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On World Child-Rights Day, Indian Kids Led a Parliament Hearing on Climate Change
On November 20, Indian children led the Parliament at the occasion to mark a formal interaction with the Vice President along with 11 MPs.
Child-Ministers and young earth-proactivists associated with Civil Society Organisations from across the country, with the support of UNICEF and NINEISMINE, joined hands to organise a National Inclusive Children’s Climate Parliament on 20 Nov 2020 to initiate a dialogue on climate change with 11 of MPs, in the presence of the Honourable Vice President of India, Shri M. Venkaiah Naidu; the Union Minister for Women and Child Development, Shrimati Smriti Zubin Irani; and the Chair of the Parliamentary Group for Children.
Stressing on the need for taking urgent and quick action to prevent climate change, Hon’ble Vice President of India, in his keynote address, stressed that, “We merely have 10 to 12 years to influence the course of climate change before its adverse impact become irreversible. In a way, the next few years are our only chance for ensuring that our future generations have a chance to lead healthy lives. “We cannot allow apathy in our action to jeopardize our future, our children's future. Child Rights should be interwoven into key national climate change and adoption strategies, policies and planning document. It is our response to climate change to include a child-centric approach and to do this the best way is through platforms like this.”
World Child-Rights Day (WCD) is a global day of action for children, by children, marking the 71st anniversary of the adoption of the Convention on the Rights of the Child (CRC). Climate Change was the key theme of the WCD celebrations in India this year. Young people across the world are speaking up about climate change risks and the action that governments across the world need to take to reverse the same.
UNICEF, in partnership with NINEISMINE, organised this National Children’s Climate Parliament, which took place digitally. It enabled young citizens of India to proactively engage with key duty bearers and policymakers on climate action. The questions posed by child-parliamentarians, to their elected representatives, at the national level, focused on climate change and, in particular, its impact on children who have inherited this problem and its effects from adults.
Those present at this child-led climate parliament included Shri M. Venkaiah Naidu, Hon’ble Vice President of India; Smt. Smriti Zubin Irani, Hon’ble Minister of Women and Child Development; Smt. Vandana Chavan, Hon’ble Member of Parliament, Rajya Sabha and Convener, Parliamentarians’ Group for Children; and Dr. Yasmin Ali Haque, Chief — UNICEF. Members of Parliament from different states were also present, namely Amar Patnaik and Sasmit Patra from Orissa, Arwind Sawant from Maharashtra, Amee Yajnik from Gujarat, Krishna Lavu from Andhra Pradesh and Dr Banda Prakash from Telangana, along with other MPs from across India. These MPs engaged with a zero-hour session with Smt Heena Gavit, MP for Nadurbar Maharashtra posing questions to MPs which were drafted by child-parliamentarians themselves. The aim was to create a 1000 Greta Thunbergs, who are able to understand and amplify the voice of their Mother Earth and her vulnerable children.
Manisha (17), child Vice-President of the National Inclusive Children’s Parliament (NICP), strongly emphasised that though children may not be voters, their voices can be stronger than the votes of adults, and, hence, it was necessary for children to speak out now in order to secure their future. She further stressed on the importance of raising one’s voice for this important cause: “Nothing about us children, without us children’. In other words, the need for children to engage actively in policymaking is real; we need to proactive citizens of today (and not just the future).”
Smt. Smriti Zubin Irani, Hon’ble Minister of Women and Child Development, underlined her role and that of her counterparts pledging, “that we, in our actions, are committed to being environmentally responsible and prudent in resource actualization. We are particularly proud that our young citizens have joined us today to not only to reflect on our past, deliberate on the present but also dedicate ourselves to an environmentally conscious future.”
The Climate Warrior movie, presented by UNICEF, highlighted the contribution of young climate warriors towards the conservation of the environment.
The children of the NINEISMINE campaign are the key organisers of the NICP that seeks the empowerment of children in local neighbourhood circles; these children meet on a weekly basis to address issues related to child rights and earth rights. Aged between 10 to 17 years, spread across the length and breadth of the country, the children engage actively for the cause of child and earth rights, ensuring positive and sustainable action by one and all. Young advocates Binod Debbarma (Ferrando Tripura), Tamiltulasi (DNSST, Tamil Nadu), Sakshi and Lakshya (Anugyalaya, West Bengal), Ravi (Prabhatara, Delhi), and Rimjhim (Dibyanga Natya Bidyalaya, Assam) shared their stories and demands. These Child Ministers have been working on climate action and have engaged with various stakeholders, on multiple platforms, with the belief that ‘there can be no child-rights without earth rights’.
These child parliamentarians have engaged with over 50,000 young advocates in the run-up processes to help their peers understand the science of climate change. The National Inclusive Children’s Parliament also met in the previous week to prioritize the recommendations and inputs received through these engagements and, in particular, to the preceding Inclusive National General Assembly with 100s of children across the country. They had genuine consultations with their friends from across the country, including children from the most vulnerable sections of India, who crossed great hurdles to overcome various challenges of poverty and digital exclusion during this COVID pandemic.
Following this, the children presented their personal stories on the impact of climate change. Children from Assam used the soil of the Brahmaputra to present their commitments to reduce, reuse and recycle while strongly emphasizing the need to refuse. The child parliamentarians presented their Climate Charter of Demands to the lawmakers at the end of each of their stories related to the impact of climate change on their lives.
The demands included: green public transportation options, clean environments and access to safe hygiene services, ban on single-use plastics, funding and prioritization of the afforestation effort, greater awareness in schools and communities, investing in research to study the intersection of climate change and public health in India, stronger enforcement by local governance bodies on limiting pollution and bridging the digital divide to ensure equal opportunity for education and towards building a climate movement.
“Include children in the designing of new policies that can reduce the adverse impact of climate change”, said Smt. Vandana Chavan, Hon’ble Member of Parliament, Rajya Sabha and Convener, Parliamentarians’ Group for Children. She also added that societal behavioural changes often begin with children becoming aware of the problems of their communities. “We strongly believe that child role should be recognised and explicitly integrated into key national climate change and adaptation strategies, policies and planning documents. By including children and young as protagonists of climate policies, we can devise solutions that will be implemented in the years and decades to come,” added Ms Chavan.
Shri M. Venkaiah Naidu said, “We cannot allow apathy in our action to jeopardize our future, our children's future. Child Rights should be interwoven into key national climate change and adoption strategies, policies and planning document. It is our response to climate change to include a child-centric approach and to do this the best way is through platforms like this.”
In conclusion, Dr Yasmin Ali Haque, Chief, UNICEF India, thanked all the dignitaries present at the session. She closed the webinar by stating that, “We should listen to children closely. We cannot talk about children, without them. They must be involved in the dialogue. Together we can harness science, evidence, and build the future better. Climate action should now not only be limited to a few strategies but this climate change pandemic should now be declared as a climate emergency. They stand strongly to protect their Mother Earth and her rights."
There were simultaneous inclusive children’s parliaments, with state assemblies, organised in 5 other states of India: Assam, Jharkhand, Madhya Pradesh, Maharashtra and Delhi. The child citizens of Assam have also released their children’s manifesto in the run-up to the state elections in Assam, scheduled for early next year. Multiple media interactions were held with some children handling the social media channels of key persons including that of Chief Minister of Assam Shri Sarbananda Sonowal.
Br Steve Rocha the National Convener of NINEISMINE and the Director of PRATYeK said, “India has created a precedent for the world, in organising a formal platform where the highest levels of governance listen and respond to its young citizens as present and active contributors of participatory democracy. We envision the day when 543 child-parliamentarians representing 543 parliamentary constituencies (representing numerous federated neighbourhood child parliaments) engage annually with 543 Members of Parliament in India’s Parliament.”
About UNICEF
UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. More than 190 countries and territories, we work for every child, everywhere, to build a better world for everyone. For more information about UNICEF India and its work for children, visit www.unicef.org/india
About PRATYeK
PRATYeK, a child rights organization, endeavours to build the agency of children to work as advocates of child rights and earth rights. It envisions a world where every child stands for the right of everyone. The ‘e’ of its logo stands for Education, Empathy, Empowerment, Engagement, Ethics and Equity, for Every right, for the Earth, for Every Child-for Everyone. Visit https://pratyek.org.in/.
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.
The Union Ministry of Education has released the Performance Grading Index for Districts (PGI-D) 2023–24, assessing how states and union territories (UTs) fared across critical school education indicators such as learning outcomes, equity, and infrastructure. The report places Chandigarh at the top, with Delhi and Punjab also emerging as strong performers.
The PGI-D ranks regions across ten performance levels, with Utkarsh being the highest possible grade, awarded to those scoring above 90% of 1,000 total points. However, no state or UT achieved that benchmark this year. Chandigarh was the only unit placed in Prachesta-1, the fifth-highest band, with a score between 701–760 points.
Ten other states and UTs, including Delhi, Punjab, Gujarat, Odisha, Kerala, Dadra and Nagar Haveli, Haryana, Goa, Maharashtra, and Rajasthan, were placed in Prachesta-3—the seventh tier on the index—with scores ranging from 581 to 640.
Meanwhile, Meghalaya stood at the bottom of the list with a score of 417.9, becoming the only state placed in the tenth and lowest category. Mid-performing regions included Tamil Nadu, Puducherry, Karnataka, West Bengal, Andaman and Nicobar Islands, and Himachal Pradesh.
According to officials, the PGI-D is designed to act as a catalyst for system-level improvements, offering comparative data to support evidence-based decision-making. By standardising assessment across a range of domains, the index aims to help districts identify learning gaps, infrastructural deficits, and policy blind spots.
While the top bands remain elusive, the data offers insights into where systemic support and targeted interventions are needed most.
Facing strong backlash, the Maharashtra government has rolled back its earlier decision to make Hindi compulsory as a third language in Marathi and English-medium schools. A revised resolution issued by the School Education Department now offers students the flexibility to choose any other Indian language in place of Hindi for Classes 1 to 5.
According to the corrigendum aligned with the State Curriculum Framework – School Education 2024, Hindi will be the default third language; however, alternatives are permitted if students prefer them. If at least 20 students in a class opt for a different language, a dedicated teacher will be appointed. For fewer than 20 students, the subject will be delivered via online mode.
The updated directive also reiterates that Marathi remains compulsory in all schools, regardless of the medium of instruction. In non-Marathi and non-English medium schools, the three-language formula will include the school’s medium, Marathi, and English.
The language policy for Classes 6 to 10 will continue under the framework of the State Curriculum Framework (SCF) 2023, which aims to enhance multilingual learning while respecting regional and linguistic diversity.
The revision comes after political and public criticism, including opposition from the Maharashtra Navnirman Sena (MNS) and recommendations from the state’s language consultation committee.
In a significant initiative fostering international collaboration and scientific curiosity, the Ministry of Education, Government of India, flagged off 20 school students selected to participate in the Sakura Science Programme 2025. The ceremony was led by Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL), alongside senior officials, including Smt. Archana Sharma Awasthi, Joint Secretary, and Prof. Prakash Chandra Agrawal, Joint Director, NCERT.
The Sakura Science Programme, initiated by the Japan Science and Technology Agency (JST), aims to promote youth exchange in science across Asia. India joined the initiative in 2016. Since then, over 600 Indian students have experienced Japan’s technological landscape through this unique programme.
This year’s cohort—comprising 7 boys and 13 girls—represents Jawahar Navodaya Vidyalayas and government schools across remote and diverse regions such as the Andaman & Nicobar Islands, Ladakh, Mizoram, Nagaland, and Tripura. The programme runs from June 15 to 21, 2025, and includes participants from Malaysia, Taiwan, and Ukraine.
Speaking at the event, Shri Sanjay Kumar described the programme as a “golden opportunity to explore a developed nation like Japan,” urging students to fully engage with its potential to inspire innovation and global understanding.
Aligned with the National Education Policy (NEP) 2020, which underscores experiential learning and interdisciplinary exploration, this initiative strengthens India’s vision of holistic, engaging education. Japan—renowned for its technological excellence and rich culture—continues to be a valued partner in shaping the next generation of Indian innovators.
In a renewed push for public health education, the Directorate of Education (DoE), Delhi, has instructed all government and private schools to actively observe June as Anti-Malaria Month, ahead of the monsoon season.
The directive, issued through an official circular on Friday, calls upon heads of government, government-aided, and private unaided recognised schools to implement proactive measures for malaria prevention and awareness. This follows an earlier advisory from April 15 on the control of vector-borne diseases, including dengue and chikungunya.
The circular reiterates the Ministry of Health’s national goal of eliminating malaria by 2030. “June is observed annually as Anti-Malaria Month to raise awareness, promote community participation, and sustain preventive efforts before the onset of monsoon,” the DoE noted.
Schools have been urged to conduct regular inspections to eliminate stagnant water and potential mosquito breeding grounds. The circular recommends that institutions display malaria prevention do’s and don’ts prominently on campus. An annexure with precautionary measures has been provided for this purpose.
The directive further encourages schools to sensitise their staff on the risks and symptoms of vector-borne diseases. It also suggests using social media platforms to disseminate awareness messages, alongside organising health talks and interpersonal communication sessions.
All departments, offices, and educational institutions under the DoE’s purview have been asked to actively participate in the initiative, ensuring a health-conscious start to the academic calendar.
This move underscores the growing role of schools as agents of public health advocacy, empowering students and communities with timely, actionable knowledge.
In a landmark step towards digital equity in education, the Telangana government has signed a Memorandum of Understanding (MoU) with six leading non-profit organisations to provide state-of-the-art, technology-enabled learning completely free of cost to government schools across the State.
The MoU, formalised in the presence of Chief Minister A. Revanth Reddy on Sunday is part of the State’s broader push to ensure inclusive, quality education for underprivileged students. “We are laying the foundation for a knowledge-based future. These partnerships reflect our commitment to ensuring no child is left behind in this digital age,” said the Chief Minister.
The collaborating organisations include EkStep Foundation (led by Nandan Nilekani), Prajwala Foundation (Sunita Krishnan), Physics Wallah (Alakh Pandey), Khan Academy, Pi Jam Foundation (Shoaib Dar), and Educate Girls (Safina Hussain). Each brings a unique offering to the table:
- EkStep will expand its AI-powered multilingual foundational learning platform from 540 to over 5,000 primary schools across all 33 districts.
- Physics Wallah will offer free NEET, JEE, and CLAT coaching to Intermediate-level students.
- Khan Academy will roll out curriculum-aligned STEM video content for Classes 6–10.
- Prajwala Foundation will introduce child safety and protection modules for Classes 6–12.
- Pi Jam Foundation will offer coding and computational thinking courses from Classes 1–10.
- Educate Girls, already active in the State, will continue efforts to boost girl-child enrolment and literacy.
Senior officials, including Government Advisor K. Kesava Rao, Education Secretary Yogita Rana, and School Education Director Narasimha Reddy, were present at the signing, underscoring the administration’s intent to drive systemic change through strategic public–NGO partnerships.
In a significant follow-up to its earlier proposal, the Delhi government has officially cleared the Delhi School Education (Transparency in Fixation and Regulation of Fees) Ordinance, 2025, intensifying its push for greater accountability in private school fee structures. This move comes just weeks after the government’s initial announcement, which ScooNews previously reported in detail here.
The ordinance, approved during the cabinet meeting on Tuesday, introduces a first-of-its-kind three-tier regulatory mechanism in Delhi, comprising school-level fee regulation committees, district-level appellate bodies, and a state-level revision committee. The structure aims to address disputes, appeals, and grievances related to fee hikes more effectively and transparently.
With mounting pressure from parent groups over arbitrary fee increases and allegations of financial opacity, the government hopes this ordinance will bring much-needed relief to over 1,677 private schools operating in Delhi. According to officials, once it receives clearance from Lieutenant Governor VK Saxena, the ordinance will take immediate effect and remain in force until formal legislation is passed in the Delhi Assembly.
The ordinance also makes it illegal for schools to penalise students over fee non-payment by removing them from rolls, denying access to classes or online platforms, withholding exam results, or subjecting them to public humiliation—issues that parent associations have flagged repeatedly.
This policy intervention reflects the growing demand for systemic checks on private education providers and offers a model that other states may soon look to emulate as debates around school fee regulation continue to intensify nationwide.
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