Education
NEEDED: Curriculum Change
From redefining the purpose of the education system to focusing on skill-based education, ANSHU PANDE focuses on the changes required in the realm of curriculum
Indian education system has evolved drastically in the past few years. In the times of yore, Gurkul system of teaching was followed. The name comes from Sanskrit language, where ‘guru’ means teacher, and ‘kul’, means domain. It translates as “domain or family of the guru.” The students or ‘shishya’ lived near or with the guru in the same house. The gurus believed in the three-step process of imparting knowledge – Shravana, Manana and Niddhyaasana. Shravana meant listening to the words of wisdom which the teacher spoke. Manana meant interpreting the meaning of the lessons and Niddhyaasana meant the complete comprehension of knowledge. From Sanskrit to the Holy Scriptures, from Mathematics to Metaphysics, the guru taught everything a shishya wanted to learn until the guru was sure he had taught everything he could teach. The learning was closely linked to nature and life with rich knowledge and values.
However, the winds of change blew during the Colonial era. In the 1830s, Lord Thomas Babington Macaulay introduced the English language to India. The syllabus became limited to “modern” and specific subjects like science, mathematics, language, history, geography and civics, whereas, subjects like philosophy and metaphysics were considered unnecessary at school level. The mode of teaching became confined to classrooms, which broke the link with nature and also created a gap in the teacher-student relationship.
It was post freedom in 1947, that the Indian government, renowned educationists, social scientists and leaders, joined hands to make education Indiacentric. At present, India’s higher education system is the largest in the world, hosting more than 70 million students in less than two decades.
While we have gained freedom from British Raj, have we gained freedom from British curriculum?
Even today, most of the schools are following the curricula of 1918 with subjects like English, Math, Science, History and foreign languages. Is this how we plan on preparing the future generation to thrive in the changing landscape? There are debates about future of education, about embracing technology in the classroom, but there is almost no debate on changing what we are teaching in schools. A student that begins primary school today will graduate from university in the mid-2030s and their career will last through 2060 or beyond. But, with the subjects that are currently being taught, it is becoming a huge challenge to even get into a decent college after finishing school. Problemsolving, creative thinking, digital skills, and collaboration are in greater need every year yet they are not taught in our schools. Even when schools teach digital skills, they focus on how to use technology – how to create a document or a presentation – rather than how to create technology. In fact, some of the topics we teach today will no longer be essential in the 2030s: handwriting is increasingly obsolete, complex arithmetic is no longer done by hand, and the internet has replaced the need to memorise many basic facts.
Howard Gardner is an American developmental psychologist and his theory on different types of intelligence is prolific. Each one of us has one or more than one of these intelligences, such as naturalist (it is a human ability to discriminate among living things such as plants and animals, as well as sensitivity to other non-living things), logical/mathematical (good with numbers and validity), musical (understanding of sounds, pitch, rhythm and tone), existential (it is the sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why are we here, purpose, etc), interpersonal skills (interacting well with others), body kinesthetic (understanding oneself), spatial (mental imagery, image manipulation, graphic and artistic skills, and an active imagination). Sailors, pilots, sculptors, painters and architects all exhibit spatial intelligence and linguistic skills (the ability to think in words and to use language to express and appreciate complex meanings). That is what schools are supposed to prepare students for, but they put into us certain types of intelligence on precedence by ignoring other types. Each one of us is gifted with one or more of these intelligences—our school education is supposed to help us realise our potential, which just does not happen; resulting in a gross waste of talent.
The syllabus of our education system needs to usher in an educational revolution and an evolution of teaching techniques. The study material being taught in educational institutions is just a very small part of the actual amount of matter contained under a topic. The curriculum and pedagogy has to give way to future needs and requirements. The lessons being taught today will get outdated in future. Even as you are reading this, someone has devised something new to the world in his/her interest of subject. That hasn’t come from the monotonous subjects being taught. It’s the updated curriculum – that has included technology and advanced programming in it, which has led to a new invention.
The hindrance to technology driven classrooms prevails and is incompletely exploited in the nation. Proper measures should be undertaken to increase awareness of the benefits in adding technology to the classroom and bring in a significant change in student’s perception of subjects. The usual brick and mortar concept has reached its peak and it is high time we welcome modern technology in classrooms to help bring in a new effective learning atmosphere and teaching methodology.
A change in teaching of STEM subjects is the need of the hour. One should put special focus on STEM subjects and develop innovative hands-on solutions in Maths, Science and Robotics for schools. Introduction of mobile labs and science centers by the government and the initiative to include parents in this change so that learning becomes a continuous, multigenerational process is a must.
Classroom lectures sometimes become too boring encouraging only a little student involvement or creativity. But, if the teacher brings practical and exciting analogies to teach the classroom becomes more interesting and lessons become easy to understand. Many can question that every subject does not need practical guidance and theoretical knowledge is the base of the subject, but the visual experience and practical guidance can help in avoiding the boredom. Many successful entrepreneurs have not got the theoretical knowledge because their success stands on the experience they have gained. This is the philosophy that needs to be imparted from the school days of the students. Some schools in the country focus on the extracurricular activities to develop the student capabilities in terms of problem solving, writing skills, verbal skills, communication enhancement, physical fitness and more. These activities should be made available to each student in the country irrespective of the state and region.
Here are a few more points we could work on:
Focus on skill-based education
Our education system is geared towards teaching and testing knowledge at every level as opposed to teaching skills. “Give a man a fish and you feed him one day, teach him to fish and you feed him for a lifetime.” If you teach a person a skill, you enable him for a lifetime. Knowledge is largely forgotten after the semester exam is over. Still, year after year Indian students focus on cramming information. The best crammers are rewarded by the system. This is one of the fundamental flaws of our education system.
Personalise education – one size does not fit all
Assembly line education prepares assembly line workers. However, the drift of economic world is away from assembly line production. Indian education system is built on the presumption that if something is good for one kid, it is good for all kids.
Some kids learn faster, some are comparatively slow. Some people are visual learners, others are auditory learners, and still some others learn faster from experience. If one massive monolithic education system has to provide education to everyone, then there is no option but to assume that one size fits all. If however, we can effectively decentralise education, and if the government did not obsessively control what would be the “syllabus” and what will be the method of instruction, there could be an explosion of new and innovative courses geared towards serving various niches of learners,
Take for example, the market for learning dance. There are very different dance forms that attract students with different tastes. More importantly, different teachers and institutes have developed different ways of teaching dancing. This could never happen if there was a central board of dancing education which enforced strict standards of what will be taught and how such things are to be taught.
Central regulation kills choice, and stifles innovation too. As far as education is concerned, availability of choices, de-regulation, profitability, entrepreneurship and emergence of niche courses are all inter-connected.
Implement massive technology infrastructure for education
India needs to embrace internet and technology if it has to teach all of its huge population, the majority of which is located in remote villages. Now that we have computers and internet, it makes sense to invest in technological infrastructure that will make access to knowledge easier than ever. Instead of focusing on outdated models of brick and mortar colleges and universities, we need to create educational delivery mechanisms that can actually take the wealth of human knowledge to the masses. The tools for this dissemination will be cheap smartphones, tablets and computers with high speed internet connection. While all these are becoming more possible than ever before, there is lot of innovation yet to take place in this space.
Redefine the purpose of the education system
Our education system is still a colonial education system geared towards generating babus and pen-pushers under the newly acquired skin of modernity. We may have the highest number of engineering graduates in the world, but that certainly has not translated into much technological innovation here. Rather, we are busy running the call centres of the rest of the world – that is where our engineering skills end.
The goal of our new education system should be to create entrepreneurs, innovators, artists, scientists, thinkers and writers who can establish the foundation of a knowledge based economy rather than the low-quality service provider nation that we are turning into.
Effective deregulation
Until today, an institute of higher education in India must be operating on a not-for profit basis. This is discouraging for entrepreneurs and innovators who could have worked in these spaces. On the other hand, many people are using education institutions to hide their black money, and often earning a hefty income from education business through clever structuring and therefore bypassing the rule with respect to not earning profit from recognized educational institutions. As a matter of fact, private equity companies have been investing in some education service provider companies which in turn provide services to not-for-profit educational institutions and earn enviable profits. Sometimes these institutes are so costly that they are outside the reach of most Indian students.
There is an urgent need for effective de-regulation of the Indian education sector so that there is infusion of sufficient capital and those who provide or create extraordinary educational products or services are adequately rewarded.
Take mediocrity out of the system
Our education system today encourages mediocrity – in students, in teachers, throughout the system. It is easy to survive as a mediocre student, or a mediocre teacher in an educational institution. No one shuts down a mediocre college or mediocre school. Hard work is always tough, the path to excellence is fraught with difficulties. Mediocrity is comfortable. Our education system will remain sub-par or mediocre until we make it clear that it is not okay to be mediocre. If we want excellence, mediocrity cannot be tolerated. Mediocrity has to be discarded as an option. Life of those who are mediocre must be made difficult so that excellence is attained.
Reforming school examination systems
There is a strong need to reform the examination system to focus on logical reasoning, problem-solving and Higher Order Thinking Skills (HOTS). In recent years, major changes in the CBSE examination system have been observed. The Class X Board examination has been made optional and a new grading system has been introduced which really works for the modern-day student. State Boards have also welcomed the measures and followed up with efforts to update their respective curricula and examination systems. These refinements not only improve the learning outcomes of the students, they also improve the quality of secondary education. Thus, new reforms are needed which can enhance innovation of the existing system.
Promotion of languages
We especially laud the suggestion of mother tongue-based education. Children should not be at a disadvantage just because of their cultural distance from English or Hindi. NCERT’s evaluation study found out that mother tongue-based education has shown increased attendance and retention in schools. It has also shown a positive impact on students’ achievement in language studies as well as mathematics. However, there should be basic English education for every student as this is a language which opens more doors.
Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life Skills
Anything less than a holistic, well-rounded education results in only half an education. Non-scholastic areas are as important as scholastic areas for the overall development of a child. This change in policy to provide special tools and toys to play with, and a well-maintained sports facility to play in, does wonders for the child. More importantly, what is growth without the appreciation of art and the ability to express ideas, emotions and thoughts freely? Inclusion of visual and performing arts in school life is as welcome as a breath of fresh air.
These are times of great transformation; a period when the technologies around us will alter all aspects of life. Education has a unique and unassailable opportunity in our society to prepare us for such a change. It is precisely our human ability to learn, to harness our minds and to apply creative thought to new problems that will allow us to adapt and overcome any future technology or transition, as it has so many times in the past. We cannot rely on an outdated syllabus that teaches subjects which are not required in the coming future. Our children deserve the best knowledge and techniques, for they have to be prepared to face the world.
YB Chavan Auditorium became a hub of creativity as Kala Ka Karawaan, an initiative by Salaam Bombay Foundation, provided students from Mumbai’s municipal and government aided schools with a platform to showcase their artistic and media skills on February 20, 2025. The event highlighted the transformative impact of arts education through performances, exhibitions, and interactive stalls.
A key highlight was the exhibition by students from the Arts Academy, where paintings, photography, and digital artwork captured various facets of Indian culture. Visitors also engaged with students at interactive stalls that showcased photography, filmmaking, podcasting, and magazine writing, demonstrating the skills they had honed through the Media Academy.
Theatre and dance performances brought another dimension to the event, as students expressed themselves through movement and dialogue, addressing real-world issues and their lived experiences.
The event also featured alumni who have successfully turned their training into professional careers. Priti Singh, an Arts Academy alumnus, displayed her latest paintings. Sagar Kanojia, a former dance student, returned as a choreographer, and Kushal Mahale, now a professional photographer and video editor, presented his portfolio. Their journeys exemplify how skill-based education can create real career opportunities.
Speaking about the event, Rajashree Kadam, Senior Vice President (Arts and Media), Salaam Bombay Foundation, said, “Kala Ka Karawaan demonstrates that if students from economically and socially disadvantaged backgrounds are given the right education and opportunities, they can achieve extraordinary success. Our programmes align with the National Education Policy (NEP) 2020, which not only promotes vocational training and creativity but also highlights the significant role of training in arts and culture in students’ holistic development. This event underscores the importance of integrating arts and media into mainstream education.”
Renowned theatre director Jeff Goldberg shared his thoughts, “The confidence, talent, and storytelling skills these students possess are incredible. Arts education is not just about skill-building but also about giving young people a voice. Salaam Bombay Foundation is doing a phenomenal job ensuring that students from municipal schools get these opportunities.”
Bhushan Gagrani, BMC Commissioner, added, “Students in Mumbai’s municipal schools have immense potential. Organisations like Salaam Bombay Foundation prove that, with the right platforms, they can excel in fields beyond traditional academics. We must continue to invest in arts education and skill-based learning for a brighter future.”
The United States is undergoing a major shift in its education policy under President Donald Trump’s administration, with a plan to abolish the US Department of Education through an executive order. This move has sparked widespread fear and uncertainty among education professionals in the US, with experts arguing that it could have far-reaching implications—not just for America but for global education, including India.
What’s Happening in the US?
The Trump administration’s education policies have long been focused on decentralisation—moving decision-making power from the federal government to individual states. The latest effort aims to dismantle the Department of Education altogether, returning full control of education to state governments.
A report by The Guardian describes the panic among Department of Education employees, who fear losing their jobs as federal funding for education faces imminent cuts (source). The department currently supports around 7.5 million students with disabilities and provides critical funding to Title I schools, which cater to over 26 million children living in poverty. The proposed shutdown could mean an end to federal oversight of educational equity, potentially worsening disparities in access to quality education.
The administration has also issued directives eliminating Diversity, Equity, and Inclusion (DEI) initiatives in federally funded schools, warning that failure to comply could result in the loss of funding for essential services such as student loans, free lunch programs, and special education support (source).
Why Does This Matter Beyond the US?
America’s education policies often set a global precedent, influencing trends in international education, research collaborations, and student exchange programs. If the US withdraws from actively shaping global education policies, it could create a ripple effect on countries, including India, where millions aspire to study in American universities.
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Funding Cuts Could Impact Indian Students Studying in the US
- The US is the top destination for Indian students, with nearly 200,000 Indian students enrolled in American universities in 2024.
- If Trump’s administration cuts federal student loan programs, the financial burden on international students could increase.
- Scholarship opportunities, particularly for students from disadvantaged backgrounds, could shrink significantly.
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Loss of DEI Programs Could Make US Universities Less Inclusive for Indian Students
- The directive to eliminate diversity and inclusion programs from federally funded institutions could reduce support services for Indian and other international students.
- Many Indian students rely on DEI initiatives that offer mentorship, career guidance, and cultural adaptation programs.
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Impact on Higher Education Partnerships
- India has multiple research collaborations with US universities in fields like AI, healthcare, and climate science.
- A weakened Department of Education may reduce funding for research collaborations, impacting Indian researchers working in the US.
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Could India See a Similar Shift in Education Policy?
- India is currently in a phase of educational reform, with the National Education Policy (NEP) 2020 emphasising equitable access to education.
- If the US reduces investment in public education, there’s concern that other nations, including India, may deprioritise education spending in the long run.
Who Will Be Affected the Most in India?
The biggest impact of the US education shake-up could be felt among economically weaker students and marginalised communities in India.
- Indian students from lower-income backgrounds aiming for US education could struggle with financial aid.
- Institutions collaborating with US universities may see a decline in research funding.
- Public education in India, which already faces funding constraints, might suffer if government priorities shift away from long-term investment in education.
A Step Back for Global Education?
Education has long been seen as the great equaliser, but dismantling federal oversight on education in the US may widen inequalities, not just within America but worldwide. The Time Magazine report on the history of US education policies (source) shows that education reforms have often been tied to social equity movements. Removing this federal framework could reverse decades of progress in education equality.
Experts argue that international collaboration is key in shaping future-ready education systems. However, if the US retracts its role in funding and regulating equitable education, it might push other nations towards privatisation and deregulation, creating greater disparities in access to quality learning.
What Next?
For Indian students, parents, and educators, this is a moment of introspection and advocacy. As the US undergoes these drastic changes, India must ensure that:
- Financial support structures remain intact for Indian students aspiring to study abroad.
- Global research collaborations continue, even if funding sources shift.
- Domestic education policies remain focused on equitable access, rather than mirroring privatisation trends.
The US education system has long served as a benchmark for excellence, but its current trajectory raises concerns for students worldwide. For Indian students looking towards the US for higher education, the road ahead could be more uncertain than ever.
In a bid to curb bullying and ragging in schools, the Kerala General Education Department is set to introduce anti-ragging cells across educational institutions in the state. This initiative comes in response to persistent concerns over student safety and well-being in schools.
General Education Minister V Sivankutty announced that senior officials are preparing a proposal to implement anti-ragging cells in every school. This step aims to reinforce the existing disciplinary committees and protection groups to ensure a more structured and effective response to bullying.
“Through disciplinary committees and protection groups already exist in schools across the state, the practices like ragging have yet to be completely rooted out. Therefore, the General Education Department is considering setting up anti-ragging cells in every educational institution in the state,” Sivankutty said.
A committee of senior officials from the General Education Department will be formed to study and propose the structure and functioning of these cells before implementation. The minister added that these anti-ragging cells should also instil a sense of responsibility and respect among students, shaping their approach towards peer interactions in both school and higher education.
Emphasising the importance of a healthy student-teacher relationship, the minister said that children should feel comfortable sharing their issues with their teachers. He reiterated that open communication between students and educators is essential in addressing concerns and creating a safe and inclusive school environment.
With bullying and ragging remaining a major issue in schools and colleges, Kerala’s initiative could set a progressive precedent for other states. The introduction of anti-ragging cells aims to foster respect, safety, and well-being among students while strengthening institutional support systems.
(With Inputs from PTI)
Prime Minister Shri Narendra Modi kick-started the 8th edition of Pariksha Pe Charcha 2025, an annual initiative aimed at helping students navigate exam stress and academic pressure with confidence. Breaking away from the conventional Town Hall format, the first episode took place at the serene Sunder Nursery in New Delhi on 10th February 2025, bringing together 36 students from across India for a highly interactive session.
The Prime Minister covered essential topics such as Nutrition and Wellness, Mastering Pressure, The Art of Leadership, 360° Growth Beyond Books, and Finding Positives in Challenges. The session encouraged students to adopt a growth mindset and focus on holistic learning rather than just academic success.
A Star-Studded Line-Up to Guide Students Beyond Academics
As part of the revamped edition of Pariksha Pe Charcha, the government has roped in eminent personalities from diverse fields—including sports stars, entertainment icons, business leaders, and education experts—to engage with students in a series of insightful episodes. The sessions are designed to equip students with practical strategies, inspire them to take on challenges, and instil confidence ahead of their exams.
With five episodes aired so far, Pariksha Pe Charcha 2025 has seen engaging conversations with Sadhguru, Deepika Padukone, Technical Guruji (Gaurav Chaudhary), Radhika Gupta, and leading nutrition experts like Rujuta Diwekar, Shonali Sabherwal, and Revant Himatsingka (Food Pharmer).
Sadhguru on Overcoming Exam Stress with Mindfulness
In the fifth episode (14th February 2025), Sadhguru engaged students in a free-flowing conversation on the importance of mindfulness in tackling exam-related stress and overcoming life’s challenges.
Sharing his observations, Sadhguru highlighted the increasing number of children suffering from stress-induced health complications due to exam pressure. He emphasised that education is not just about exams, but about gaining access to life itself. He advised students to keep their intelligence in ‘dynamic mode’ and view education as a stepping stone to broader life experiences.
Sadhguru also introduced students to Nada Yoga, demonstrating three basic sounds and encouraging them to practise the technique for seven minutes every morning to improve focus and emotional well-being.
His advice on limiting smartphone usage to maintain concentration and balance in daily life was particularly well received by the students.
Deepika Padukone on Mental Health and Resilience
In the second episode (12th February 2025), Bollywood star Deepika Padukone interacted with 60 students, sharing her personal journey with mental health. She spoke about the importance of acknowledging mental health challenges and seeking support, emphasising that dealing with these issues can be empowering rather than a sign of weakness.
As a vocal advocate for mental health awareness, Deepika’s insights encouraged students to openly discuss their struggles and adopt positive coping mechanisms.
Technical Guruji and Radhika Gupta on AI & Emerging Technologies
In the third episode (13th February 2025), popular tech influencer Gaurav Chaudhary (Technical Guruji) and Edelweiss Mutual Fund MD & CEO Radhika Gupta introduced students to the fundamentals of Artificial Intelligence (AI) and Machine Learning (ML).
The session focused on the real-world applications of AI, including ChatGPT and AI image-generation tools. The speakers encouraged students to embrace AI-driven learning, explore technological advancements, and build future-ready skills.
Nutrition Experts on Exam Diets & Healthy Living
On 14th February 2025, renowned nutritionists Shonali Sabherwal, Rujuta Diwekar, and Revant Himatsingka (Food Pharmer) interacted with students about the critical role of nutrition in staying stress-free and energised during exams.
The session covered:
- The best brain foods for students
- How to maintain energy levels while studying
- The dangers of excessive caffeine and junk food consumption
- Simple diet changes to improve focus and concentration
Students walked away with actionable tips on maintaining a balanced diet during exam season, ensuring their physical and mental well-being.
A Transformative Initiative for Student Well-Being
With Pariksha Pe Charcha 2025, the Indian government continues to reinforce the importance of holistic development, stress management, and lifelong learning. By inviting leaders from various fields, the initiative ensures that students receive multi-dimensional guidance—not just on academics, but also on mental health, leadership, technology, and well-being.
As students gear up for their exams, these insightful sessions serve as a powerful reminder that success is not just about marks—but about resilience, adaptability, and a well-rounded approach to life.
In a heartwarming recognition of dedication and innovation in education, Saudi Arabian teacher Mansour bin Abdullah Al-Mansour has been awarded the prestigious $1 million GEMS Education Global Teacher Prize. Announced at the World Governments Summit in Dubai, the award celebrates Al-Mansour’s transformative work in empowering students from low-income families, including hundreds of gifted orphans, and his 3,000+ hours of community service.
Al-Mansour, a teacher at Prince Saud bin Jalawi School in Al-Ahsa, has spent over two decades uplifting students facing academic challenges, disabilities, and financial hardships. His efforts include establishing mentorship programmes, innovation incubators, and financial literacy initiatives, enabling students to achieve global recognition. Notably, he plans to use the prize money to build a school for talented orphans, furthering his mission to provide quality education to underprivileged children.
(Image: Mansour Al Mansour- 2025 Global Teacher Prize Winner)
Beyond the classroom, Al-Mansour has authored 21 educational books, trained over 300 educators, and led literacy programmes for prison inmates, helping reduce sentences for some. His work has earned him accolades as an international ambassador for educational excellence.
The Global Teacher Prize, now in its ninth year, recognises exceptional educators who make a profound impact on their communities. Al-Mansour was selected from over 5,000 nominations across 89 countries, joining a prestigious list of global educators.
Sunny Varkey, Founder of the Global Teacher Prize, praised Al-Mansour’s “passion, dedication, and the life-changing power of education.” Stefania Giannini, UNESCO Assistant Director-General for Education, highlighted the importance of investing in teachers to build a sustainable future.
As the world faces challenges like inequality and climate change, Al-Mansour’s story serves as a beacon of hope, reminding us of the transformative power of education and the unsung heroes shaping our future.
In an exciting initiative for young nature enthusiasts, Early Bird and Ataavi Bird Foundation are set to organise special bird walks for children during the Great Backyard Bird Count 2025. Scheduled for February 15th and 16th, 2025, these walks will take place in eight Indian cities: Bengaluru, Dimapur, Halol, Jaipur, Mangaluru, Ranchi, Trivandrum, and Ujjain.
Designed for children aged 9 to 13 years, the bird walks aim to nurture curiosity about birds and their habitats, providing an engaging introduction to birdwatching. Led by experienced nature educators, the sessions will help children identify different bird species, understand their behaviours, and develop a deeper appreciation for local biodiversity.
The Great Backyard Bird Count is a global citizen science initiative where birdwatchers of all ages observe and document bird species in their surroundings. The data collected contributes to worldwide studies on bird populations and helps scientists track migration patterns and conservation needs. This year, Early Bird is organising dedicated children’s walks as part of this initiative, encouraging young learners to explore nature firsthand.
Early Bird is a learning programme that brings children closer to birds and nature. The programme has impacted more than 3 lakh children throughout its 10-year existence. This is through the distribution of innovative educational materials on Indian birds, available in 10 Indian languages, besides English. Early Bird is a part of the Nature Conservation Foundation (NCF), a 28-year-old public charitable trust set up to contribute to the knowledge and conservation of India’s unique wildlife heritage.
Previous bird walks led by Early Bird’s expert educators have received enthusiastic responses. A parent from the Goa Walk 2024 shared, “Such an unbelievable and mesmerising variety of birds! Thank you for revealing these treasures in our everyday landscape!”
The event will take place at key nature spots in each city, including Avalahalli Lake (Bengaluru), Vadatalav Lake (Halol), Kishan Bagh Sand Dunes Park (Jaipur), and Akkulam Lake (Trivandrum). Partner organisations such as Coastal Karnataka Bird Watchers Network (CKBWN), Eco Warriors, Prakriti, and COCOON will collaborate to ensure an enriching experience for all participants.
Event Details
| City | Location | Partner Organisation | Date & Time |
|---|---|---|---|
| Bengaluru | Avalahalli Lake | – | 15 Feb 2025, 7:30 AM – 9:00 AM |
| Dimapur | PWD, Forest Colony Complex | Eco Warriors | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Halol | Vadatalav Lake | COCOON | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Jaipur | Kishan Bagh Sand Dunes Park | Prakriti | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Mangaluru | NITK Campus, Surathkal | CKBWN | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Ranchi | Jonha Park, Koynardih | Keystone Foundation | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Trivandrum | Akkulam Lake | – | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Ujjain | Triveni Eco Park | – | 16 Feb 2025, 7:30 AM – 9:30 AM |
How to Register
Registrations for the bird walks are now open. Interested participants can sign up at https://bit.ly/8cities8walks. Slots are limited and will be filled on a first-come, first-served basis.
This initiative provides a rare opportunity for students to engage with nature, learn about India’s diverse bird species, and contribute to an international conservation effort.
The IB PYP curriculum is structured to support an inquiry-based approach, guided by empathy, kindness, and the concept of the “power of yet,” which fosters validation within a safe, non-judgmental space. While physical safety is crucial, emotional safety is equally important. This emotional safety must first be nurtured within the individual, who then becomes the facilitator, replicator, and enabler of such an environment. As a result, the curriculum extends beyond a mere written framework; it is a living approach—one that nurtures a culture of coexisting ideas, fostering both personal growth and collaborative learning
So what is this “Power of Yet?”
The “power of yet” is a concept popularized by psychologist Carol Dweck, rooted in the growth mindset theory. It refers to the belief that abilities and intelligence can be developed through effort, perseverance, and learning. When someone says “I can’t do this,” the “power of yet” suggests adding “yet” to the statement—
“I can’t do this yet.” This small shift helps to reframe challenges as opportunities for growth rather than fixed limitations. It encourages a mindset where mistakes are seen as a natural part of the learning process and success is achievable through continuous effort and improvement.
As a Visual arts facilitator I always kept asking myself how to enable this non judgmental space? I continue to pen my conversations with likeminded individuals.
In today’s educational landscape, the significance of nurturing self-expression in children cannot be overstated. As we navigate a world increasingly focused on emotional intelligence and creativity, primary art classes stand out as vital spaces for young learners. These classes provide children with opportunities to explore their identities and express themselves creatively. A powerful approach to enhancing this environment involves the concepts of “yes” and “yet.” By integrating these affirmations, educators can create a validating atmosphere that empowers children to embrace their individuality and artistic expression.
How to validate?
One of the most effective ways to create a nurturing environment in an art class is through validation/ the power of “yes.” When children present their artwork or ideas, a teacher’s enthusiastic affirmation can make a significant impact. Positive responses to a child’s creative choices not only boost their confidence but also reinforce their sense of belonging within the classroom community.
For instance, consider a scenario where a child shows their painting of a fantastical landscape. A teacher might respond with, “Yes, I love the colors you’ve chosen! They really bring your imagination to life!” Such affirmations validate the child’s effort and creativity, encouraging them to take pride in their unique perspective. This practice fosters a culture of positivity where students feel encouraged to share their ideas freely.
Moreover, acknowledging children’s feelings is vital in this context. Art can be an emotional outlet, and children often face frustrations or self-doubt during the creative process. If a student expresses frustration about their work, a teacher can respond with empathy: “Yes, it’s okay to feel that way. Art can be challenging!” This validation helps children feel understood, creating an environment where they are more willing to share their thoughts and emotions.
The concept of “yet” is equally powerful in promoting validation and a growth mindset among young artists. When children encounter difficulties For example, if a child struggles with a particular technique, the teacher might say, “You haven’t mastered it yet, but let’s try together!” This simple shift in language redefines challenges as opportunities for growth, helping children understand that mastery comes with practice and persistence. By embedding “yet” into classroom discussions, educators encourage children to see their artistic journey as ongoing and evolving.
Using “yet” also allows children to recognize their potential. If a student states, “I can’t draw this,” the teacher can reply, “You can’t draw it yet! Let’s practice some more.” This reframing not only promotes resilience but also instills a sense of hope and determination. Children learn that struggles are part of the creative process, and that improvement is always within reach.
“They are copying me!” – Creating a Safe Space
To truly unlock the potential of “yes” and “yet,” it is essential to cultivate a classroom environment that prioritizes safety, support, and respect. Central to this is fostering a culture of non-judgmental feedback, where students feel empowered to share their ideas and creations without fear of criticism.
Often, I observe students covering their artwork or hiding their work, anxious that their peers may copy them. It is crucial to acknowledge and validate these concerns. Through thoughtful discussions on academic integrity and the importance of crediting others’ work, we can shift the conversation. Instead of labeling it as “copying,” we can frame it as “being inspired by,” transforming what could be a negative feeling into a positive, growth-focused one. By encouraging students to recognize and express their sources of inspiration, we not only honor
their creative process but also promote a culture of respect and collaboration, where each individual’s contributions are valued.
Non-Judgmental Feedback to us and to the learners
I have consistently observed my mentor’s approach during our team discussions, where he emphasizes acknowledging what went well, while also creating space for constructive “even better if” feedback. He provides clear, actionable feedforward that is both practical and attainable, which has been invaluable in helping me refine and improve my work. Additionally, he encourages the team to reflect on their successes through anecdotes, coupled with achievable feedforward, which effectively scaffolds the learning process. This approach nurtures a growth mindset and empowers individuals to build on their strengths, fostering meaningful progress in their ongoing journey of improvement.
In celebrating the art of being, we lay the foundation for a generation of confident, creative individuals. Art classes, when infused with the power of “yes” and “yet,” become transformative spaces where children can thrive, experiment, and ultimately discover who they are as artists and as people. Through this journey, they learn that their voices matter, and that their unique expressions contribute to the vibrant tapestry of the world around them. This article is authored by– Neha G Utmani, Visual Arts Faculty, The Kulish School, Jaipur. She recently led the school to an India record for the longest Dot Art created by a school in a single day. Beyond her achievements, she is a dedicated educator who nurtures and grooms children through art in a deeply therapeutic way.
Bibliography: Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. Thomas, M. (2013). The Art of Encouragement in Education. Routledge. Costa, A. L., & Kallick, B. (2008). Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD. McKenzie, T. (2013). Teaching and Learning Through Inquiry: A Case Study Approach. Solution Tree Press. McKenzie, T. (2014). The Inquiry-Based Learning Revolution: A Teacher’s Guide to Transforming Your Classroom. Corwin.
In a significant development for education in Varanasi, Sunbeam International Varuna has become the first institution in the city to adopt the globally recognised Cambridge curriculum. Known for its emphasis on academic rigour and critical thinking, the curriculum is designed to promote holistic development through a well-rounded educational approach.
The school’s academic achievements have been noteworthy, with students excelling in the Cambridge Primary Checkpoint exams and surpassing international benchmarks. Their involvement in the Cambridge Climate Quest Program highlights their commitment to environmental responsibility and leadership in sustainability initiatives.
Sunbeam International Varuna also places a strong emphasis on sports and extracurricular activities. Student athletes have made notable achievements, including a gold medal at the National Roll Ball Championship and success in Thai Boxing and Roller Skating. The school’s focus on STEAM education is reflected in projects such as IoT-based irrigation systems and robotics innovations, supported by well-equipped labs and modern facilities.
Collaboration with parents and mental wellness initiatives form an integral part of the school’s educational philosophy. Activities such as health workshops, storytelling sessions, and mindfulness programmes contribute to the overall development and well-being of students.
Dedicated teachers play a crucial role, with achievements in Teachers’ Olympiads and continuous professional development enhancing the learning experience. Community engagement, sustainability programmes, and experiential learning initiatives further enrich students’ educational journeys.
As a member of the Boarding Schools’ Association of India, Sunbeam International Varuna is committed to fostering progressive education, blending academic excellence with life skills and global awareness.
Education
NITI Aayog Proposes Education Reforms: New Finance Agency and Fee Flexibility for State Universities
In an effort to address the financial and operational challenges faced by State Public Universities (SPUs), NITI Aayog has proposed significant reforms aimed at improving their sustainability and quality. The recommendations include the establishment of a dedicated finance agency akin to the Higher Education Financing Agency (HEFA), fee autonomy, and diversified funding sources. These suggestions, outlined in the newly released report titled Expanding Quality Higher Education Through States and State Public Universities, are considered vital to achieving the goals of the National Education Policy (NEP) 2020.
State Public Universities, which cater to over 80% of India’s higher education student population, face numerous challenges stemming from inadequate government grants, dependence on traditional revenue streams, and limited autonomy in financial decision-making. The report highlights the need for a six percent allocation of the country’s GDP to education, a figure previously recommended under the NEP 2020.
One of the central recommendations is to establish a HEFA-style finance agency exclusively for SPUs. HEFA, a joint venture between Canara Bank and the Ministry of Education, has played a crucial role in financing infrastructure development and research projects at educational institutions. NITI Aayog suggests a similar agency could provide long-term financial stability to SPUs, ensuring they have the resources needed to maintain quality education and expand research capacities.
The report further recommends granting SPUs the autonomy to adjust fees by 5-10% annually to account for inflation, with safeguards such as scholarships and fee waivers for underprivileged students. Select SPUs with sound financial management could pilot this programme, which would be closely monitored for its impact on finances, enrolment, and educational quality.
Diversification of revenue streams is another key focus. The report encourages universities to expand self-financed programmes, provide consultancy services to industries and government agencies, and strengthen alumni engagement to drive financial contributions. Public-private partnerships (PPPs) are also seen as crucial to supplement government funding and enhance employability initiatives.
Additionally, NITI Aayog calls for tax exemptions on revenue from CSR grants and research activities to provide further financial relief. These recommendations come at a time when Indian higher education institutions are under increased scrutiny for their financial and academic performance, with recent opposition to changes proposed under the NEP 2020 further intensifying the debate.
With 80 policy recommendations spread across four key thematic areas—quality, funding and financing, governance, and employability—NITI Aayog envisions a transformed higher education system where SPUs emerge as centres of excellence and regional development drivers.
The Central Board of Secondary Education (CBSE) is set to organise a pivotal workshop on February 12, 2025, focusing on improving student mental health and well-being. The event, titled “Promoting Student Mental Health and Well-Being”, will be held at Venkateshwar International School, Dwarka, New Delhi, and is designed specifically for principals, counsellors, and wellness teachers from CBSE-affiliated schools in the Delhi/NCR region.
The workshop aims to equip educators with practical strategies to identify early signs of mental health challenges among students and provide effective psychological support during critical academic periods. By fostering awareness and skill development, the session is expected to address the increasing need for mental health intervention in schools.
Workshop Details and Agenda
The workshop will run from 10:00 am to 2:00 pm, with registration starting at 9:30 am. Participants are advised to arrive early to complete the registration process and engage in pre-event activities. The event will include sessions covering a range of topics, such as:
- Understanding Mental Health in Schools: Exploring current issues affecting student well-being.
- Identifying Early Warning Signs: Recognising behavioural or emotional indicators that may signal mental distress.
- Crisis Management and Intervention: Practical approaches to handle mental health crises effectively.
- Developing Comprehensive Support Systems: Building support frameworks within schools to cater to diverse mental health needs.
The sessions will also touch upon the importance of fostering critical thinking, using digital tools, and enhancing classroom management techniques to support student engagement and learning outcomes.
How to Register
Participation slots for the workshop are limited and will be available on a first-come, first-served basis. Interested educators can register by visiting the official CBSE website under the “Workshop Notice” section and completing the registration form. Upon successful registration, participants will receive a confirmation email from the organising team.
Fostering Mental Health Awareness
This initiative underscores CBSE’s commitment to addressing mental health challenges faced by students amid growing academic pressure. By providing educators with actionable tools and strategies, the workshop aims to create a more supportive and nurturing school environment. With rising concerns over student stress, anxiety, and emotional well-being, this event marks a step toward a more holistic approach to education, ensuring students’ mental health remains a priority.
The Growing Need for Mental Health Support
Educators attending the workshop will gain insights into the critical role mental health plays in student success. By promoting early intervention and effective support systems, the workshop seeks to help teachers, counsellors, and school leaders better support students through challenging academic years.
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