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.
In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.
The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.
Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.
Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.
Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.
Central Framework and Industry Oversight
In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.
The new panel’s mandate is broad. It will investigate:
- The socio-academic reasons behind the rise of dummy schools
- The misalignment between school curricula and competitive exams
- The impact of coaching on student well-being and critical thinking
- The need to promote alternate career pathways beyond engineering and medicine
- Regulations around coaching advertisements and contract practices
A National Rethink on the Purpose of Schooling
Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.
As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.
In a move aimed at reducing academic pressure and offering students a second shot within the same academic year, the Central Board of Secondary Education (CBSE) has announced a revised board examination structure for Class 10. Starting from the 2025–26 session, students will appear for two board exams: the first in February and the second in May.
While the February exam will be the ‘main’ board, students who wish to improve their scores in up to three subjects can take the second board exam. Those who fail in one or two subjects may also attempt the May exam under the compartment category. However, those who miss three or more subjects will be marked ‘Essential Repeat’ and have to retake the exam the following year.
Importantly, this is not a semester system. Students must appear for the first exam. The second is optional—meant only for improvement or compartment cases. No additional or new subjects can be added between the two exams.
CBSE has clarified that the structure, syllabus, and pattern of questions will remain unchanged. The results of the first exam will be declared in April, enabling provisional Class 11 admissions. However, the final marksheets and certificates will be issued only after the second exam results are announced in June.
This dual-exam model was opened for public feedback earlier this year and will initially apply only to Class 10. A similar system for Class 12 is being considered but has not yet been confirmed.
For schools, this change will require rethinking academic calendars, counselling processes, and internal assessments, especially for students who may be at risk of needing a second attempt. The move aligns with CBSE’s broader goals of offering students more flexibility and reducing the high stakes of a single board exam.
The dopamine-rich scrolling in late mornings with amorphous freedom has made our zealous students so comfortable that they are re-entering their classrooms with minds tuned to instant gratification, not delayed rewards. Now the challenge isn’t just academics but to re-engage our bud’s attention and curiosity. Neuroscience backed motivation strategies and intentional school design could prove to be a catalyst as it will bring a positive change and enable the students to learn at a better pace.
1. Rewiring the Dopamine rush with 2 Ps, Purpose and Productivity:
Neuroscience says: Where our brains are functional to seek novelty and purpose on their own, during summer break, the buds often lean into adding the activities to their routine which are unpredictable, quick, and rewarding referring back to instant gratification, these activities may include social media, gaming, and chatting anonymously and grateful to internet and inventions, there are plethora of platforms enabling students to be distracted. And then joining back the school with a gradual drip of delayed academic rewards may seem to be a let-down for students.
Actionable tip: We as facilitators have to be the mystery-solvers channeling their energy into productivity, enlightening them with real-world challenges, interdisciplinary projects, or a mystery to solve that taps into their intrinsic curiosity. Novelty may allow us to reset their attention-even primitive changes in surrounding like rearranged desks, learning outdoors, and using the BALA method to utilize infrastructure, can signal a shift in engagement and productivity.
2. Design for Autonomy and Flow
Neuroscience says:
Neuroscience tells us that motivation really flourishes when students feel they have some control over their learning. The brain’s reward system kicks in when choices are part of the equation, especially regarding how tasks are structured or what content is covered.
Here’s a practical tip: give students structured choices, like deciding which book to dive into, which problem to tackle first, or how they want to present their findings. A design that promotes flow—complete with clear goals, manageable challenges, and instant feedback—helps keep students in that ideal zone, avoiding both boredom and anxiety.
3. Rebuild Social Motivation Through Spaces That Connect
Neuroscience tells us that connecting with peers is a huge motivator, especially after the pandemic. Our brains are wired for social interaction, which plays a key role in how we learn and engage emotionally.
Actionable tip: Create flexible seating arrangements or common areas that encourage group work and casual collaboration. Try incorporating daily activities like “curiosity circles” or peer-led problem-solving sessions to foster a sense of belonging and shared learning objectives.
4. Leverage Routines to Rewire Attention
Neuroscience shows that our habits influence our attention. After a summer of scattered focus, students thrive on rhythmic and consistent routines that help retrain their executive functions.
Actionable tip: Kick off classes with familiar “mind-on” rituals — whether it’s a thought-provoking question, a brief reflection, or a quiet sketch — to help anchor their attention. Consistency breeds comfort, and that comfort boosts confidence.
5. Make Joy a Design Priority
Neuroscience indicates that positive emotions can enhance learning by boosting neuroplasticity. When students (and teachers) experience joy, they’re more likely to engage deeply and retain what they learn.
Actionable tip: Infuse joyful moments into the day — through fun challenges, movement breaks, or a bit of humor. Allow time for students to share what excites them. A joyful classroom isn’t just a nicer place to be; it’s also more effective for learning.
Conclusion: To capture wandering minds, we need to understand how motivation truly works and design both our curriculum and learning spaces to support it. When we ignite curiosity, honor autonomy, and weave joy into the experience, even the sleepiest summer brain can come alive again.
This article is written by:
Renu Sharma
Assistant Director – Systems – Indirapuram Group of Schools
Principal – Indirapuram Public School – Crossings Republik
Tripura has been declared a fully literate state, becoming the third in the country to cross the 95% literacy threshold after Goa and Mizoram.
The announcement was made by Chief Minister Dr. Manik Saha, citing data from the Understanding Lifelong Learning for All in Society (ULLAS) programme — a flagship literacy and life skills initiative aligned with the National Education Policy (NEP) 2020. The declaration marks not just an administrative achievement, but a generational leap in educational access and community participation.
Tripura’s current literacy rate stands at 95.6%, as per the latest Periodic Labour Force Survey, a remarkable rise from 87.22% in the 2011 Census, and a far cry from 20.24% in 1961.
“This is a historic moment for Tripura. From a 20% literacy rate six decades ago to 95.6% today, we have rewritten our narrative,” said Dr. Saha in a public post. “Through the successful implementation of ULLAS, we have ensured that literacy is not limited to signing one’s name, but includes the confidence to participate meaningfully in society.”
ULLAS, launched under the New India Literacy Programme, targets adult learners aged 15 and above who have missed out on formal schooling. It goes beyond basic literacy to include numeracy, digital and financial literacy, legal awareness, and other essential life skills — all aligned with NEP 2020’s commitment to equitable lifelong learning.
The shift from traditional signature-based literacy drives to functional literacy has allowed Tripura to reach new learners with practical, future-ready tools. The model also offers a compelling template for other states striving to raise literacy rates beyond conventional benchmarks.
The Assam State School Education Board (ASSEB) has announced the introduction of Sign Language as an elective subject for Higher Secondary (Classes XI–XII) from the current academic year.
Education Minister Dr. Ranoj Pegu made the announcement during the inauguration of a residential AI training programme for teachers at IIT Guwahati. While Artificial Intelligence and Financial Literacy were also introduced as new electives, Sign Language stood out as a critical stride towards making classrooms more accessible to the deaf and hard-of-hearing community.
“This is not just about a subject; it’s about acknowledging communication rights,” said Dr. Pegu, who also unveiled a specially designed AI textbook at the event. The textbook was developed in collaboration with experts from IIT Guwahati and Dibrugarh University. He added that the curriculum reforms are aligned with the National Education Policy (NEP) 2020’s vision of equity, inclusion, and skill readiness.
According to education officials, the rollout of Sign Language will begin in institutions where qualified educators or resource personnel are available. Training for teachers is expected to be scaled up across the coming months. The subject aims to raise awareness about Indian Sign Language (ISL), improve communication access for students with hearing impairments, and sensitise peers to inclusive practices from a young age.
Later in the day, Dr. Pegu chaired a review meeting with officials from the Department of School Education to discuss budget allocations and planning for the 2025–26 academic year. While schemes like the Chief Minister’s Nijut Moina initiative, distribution of bicycles for Class IX girls, and the upgradation of Bodo-medium schools were discussed, the emphasis remained on delivering structural reforms that bridge equity gaps in access and opportunity.
The addition of Sign Language, AI, and Financial Literacy as electives reflects a broader shift in how Assam is reimagining school education — one where life skills, digital literacy, and inclusive values are no longer optional, but integral.
In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.
This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.
All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.
By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
Government Doubles Down on Coaching Centres: New Panel Signals Stronger Regulation Ahead
CBSE To Conduct Board Exams Twice for Class 10 from 2026
How to Win Back Wandering Minds: Post-Summer Edition
Tripura Becomes Third Indian State to Achieve Full Literacy
Assam Brings Sign Language to Senior Secondary Classrooms in Landmark Move
Delhi Schools to Implement Age 6 Rule for Class 1 Admissions from 2026
Tripura Adds Sex Education & HIV Awareness to Their Curriculum
Four Indian Schools Shine on the Global Stage at World’s Best School Prizes 2024
Centre Urges 7 States to Consider Common Board Amid Alarming Student Failure Rates
IIT Delhi Leads India in the QS Rankings 2026; MIT Tops Globally
Chandigarh, Punjab Lead in School Education Rankings; Meghalaya Trails Behind
Maharashtra Revises Policy on Third Language in Schools, Hindi No Longer Mandatory
From Academics to Empathy: Redefining Academic Success
India Sends 20 Students to Japan Under Sakura Science Programme 2025
Delhi Schools to Observe June as Anti-Malaria Month, Says DoE
Telangana Govt Ties Up With 6 NGOs to Revolutionise Teaching in Govt Schools
History, Identity, and Pride: Books That Make Sense of Being You
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Education2 months agoIs Your School Following These Mandatory CBSE Committees?
-
Education3 months ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
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Education1 month agoCBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
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News3 months ago
CBSE Warns Dummy School Students May Be Barred from Board Exams
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Education2 months agoMaharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
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Education2 months agoMAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
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Education2 months agoChina Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
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Education2 months agoRewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
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Education3 months ago‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
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Education2 months agoCBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
