that they are only part of the solution. Schools can monitor students’ sugar intake on campus, but the problem extends beyond the school gates. Children are exposed to junk food advertising on social media, in video games, and even through influencer endorsements.
Professor Boyland’s research shows that even brand-only food ads—advertisements that showcase brand logos without directly promoting food—can significantly increase children’s calorie intake. This means that without stricter advertising regulations, schools may find it difficult to counter the impact of sugar marketing.
CBSE’s Sugar Boards are a commendable initiative, but their success will depend on consistent awareness efforts, parental involvement, and broader policy changes. Experts recommend a multi-pronged approach:
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Stricter regulations on junk food marketing aimed at children
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Mandatory nutrition education as part of the curriculum
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Collaboration with parents to reduce sugary foods at home
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Regular health check-ups and BMI monitoring in schools
With diabetes and obesity on the rise among young Indians, addressing the sugar crisis is no longer just a dietary choice—it is a public health necessity.
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