Education
New Ways to Teach Science in the Early Childhood Classroom
Francis Downey suggests New Ways to Teach Science in the Early Childhood Classroom.
On a warm summer evening, I stood with a friend and his 4- year-old son to watch as a storm approached from the ocean. As we watched, the wind picked up and palm fronds waved wildly. My friend’s son looked up and asked: What causes wind? The question was not surprising. While “mom” and “dad” are considered the most commonly used words among early learners, any parent can tell you “why” is a close second. Children constantly ask: “Why?” No sooner is one “why” question answered than another is asked. In this sense, children are natural scientists. They begin talking about science and math even before entering preschool (Brenneman et al, 2009), and demonstrate an ability to observe, describe, compare, question, predict, experiment, reflect, and cooperate (Greenfield, 2009). A scientist always begins with a question and then uses observations to develop an answer to the question or a theory. My friend’s son had started with the question.
I then turned the question around and asked him what he thought caused the wind. Looking thoughtful, he turned around studying our surroundings. He then slowly responded that the flapping palm fronds were generating the wind, which was only growing stronger.
This, of course, was a wrong answer, or an alternative conception, but that does not matter. My friend’s son was doing science. He had asked a question, made an observation, which children do regularly (Eshach & Fried, 2005) and developed a theory. His theory was based on his past experiences and observations, which is normal (Duit & Treagust, 1995). He knew that a small moving object can make wind. He had used a fan and waved his hand and felt the wind generated by both. Extrapolating from those past experiences, he had reached what he thought was a reasonable conclusion. Since science is composed of two facets, knowledge and a process (Duschl, Schweingruber, & Shouse, 2007), he had more or less implemented the process of doing science, but not the knowledge. He had used the scientific method to learn about a natural phenomenon. (Charlesworth & Lind, 2010)
Dispelling alternative conceptions, such as the one my friend’s son held, can be difficult. Further observations can sometimes be made. Another approach would be to turn to appropriate literature. This is difficult for two reasons. First, when it comes to nonfiction sources, early learners usually have access to textbooks alone. Textbooks contain collections of facts and are inaccessible to young readers. Still, reading relevant sources is vital to conducting science. Scientists both write about their ideas and read what other scientists have done. They write for one another and for the public. So, reading and writing are essential to science.
An alternative approach to the textbook is an authentic source such as a magazine or a trade book coupled with instruction (Norris et al, 2008). Instead of lists of facts, a magazine designed for the classroom contains nonfiction expository text with colourful photos and graphics that relate to the topic being researched (McCrudden et al, 2009). In addition to text that early learners can access, photos can form the basis for observations. Students can then integrate text with images and observations of the natural world. These are necessary skills for success and often not taught.
Early learners come to authentic sources with a purpose in mind. Research has shown that when students develop a purpose for reading, they are more successful (Duke et al, 2011). A magazine also helps students learn to read nonfiction texts in a way that a textbook or fiction cannot. Early learners are usually taught to read fiction and are expected to apply those skills to nonfiction. However, the skills needed to discern meaning from nonfiction are vastly different from those needed for fiction. Teaching reading strategies helps early learners become successful readers (Harvey & Goudvis, 2017) who can integrate reading with hands-on activities.
Alternative conceptions abound and come from a variety of sources, ranging from media to experiences to peers to even science instruction. For early learners, associating size and weight is an alternative conception based on experiences and observations. Early learners are not always aware of the differences in meanings of specific terms (Inagaki, 1992). If you tell a child you are holding two 3-kilogram objects, one that is larger than the other and ask which weighs more, they will usually say that larger object weighs more. You may repeat the information over and over again and early learners will insist that the larger object is heavier. However, if you let children handle each object and add that to their experiences, they are more likely to reach the correct conclusion. Experiential learning is the best way to improve comprehension (Piaget, 1964). Because young learners’ opinions of natural phenomena are stable (Schneps & Sadler, 2003), they may not readily transfer this or similar experiences to new circumstances. So, it is important to remind early learners of past experiences before presenting them with a similar activity with different objects.
This suggests that a strict constructivist approach to teaching science, which is commonly used for older learners (Gunstone, 2000) will not result in success for early learners. This inquiry-based approach allows students to work in small groups and make their own decisions concerning how best to conduct an activity. It helps to increase comprehension and allows students to apply the scientific method. However, younger learners may not be able to transfer prior knowledge to new situations until they learn to generalise what they have experienced when it runs counter to their preconceptions.
As a result, science is often taught as part of the arts-and-crafts curriculum. There is value in many arts-and-crafts activities. They often build fine motor skills and sometimes help students retain vocabulary and build valuable background knowledge. However, it misrepresents what science is and too often knocks out a natural interest in science. While these exercises can build background knowledge, they do not provide students with experiences that allow them to develop the observational and analytical skills to classify and organise information they will need to draw on as they are exposed to more advanced scientific concepts. In other words, arts-and-crafts projects may help build knowledge but not the process of science, when both are essential to the study of science (Shaffer, Hall, and Lynch, 2009).
Using an arts-and-crafts approach to teaching science also underestimates students’ capacity to reason and ask their own questions. Contrary to what many educators believe, early learners are capable of engaging in exploratory play and other activities relating to science, math, and engineering. Playbased learning can increase student understanding (Fleer, 2017). Their ability to understand scientific concepts is quite sophisticated. (Duschl, Schweingruber, & Shouse, 2007)
Young learners need more scaffolding than their older counterparts. By dividing students into small groups and utilising a guided inquiry approach, a teacher can give students the freedom to become active agents while focusing their attention, as well as reminding them of appropriate previous experiences and background knowledge. As students gain experience and confidence in their own work, the teacher can utilise a gradual release model to give them the appropriate freedom to conduct their own activities (Banchi & Bell, 2008). This will undoubtedly vary from group to group and the teacher will have to draw on her experiences using differentiated instruction models. She can allow some groups to develop their own questions and peruse them while giving more assistance to other groups.
Activity-based learning should also be repetitive. For instance, utilising the size and weight example given above, students can determine that the weight of various different-sized objects are the same. They can use rocks, jars, toys and other accessible objects. By making multiple observations students will begin to discern patterns and then employ those patterns in making future observations.
By integrating reading and inquiry, early learners become active learners who learn the process of doing science and learn that science is more than a collection of facts or a collection of already discovered knowledge. Instead knowing a lot of disconnected facts, early learners exposed to reading and inquiry know how to ask questions, observe, collect and organise data, and discover conclusions. Exposure to science in early education lays the foundation for greater success in science in the later grades (Eshach & Fried, 2005). This model will turn early learners into domain-specific experts. By developing an expertise in a single domain (Kuhn & Pearsall, 2000), such as science, early learners will find it easier to expand that expertise into other domains (Bowman, Donovan, & Burns, 2001), such as math and engineering, as well as reading and writing. Teachers can also pair students with varying domain expertise to create zones of proximal development in which children can help one another, or provide needed scaffolding (Vygotsky, 1978). This helps students become active learners who develop their own questions instead of waiting for a teacher to ask questions for them. These activities also promote the development of fine and gross motor skills just as arts-and-crafts activities do. It also develops spatial awareness and symbolic thinking, as well as awareness of cause and effect relationships and object permanence. All of this not only develops readiness for the upper grades but for a career and life. Students develop a curiosity and a purpose for what they are learning.
A student-centred inquiry approach has its risks, though. The teacher has to be willing to surrender some control to students and allow them to make mistakes and go in wrong directions. She must also be willing to let students ask question to which she does not know the answers. Instead of being the traditional sage on the stage, she must become a guide who assists students in answering their own questions without straying too far. They must also keep a variety of resources and supplies that students can use to answer their questions. So the classroom transforms into a laboratory in which the students and teacher share control and purpose. In essence, they become partners in education who prepare a scientifically literate generation that understands natural phenomena and can make informed decisions.
Education
India-Turkey Relations Sour: Indian Universities Suspend Academic Ties Over National Security Concerns
In a significant move reflecting escalating geopolitical tensions, Jamia Millia Islamia (JMI) has suspended all academic Memorandums of Understanding (MoUs) with Turkish educational institutions, citing national security concerns. This decision follows a similar action by Jawaharlal Nehru University (JNU), which recently halted its MoU with Turkey’s Inonu University. Kanpur University has also terminated its academic agreement with Istanbul University.
The suspensions come amid Turkey’s perceived support for Pakistan in regional conflicts, prompting Indian universities to reassess their international collaborations. Delhi University is currently reviewing its MoUs with Turkish institutions, with decisions pending further evaluation.
While the number of Indian students in Turkey remains relatively low—approximately 200 as of 2023 —these developments underscore the broader impact of geopolitical dynamics on educational exchanges. Turkey hosts over 300,000 international students, but Indian enrollment has been minimal compared to other destinations.
The current geopolitical climate is influencing Indian students’ choices for higher education abroad. Traditional destinations like the UK, US, and Canada have seen declines in Indian student enrollments due to stricter immigration policies and rising costs. Conversely, countries such as Germany, France, and New Zealand are experiencing increased interest from Indian students, attributed to more favorable visa policies and affordable education.
These shifts highlight the need for Indian students to consider geopolitical stability and diplomatic relations when selecting study destinations. As international relations continue to evolve, educational institutions and students alike must navigate the complex interplay between academia and global politics.
Education
Geopolitics in Classrooms: Why India’s Students Need to Understand the World Beyond Borders
In a world where a tweet can trigger diplomatic disputes and a trade ban can reshape global supply chains, understanding geopolitics is no longer just for diplomats—it’s for everyone. Yet, as Jaimine Vaishnav’s thought-provoking article, “Breaking Barriers: The Case for Rethinking Geopolitical Education in India,” highlights, Indian education remains stubbornly siloed. Students in fields like technology, design, or engineering are rarely encouraged to explore the world of international relations, cultural diplomacy, or the geopolitics of technology. But should they be?
For a country with one of the world’s largest and youngest populations, India’s education system is remarkably conservative in its approach to interdisciplinary learning. According to Vaishnav, fewer than 4.3% of India’s top technological institutions offer substantial coursework in international relations. Even among design schools, a mere 2.7% address the intersection of aesthetics and global diplomacy. In a world where design is soft power and technology is a geopolitical weapon, these numbers reflect an alarming disconnect.
Why Geopolitical Education Matters—Everywhere
Geopolitics is not just about borders or foreign policy. It is about understanding how power, culture, economics, and technology influence every aspect of our lives. When a design student learns about cultural diplomacy, they understand that a logo is not just branding—it is a statement of national identity. When a technology student grasps the concept of data sovereignty, they realise that code can be a tool of influence.
This disconnect between classrooms and the real world was dramatically highlighted recently when tensions escalated between India and Pakistan following Operation Sindoor. As cross-border hostility intensified, schools in border districts of Punjab, Rajasthan, and Jammu & Kashmir were the first to shut down. Students stayed home, and classes were suspended until further notice, only resuming yesterday. In this tense environment, education was not just disrupted—it became a casualty of geopolitics.
Education is Political—Always Has Been
Vaishnav’s article brilliantly exposes the myth that education can be apolitical. When students are taught to code without understanding digital ethics, when engineers learn to build without considering sustainability, and when designers are trained without a sense of cultural context—they are being educated in a vacuum.
Today, social media algorithms can incite communal hatred, artificial intelligence can reflect racial bias, and a diplomatic tweet can tank a company’s stocks. Education that ignores these connections leaves students unequipped for the real world.
What can we do? We need to reimagine interdisciplinary education as not just an add-on but a foundational framework. Students must learn to navigate the world with an understanding of how global and local forces intersect. This isn’t just an academic preference—it’s a survival skill.
At ScooNews, we believe education is not just about memorising facts but about making sense of the world. Jaimine Vaishnav’s article is a timely reminder that the most important thing we can teach our students is how to think—and that means thinking beyond silos.
Read the full article by Jaimine Vaishnav here: [Breaking Barriers: The Case for Rethinking Geopolitical Education in India]
Indian students aspiring to study in the United Kingdom may face new challenges following the UK government’s announcement of stricter immigration rules. Under a new Immigration White Paper revealed by British Prime Minister Keir Starmer, several visa categories, including student visas, are set to undergo significant changes.
What’s Changing for Indian Students?
One of the most notable changes is the reduction of the Graduate Route visa from two years to 18 months. This visa, which allows international students to work in the UK after completing their studies, has been a popular choice among Indian students. As the largest group of Graduate Route users, Indian students may now find it harder to gain sufficient work experience in the UK before their visa expires.
Additionally, the new rules double the standard period for settlement status eligibility from five years to 10 years. This means international students and their dependents will now need a longer stay before they can qualify for permanent residency.
The new regulations also impose stricter English language requirements, with students and their dependents expected to demonstrate language improvement as part of their visa conditions. This could add pressure on non-native speakers to meet higher proficiency standards.
Student Voices and Concerns
The National Indian Students and Alumni Union UK (NISAU) has expressed mixed reactions to the changes. While they are relieved that the Graduate Route has been retained, they have raised concerns about the potential impact on Indian students, who rely on this route for international work experience.
“Panic must not be allowed to set in among current and prospective students. Immediate clarity is needed on who is affected and how,” NISAU stated.
With these new rules, Indian students must carefully plan their UK education journey, considering the limited work window and the extended path to settlement.
In a move aimed at ensuring transparency and accountability, the Maharashtra School Education Department has initiated a comprehensive mapping of all teaching and non-teaching staff positions across government and aided schools in the state. This major exercise will align all staff posts with the approved ‘Sanction Structure’ and validate these positions against salary records in the state’s official payment processing system, Shalarth.
Mapping for Accountability
According to a recent report by Hindustan Times, the Maharashtra government has issued directives to all government, fully-aided, and partially-aided secondary schools, directing them to complete this mapping process by the end of June 2025. The initiative will involve verifying every teaching and non-teaching position against the Sanction Structure and matching these with salary records on the Shalarth portal, which is used for processing staff payments.
The mapping process will leverage an Application Programming Interface (API) developed by the National Informatics Centre (NIC), allowing the education department to cross-check the data submitted by schools for accuracy. Schools will be required to upload a PDF copy of their completed Sanction Structure mapping before the release of July salaries in August. Any institution failing to comply will face salary disbursement restrictions.
This exercise is a direct response to growing concerns about financial mismanagement in school staffing, including payments made to unauthorised or non-existent employees. The education department has made it clear that strict action will be taken against schools and staff who fail to comply with the new data submission guidelines. Salaries will be withheld in cases where schools delay or neglect the mapping process.
A senior education officer, speaking on condition of anonymity, told Hindustan Times, “We are taking a data-driven approach to ensure that only legitimate employees are drawing salaries from government funds. The mapping of posts and salary systems will bring transparency and accountability at every level.”
Implications and Potential as a National Model
This initiative has the potential to become a model for other states seeking to ensure transparency in education funding. If successful, the mapping drive can eliminate the problem of “ghost employees,” ensure the fair distribution of government funds, and prevent the influence of politically-backed illegal appointments. However, it also places significant pressure on school administrations, which must ensure complete and accurate data submission.
While the drive promotes accountability, there is a risk of administrative overload, especially in remote or understaffed schools. The use of digital tools, such as the API integration with Shalarth, is a positive step, but effective implementation will depend on user training and technical support.
If proven effective, Maharashtra’s staff mapping initiative could serve as a blueprint for other states in India to adopt a similar approach, ensuring that education funds are used solely for legitimate purposes.
Education
Indian Students Flock to Singapore, Ireland, and Dubai for Higher Studies: 38% Surge Recorded
Indian students are increasingly looking beyond traditional study-abroad destinations like the United States, United Kingdom, and Australia. According to a recent report by Gradding.com, a study-abroad platform, the number of Indian students choosing countries like Singapore, Ireland, and Dubai has surged by 38%. This trend marks a significant shift in the preferences of Indian students seeking global education.
While the US, UK, and Australia have long been popular choices, the tightening of immigration policies and restrictive post-study visa rules in these countries have caused a decline in student interest. Canada experienced the biggest drop in Indian student enrollments at 41%, followed by the UK with a 27.7% decline and the US with 13%. In contrast, Singapore, Ireland, and Dubai have become preferred alternatives due to their globally recognised institutions, affordable education, and strong job markets.
Mamta Shekhawat, founder of Gradding.com, highlighted the changing landscape, stating, “The evolving preferences of Indian students reflect a transformative shift in global education dynamics. With destinations like Singapore, Ireland, and Dubai offering quality education, affordability, and strong career prospects, we’re witnessing a more informed and strategic approach to overseas education.”
The numbers reinforce this shift. The total number of Indian students studying abroad rose from 750,365 in 2022 to 892,989 in 2023, with a notable increase in those opting for lesser-explored destinations. Singapore, for instance, recorded a 25% year-on-year growth in Indian student enrolment.
The rise of these new destinations is attributed to their student-friendly policies, industry partnerships, and focus on emerging sectors such as finance, technology, and healthcare. As Indian students continue to explore alternative destinations, universities in Singapore, Ireland, and Dubai are expected to see a steady influx, reshaping the global education map.
Education
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
For John B. King Jr., former U.S. Secretary of Education, school wasn’t just a place—it was a lifeline. In his newly released memoir, Teacher By Teacher: The People Who Change Our Lives, King traces his journey from a grief-stricken child in New York to the corridors of educational leadership in Washington, D.C. But while the book is rooted in the American educational experience, its messages about the impact of teachers resonate far beyond U.S. borders.
In an exclusive interview with Education Week’s Sam Mallon on May 5, 2025, King reflected on his memoir, the teachers who shaped his life, and the ongoing challenges educators face worldwide.
A Childhood Saved by Teachers
King’s story is a testament to the power of mentorship. Following the death of his mother and his father’s battle with Alzheimer’s, school became King’s sanctuary. “Teachers saved my life,” he shared, recalling how educators believed in him, nurtured his potential, and gave him hope even when the world outside seemed dark.
From those formative years, King went on to earn degrees from Harvard, Columbia, and Yale. His career as a teacher, school principal, education policymaker, and eventually, U.S. Secretary of Education became a journey of giving back. The memoir celebrates not only King’s personal resilience but the quiet heroism of teachers everywhere.
Former Secretary of U.S Education John King. Image Source- EducationWeek
While King’s book is anchored in American education, the messages it carries are universally relevant. Teachers worldwide are grappling with challenges—overcrowded classrooms, mental health issues among students, and ever-changing education policies. In his interview with Education Week, King highlighted how schools must be more than academic factories. They must be safe havens, places of healing, and hubs of inspiration.
King advocates for “trauma-informed practice”—an approach where teachers are equipped to understand and support students facing emotional challenges. This is a lesson that transcends borders, as schools globally encounter rising mental health concerns among students.
Teacher Evaluations and Policy Pressures
King’s time as U.S. Secretary of Education was marked by ambitious reforms—from implementing the Every Student Succeeds Act (ESSA) to pushing for more rigorous teacher evaluation systems. But looking back, he acknowledges a key lesson: change cannot be forced without teacher buy-in.
“Teachers can’t be bombarded with reforms,” he explained. Change must be gradual, and educators must feel a sense of ownership over new policies.
King’s narrative is ultimately about hope. In his memoir, he shares how a single teacher’s encouragement can change a student’s life trajectory. He recalls how his father’s legacy as New York’s first Black deputy schools chief was kept alive by a former student who, years later, shared how impactful his father’s teaching was.
Teaching is more than a job—it is a calling. It is a force for social good, a platform for mentorship, and a means to nurture the next generation of thinkers, leaders, and dreamers. King’s Teacher By Teacher is a reminder that educators everywhere have the power to transform lives, often without even knowing it.
Though written from an American perspective, Teacher By Teacher is a love letter to educators everywhere. It is a call to support teachers, to understand the pressures they face, and to recognise the life-changing impact they can have on their students.
For a world that often takes teachers for granted, John King’s memoir is a reminder of the heroes who stand at the front of every classroom, ready to make a difference.
Excerpts referenced in this article were taken from John King's exclusive interview with Education Week on May 5, 2025, in Washington, conducted by Sam Mallon for Education Week.
Education
Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions
In the wake of escalating tensions between India and Pakistan following the April 22 Pahalgam terror attack, the Indian government has launched Operation Sindoor, targeting terrorist infrastructure across the border. This military action has prompted heightened security measures nationwide, including the closure of schools in several border districts and the initiation of Operation Abhyaas—a nationwide civil defence mock drill aimed at bolstering emergency preparedness.
As a precautionary step, educational institutions in border districts of Punjab (Ferozepur, Pathankot, Fazilka, Amritsar, Gurdaspur), Rajasthan (Ganganagar, Hanumangarh, Bikaner, Jaisalmer, Barmer), and Jammu & Kashmir have been temporarily closed. These closures aim to ensure the safety of students and staff amid potential cross-border hostilities.
Operation Abhyaas: Enhancing Emergency Preparedness
Simultaneously, the Ministry of Home Affairs has initiated Operation Abhyaas, a comprehensive civil defence exercise conducted across 244 districts. This drill encompasses activities such as air-raid siren tests, blackout simulations, evacuation procedures, and public training sessions. In Delhi, for instance, 55 locations are participating in the drill, involving students, teachers, and civil defence volunteers.
Addressing Student Anxiety and Promoting Well-being
The current climate of uncertainty and the implementation of mock drills can understandably lead to anxiety among students. Educators and school administrators play a pivotal role in mitigating these concerns:
-
Open Communication: Provide age-appropriate explanations about the drills and current events, reassuring students about the measures taken for their safety.
-
Emotional Support: Encourage students to express their feelings and provide support through counseling services or designated safe spaces within the school.
-
Routine and Normalcy: Maintain regular school routines to provide a sense of stability and normalcy for students.
-
Parental Involvement: Engage with parents to keep them informed and involved in addressing their children’s concerns.
While the current geopolitical situation necessitates heightened security and preparedness, it is crucial to balance these measures with the emotional and psychological well-being of students. Through proactive communication, support, and engagement, educators can help students navigate these challenging times with resilience and understanding.
The Common University Entrance Test for Undergraduate admissions (CUET-UG) 2025, originally scheduled to commence on May 8, is likely to be postponed, according to sources close to the National Testing Agency (NTA). While an official confirmation is still awaited, fresh dates for the examination are expected to be announced shortly.
The delay follows the recently concluded NEET-UG examination—an extensive exercise that required significant logistical oversight, especially as NEET had faced scrutiny last year over alleged integrity lapses.
Despite the approaching exam date, the NTA has yet to release the subject-wise date sheet for CUET-UG 2025, adding to the anticipation and confusion among over 1.35 million applicants—marking the highest-ever number of registrations for the exam since its inception.
This year, CUET-UG will be conducted exclusively in Computer-Based Test (CBT) mode, signifying a notable departure from the hybrid format adopted in 2024. The hybrid model was introduced to accommodate varied digital access across regions, but also led to logistical complications. In fact, the 2024 CUET-UG exam was abruptly cancelled across Delhi the night before it was scheduled due to operational constraints.
The first edition of CUET-UG in 2022 was marred by technical issues and inconsistencies across multiple shifts, necessitating a complex score normalisation process. The shift to a fully CBT format this year is expected to streamline operations, but the current delay and lack of clarity raise questions about preparedness.
As undergraduate admissions in central universities and several private institutions are now tied to CUET-UG, any delay in the exam calendar has a cascading effect on the academic schedule.
Students and stakeholders are advised to monitor the official NTA website for updates on the revised dates and examination guidelines.
Education
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
The Ministry of Women and Child Development, Government of India, has officially opened nominations for the prestigious Pradhan Mantri Rashtriya Bal Puraskar (PMRBP) 2025, a national-level award that celebrates the exceptional achievements of children across the country. The last date to submit nominations is 31st July 2025, and applications must be submitted online via the official Rashtriya Puraskar Portal.
Open to children aged between 5 and 18 years as on 31 July 2025, the PMRBP recognises outstanding contributions in six categories: Bravery, Social Service, Environment, Sports, Art & Culture, and Science & Technology. Children may be nominated by individuals or institutions, and self-nominations are also allowed.
To apply, nominators must register on the Rashtriya Puraskar Portal with essential details such as name, date of birth, contact information, and Aadhaar number. After logging in, users must select “Pradhan Mantri Rashtriya Bal Puraskar 2025” under the ongoing nominations section. The application requires a detailed description (maximum 500 words) of the nominee’s achievement and its societal impact, along with supporting documents and a recent photograph.
Do you know a young hero whose story can inspire the entire nation?
Nominate them today at 👉 https://t.co/7nl4GXleo8
Hurry! The last date to submit is 31st July 2025.#PMRBP2025 #VeerBaalDiwas@PIBWCD | @mygovindia | @PMOIndia | @EduMinOfIndia pic.twitter.com/i3gVto5gzh— Ministry of WCD (@MinistryWCD) May 2, 2025
The award, conferred annually by the President of India at a ceremonial function in New Delhi, is regarded as one of the highest civilian honours for children. It aims to inspire India’s youth by showcasing exemplary stories of courage, innovation, and leadership among peers.
At a time when young people are shaping conversations on climate, technology, arts, and inclusive change, initiatives like the PMRBP are a powerful reminder that excellence can begin early—and deserves national recognition.
For detailed eligibility criteria and application guidelines, visit https://awards.gov.in.
Over two decades since it first opened its doors to the children of the mountains, Druk Padma Karpo School in Ladakh—popularly known as Rancho’s School from the iconic film 3 Idiots—has officially received affiliation from the Central Board of Secondary Education (CBSE). This marks a significant milestone for the cold desert institution that has long stood at the intersection of innovative education and cinematic fame.
A Long Journey to Recognition
Founded in 2001 and lauded for its unconventional teaching methods and sustainable campus, the school was until recently affiliated with the Jammu and Kashmir State Board of School Education (JKBOSE). Despite meeting high academic and infrastructural standards, the school faced delays in securing the necessary No Objection Certificate (NOC) from JKBOSE.
“We had been trying to get CBSE affiliation even before Ladakh became a Union Territory,” shared Principal Mingur Angmo. “Now, with the affiliation in place, our first batch of Class 10 students has already appeared for their CBSE board exams.”
The affiliation brings with it new opportunities: the school is preparing to expand its offerings up to Class 12 by 2028 and is currently training its teachers to align with CBSE’s evolving curriculum—especially in the wake of the National Education Policy 2020 (NEP 2020).
Where Cinema Meets Classroom
Made famous as the backdrop for several scenes in 3 Idiots, including the now-legendary “Rancho’s Wall,” Druk Padma Karpo has become a frequent stop for tourists visiting Ladakh. The wall was relocated in 2018 to reduce disruptions to the school’s learning environment, but its legacy continues.
Even today, visitors are occasionally allowed to witness school activities, like student-led mock elections and sustainability projects. The school’s philosophy blends hands-on learning with real-world problem-solving—long before such practices became policy prescriptions.
A Symbol of Change for Ladakh’s Schools
The CBSE affiliation is more than a moment of celebration for Druk Padma Karpo—it sets a precedent for other schools in Ladakh still affiliated with JKBOSE. With discussions about forming a separate territorial education board underway, this development might serve as a roadmap for institutions in similar limbo.
More importantly, CBSE affiliation opens pathways for Druk Padma Karpo’s students to pursue higher education and career opportunities across India and abroad, thanks to the broader recognition of the national board’s credentials.
As Principal Angmo noted, “Our approach to education has always been different—focused on understanding rather than rote learning. With CBSE now also moving towards competency-based teaching after NEP, we’re optimistic about merging our ethos with national reforms.”
The story of Druk Padma Karpo School is a reminder that good education can come from the most unexpected places—sometimes even from a windswept plateau framed by the Himalayas. With its blend of tradition and transformation, the school now embarks on a new chapter—one where storytelling, cinema, sustainability, and structured pedagogy go hand in hand.
India-Turkey Relations Sour: Indian Universities Suspend Academic Ties Over National Security Concerns
Geopolitics in Classrooms: Why India’s Students Need to Understand the World Beyond Borders
UK’s New Immigration Rules: What They Mean for Indian Students
Maharashtra Launches Statewide Staff Mapping Drive for Schools
Indian Students Flock to Singapore, Ireland, and Dubai for Higher Studies: 38% Surge Recorded
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions
CUET-UG 2025 Likely to be Postponed, Fresh Dates Expected Soon
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
CBSE Finally Comes to Rancho’s School: Druk Padma Karpo Breaks a 24-Year Wait
India 2050: Are We Preparing for the World’s Youngest Classroom?
Caste Census: A New Chapter in Our Social Sciences Textbook?
Delhi Approves Landmark Bill to Regulate School Fees Across 1,677 Institutions
NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage
Aalamaram 2025: Where Indian Educators Came Together to Grow, Reflect, and Lead
India Bids Farewell to NEP Architect Dr K. Kasturirangan
Trump Signs Executive Order to Promote AI Integration in U.S. K-12 Education
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
Harvard University Sues Trump Administration Over $2.2 Billion Funding Freeze
Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
Delhi CM Rekha Gupta Warns Private Schools Against Arbitrary Fee Hikes and Student Harassment
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
Saudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
CBSE Warns Dummy School Students May Be Barred from Board Exams
Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
Nurturing Creative Confidence: The Power of ‘Yes’ and ‘Yet’
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?
‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
Is Your School Following These Mandatory CBSE Committees?
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
PM Modi Leads ‘Pariksha Pe Charcha’ with Deepika Padukone & Sadhguru
Stonehill International School Students Shine in Spectacular Performance of In the Heights
Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools
India Bids Farewell to NEP Architect Dr K. Kasturirangan
Rajasthan Cabinet Approves Bill to Regulate Coaching Centres Amid Rising Student Suicides
NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage
The Scindia School Students Launch Three Groundbreaking Startups in Record Time
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur
ScooNews | After Movie | ScooNews Global Educators Fest 2023
Aftermovie | NIES2 UP Chapter | 21 Jan 2023
WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement
ScooNews | WEBINAR| Importance of Physical Activity for Children at School | Plaeto
SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT
Keynote Address | Lakshyaraj Singh Mewar
Anurag Tripathi, Secretary, CBSE at SGEF2022
How schools can nurture every student’s genius
Aftermovie | SGEF2022 | Jaipur
Li Andersson | Minister of Education | Finland
Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020
ScooNews | Early Ed Asia 2019 | Aftermovie
#PodarECEconf : Pursuing quality ECE
#CBSE Class XII #Results #Highlights
The interesting story of India’s educational system | Adhitya Iyer
A young scientist’s quest for clean water
The Danger of Silence: Clint Smith
National Digital Library of India is an initiative by HRD Ministry
Remembering Kalpana Chawla on her birthday!
Message from Sadhguru for Students!
Message from Sadhguru for Students!
The Untapped Genius That Could Change Science for the Better
Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon
#TEDxCanberra : What if every child had access to music education…
-
Education2 months agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
-
Education3 months agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
-
Education3 months ago
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
-
Education3 months agoSaudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
-
Education3 months agoNagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
-
Education2 months ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
-
News2 months ago
CBSE Warns Dummy School Students May Be Barred from Board Exams
-
Education1 month agoRewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
-
Education2 months agoSunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
-
Education3 months agoNurturing Creative Confidence: The Power of ‘Yes’ and ‘Yet’