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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.

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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.

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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.

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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/.

Education

Harvard University Sues Trump Administration Over $2.2 Billion Funding Freeze

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A view of Harvard University's Business School campus located in Cambridge, Massachusetts, USA. | Photo courtesy: REUTERS

In a bold move to defend their academic freedom, Harvard University has filed a lawsuit against the Trump administration, challenging the federal government’s freeze on over $2.2 billion (approx. ₹18,350 crore) in grants. The funding block was enacted after Harvard refused to comply with sweeping demands that included curbing student activism, overhauling leadership, and auditing campus views on diversity and inclusion.

Filed in a federal court in Boston, Harvard’s lawsuit argues that the freeze violates its First Amendment rights, as well as provisions under Title VI of the Civil Rights Act and the Administrative Procedure Act. The university has called the move “arbitrary and capricious,” citing the significant damage it could cause to ongoing research efforts across medicine, technology, and national security.

In its filing, the university stated, “The Government has not — and cannot — identify any rational connection between antisemitism concerns and the medical, scientific, technological, and other research it has frozen.” The administration’s actions, Harvard added, threaten not just its own academic integrity but the autonomy of American universities as a whole.

The standoff began after the Trump administration issued a letter on April 11, 2025, demanding that Harvard implement stricter disciplinary measures on campus protesters, reform its admissions process, revoke recognition of certain student clubs, and audit faculty and students for political diversity. It also urged the university to screen international students for “hostility to American values.”

Harvard President Alan Garber responded firmly, refusing to compromise on the institution’s independence. “We stand for the truth that universities can fulfill their essential role in society without improper government intrusion,” he stated in a message to the Harvard community.

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Following Harvard’s public defiance, the administration quickly enacted the funding freeze. Trump himself took to his Truth Social platform to question whether the university should lose its tax-exempt status, accusing it of promoting “political, ideological, and terrorist-inspired” views.

Support for Harvard’s legal action has come from several quarters. The American Council on Education, which represents over 1,600 higher education institutions, commended the lawsuit, calling it a necessary defence of scholarship and scientific research. “We applaud Harvard for taking this step and look forward to a clear and unambiguous statement by the court rebuking efforts to undermine academic integrity,” said council president Ted Mitchell.

Anurima Bhargava, a Harvard alumna and civil rights advocate, added, “This is a reckless and unlawful attempt at power and control. Harvard has once again stood firm against dangerous and escalating demands.”

This legal battle marks one of the most high-profile confrontations between higher education and the federal government in recent times. At its core lies the question of whether public funding can be used as leverage to reshape the ideological and governance structures of academic institutions—a precedent that could have implications far beyond Harvard.

As the case unfolds, educators and students around the world will be watching closely. In a time when the autonomy of educational institutions is increasingly under scrutiny, Harvard’s lawsuit could become a defining moment in the global conversation on academic freedom.

(This article has been generated with supporting information as reported by The Hindu)

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CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020

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In line with the implementation of the National Education Policy (NEP) 2020, a significant curriculum reform has been rolled out in Chhattisgarh, where CBSE and NCERT have introduced a mandatory bridge course for students from Classes 6 to 12, starting from the academic session 2025–26.

This strategic change aims to strengthen conceptual understanding, sharpen skills, and enhance subject connectivity for students transitioning between academic years. The bridge course is designed as a foundational segment to reinforce key learnings from the previous class, enabling smoother adaptation to new academic content—especially in subjects like Mathematics, Science, Social Science, and Languages.

What is a Bridge Course?

A bridge course is essentially a learning support module that helps students revise and reinforce previous class concepts before delving into the new syllabus. By bridging the learning gap, it prepares students mentally and academically for the demands of their new grade. The initiative is particularly aimed at strengthening continuity in learning and reducing academic stress.

Teacher Training and Implementation

To ensure effective integration, teachers in CBSE-affiliated schools across Chhattisgarh are undergoing dedicated training in both online and offline formats. The training focuses on how to incorporate the bridge course within the regular curriculum and adapt pedagogy to meet individual learner needs.

Changes in NCERT Textbooks

Alongside the bridge course implementation, NCERT has revised textbooks for Classes 3 and 6. The new editions lay emphasis on activity-based learning, life skills development, and project work. In particular, the Class 6 Science and Social Science books feature innovative activities and experiential modules aimed at enhancing student engagement and practical understanding.

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With this move, CBSE and NCERT aim to create a more inclusive and progressive academic structure, staying true to NEP 2020’s vision of competency-based learning and reduced content load. As this model takes shape in Chhattisgarh, it could serve as a blueprint for nationwide adoption in the coming years.

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CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme

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CBSE issues new guidelines for teacher training and theme for 2025

In a significant move towards enhancing teacher capacity in alignment with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has issued fresh guidelines mandating 50 hours of annual training for all educators in its affiliated schools. The 2025 annual training theme has been declared as STEM Education, reflecting India’s push towards innovation-driven learning.

According to CBSE notifications TRG-2/2025 and TRG-3/2025, 25 hours of training must be delivered by CBSE or a recognised government training body, while the remaining 25 hours can be conducted in-house or at the school complex level. This framework has been structured in line with the National Professional Standards for Teachers (NPST) and aims to ensure continuous professional development and improved student learning outcomes.

The CPD (Continuous Professional Development) hours are categorised as follows:

  • Core Values and Ethics – 12 hours

  • Knowledge and Practice – 24 hours

  • Professional Growth and Development – 14 hours

CBSE has also clarified that academic responsibilities such as assessment duties for board exams, practical examiner roles, content creation, curriculum review, and participation in CBSE-led conferences will be recognised as valid CPD hours.

The board has instructed schools to organise District Level Deliberations (DLDs) focused on STEM pedagogy. These sessions are designed to encourage peer discussions, sharing of best practices, and localisation of innovative teaching strategies.

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Heads of institutions have been called upon to act as leaders of change, ensuring the effective implementation of this framework within their schools and nurturing a culture of continuous learning.

With this move, CBSE reaffirms its commitment to building a future-ready teaching workforce, equipped to deliver education that is both engaging and globally relevant.

🔗 More details here

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China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035

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China plans on building strong education system by 2035

China has unveiled a comprehensive education reform strategy aiming to integrate artificial intelligence (AI) across all levels of its education system. This initiative is a cornerstone of the nation’s broader “Strong Education Nation” plan, targeting significant advancements in educational quality and innovation by 2035.

The Ministry of Education announced plans to embed AI applications into teaching methodologies, textbooks, and curricula spanning primary, secondary, and higher education. This move is designed to cultivate essential skills such as independent thinking, problem-solving, communication, and collaboration among students and educators. By fostering these competencies, China aims to enhance the core competitiveness of its innovative talent pool (Reuters).

This AI integration aligns with China’s broader educational blueprint, jointly issued by the Communist Party of China Central Committee and the State Council. The plan outlines a two-phased objective: establishing a high-quality educational system by 2027 and achieving global leadership in education by 2035. Key goals include expanding free education, increasing enrollment in high-quality undergraduate and postgraduate programs, and addressing regional disparities in educational access.

To support this vision, Chinese universities are expanding AI-related courses and enrollment. Institutions like Peking University and Shanghai Jiao Tong University have announced plans to increase undergraduate spots in fields such as information science, engineering, and AI. This expansion is closely linked to the national strategy of developing a robust digital-era talent pool (Reuters Education Expansion).

Moreover, the Ministry of Education has mandated that primary and secondary schools intensify their science education to drive scientific and technological innovation. Schools are required to implement comprehensive science curricula, enhance teaching capabilities, and integrate science education resources effectively. 

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China’s commitment to integrating AI into education reflects its broader ambition to become a global leader in technological innovation and education. By embedding AI into the fabric of its educational system, China aims to prepare its citizens for the challenges and opportunities of the digital age.

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Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices

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“It is completely unacceptable for any school to mentally harass parents or students"- Delhi CM Rekha Gupta

In a sweeping inspection drive aimed at curbing malpractice in private educational institutions, the Delhi Government has inspected over 600 schools across the national capital, issuing show-cause notices to more than 10 schools and initiating the process of derecognition in serious cases. The crackdown follows mounting complaints from parents about arbitrary fee hikes, dummy admissions, and neglect of Economically Weaker Section (EWS) students.

The Directorate of Education (DoE) formed district-level committees—headed by Sub-Divisional Magistrates (SDMs) and comprising deputy directors of education, accounts officers, and principals of government schools—to investigate complaints on a priority basis. These inspections are being closely monitored, with more schools likely to be reviewed in the coming days.

The inspection drive also revealed that 20 schools were allegedly engaging in dummy admissions—a practice where students are enrolled only on paper while attending private coaching institutes instead of regular classes. In such cases, the government has invoked provisions under the Delhi School Education Act and Rules (DSEAR), 1973, and has begun derecognition procedures.

Chief Minister Rekha Gupta, responding to concerns raised during a Jan Samvaad public hearing, stated, “It is completely unacceptable for any school to mentally harass parents or students, threaten expulsion, or raise fees without due process.” She reaffirmed the government’s commitment to transparency, accountability, and ensuring access to quality education for every child.

The DoE confirmed that some schools have also failed to submit mandatory financial disclosures and fee statements as per Section 17(3) and Section 180(3) of DSEAR, which will invite legal action. Schools violating EWS guidelines—such as failing to provide free textbooks, uniforms, and writing materials under Rule 8 of the Delhi RTE Rules—are also under scrutiny.

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The crackdown also comes after Queen Mary School in Model Town was accused of fee-related misconduct and expulsion threats. The Chief Minister had instructed the education department to take immediate action against such institutions, promising a “zero-tolerance” approach.

Delhi’s education authorities have reiterated that private schools must adhere strictly to rules governing fee regulation, student welfare, and inclusive access. Institutions found guilty of flouting these norms will face stringent penalties, including derecognition and possible takeover of management.

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Delhi CM Rekha Gupta Warns Private Schools Against Arbitrary Fee Hikes and Student Harassment

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Delhi Chief Minister Rekha Gupta (Photo Source: PTI)

Amid growing parental concerns about rising school fees and student expulsions, Delhi Chief Minister Rekha Gupta has issued a stern warning to private schools across the capital. Emphasising a “zero tolerance” approach, the CM stated that any institution found violating rules—whether by imposing arbitrary fee hikes or harassing students and parents—will face strict action.

Addressing media following a public dialogue programme on Tuesday, Gupta shared that her office had received multiple complaints from concerned parents alleging wrongful fee practices and threats of expulsion. One such case involved Queen Mary School in Model Town, where families accused the school of unjust fee collection and punitive action against students.

“No school has the authority to harass parents or children, threaten expulsion, or hike fees arbitrarily,” said Gupta in a statement to ANI. “There are rules and laws in place. Compliance is not optional—it’s mandatory.”

The Chief Minister confirmed that notices have already been issued to several schools named in formal complaints. She further stated that relevant officials have been directed to conduct immediate investigations and take necessary legal and disciplinary action.

Taking to X (formerly Twitter), Gupta reiterated the Delhi Government’s stand on education, writing,

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“The Delhi Government is fully committed to transparency, equal opportunity, and the protection of children’s rights in education. A zero-tolerance policy has been adopted towards any kind of injustice, exploitation, or irregularity—no laxity will be tolerated in this. Our resolve is clear—every child should have access to justice, respect, and quality education.”

The Chief Minister’s response signals a growing shift toward regulatory vigilance in private education, especially around affordability and student welfare. As rising school fees become a point of national concern, particularly after a recent survey reported a 50–80% hike across schools in three years, Delhi’s move to crack down on irregularities could serve as a template for other states to follow.

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MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET

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15 April 2025: In a step to move towards equitable education, the Mahatma Jyotiba Phule Research & Training Institute (MAHAJYOTI), an autonomous body under the Government of Maharashtra, is set to distribute free study materials to over 7,000 students from Other Backward Classes (OBC) under its Pustak Sanch Watap Yojana. The initiative aims to aid students in preparing for competitive exams such as JEE, NEET, and MHT-CET.

Beneficiaries—spread across all 36 districts of Maharashtra—have registered under MAHAJYOTI’s training programmes and will receive comprehensive preparation books for their respective entrance examinations. The Jalgaon region saw the highest number of registrations, followed by Amravati, Dhule, Buldhana, and Ahmednagar.

This large-scale effort underscores MAHAJYOTI’s ongoing mission to empower students from OBC, Deprived Castes-Nomadic Tribes, and Special Backward Classes by ensuring they are not left behind in the pursuit of higher education due to economic constraints.

Voices from the Government and Ground

Honourable Minister Atul Save, from the Other Backward and Bahujan Welfare Department, commended the scale of the scheme, stating,

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“It is inspiring to witness the tremendous response from students. Our commitment to providing such opportunities for OBC students remains steadfast. We strongly encourage them to leverage these important government initiatives designed for their progress.”

Echoing his sentiments, Shri Prashant Wawge, Managing Director of MAHAJYOTI, remarked,

“This overwhelming response reinforces our mission. We urge every eligible OBC student to take full advantage of this scheme. We wish these bright young minds success in their entrance examinations.”

Changing Lives One Book at a Time

Families of beneficiaries have also expressed heartfelt gratitude. Kiran Nimje, mother of Aaryan from Nagpur, shared,

“Purchasing expensive JEE books was beyond our means. This scheme has been a lifeline. My son, who scored 94% in SSC, can now prepare for engineering with confidence.”

Similarly, Sheetal Nagargoje from Amravati, whose son Aditya also benefited, added,

“We are incredibly thankful. This support came to us at the right time and will help my son, who scored 80% in SSC, get closer to his dream.”

As education costs continue to rise, especially in the realm of competitive exam preparation, government-supported initiatives like MAHAJYOTI’s book distribution scheme play a pivotal role in bridging the opportunity gap for students from marginalised communities. With a robust outreach and strong public response, this programme is a timely reminder that access to quality education must remain a priority.

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Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands

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Protesters gather at Cambridge Common on April 12, 2025, urging Harvard University to uphold its autonomy and resist federal intervention in campus affairs. (REUTERS)

In response to Harvard’s refusal to implement federal directives on campus reforms, the Trump administration has escalated the standoff by freezing $2.2 billion (approximately ₹18,400 crore) in multi-year federal grants and placing an additional $60 million (₹500 crore) in government contracts on hold. This latest move by the Joint Task Force to Combat Anti-Semitism underscores the growing pressure on educational institutions to align with the administration’s ideological agenda—an act Harvard deems incompatible with its constitutional rights and academic independence.

At the heart of the issue lies the Trump administration’s crackdown on elite American universities, particularly those perceived to support diversity, equity, and inclusion (DEI) initiatives or tolerate anti-establishment student protests. The administration’s sweeping ultimatum to Harvard included banning face masks on campus, altering hiring and admission practices to favour so-called “merit-based” criteria, and conducting an audit of students and faculty based on their ideological leanings.

“No Government Should Dictate What Universities Teach”

In a strongly-worded letter to the Harvard community, President Alan Garber reaffirmed the university’s constitutional rights, asserting that “no government—regardless of which party is in power—should dictate what private universities can teach, whom they can admit and hire, and which areas of study and inquiry they can pursue.”

He called the demands unconstitutional and a breach of the First Amendment, stating they “exceed the statutory limits of the government’s authority under Title VI.” Harvard, he emphasised, would not “surrender its independence or relinquish its constitutional rights.”

This decision has not been made lightly. With $9 billion (₹75,060 crore) in federal support hanging in the balance—including student financial aid and research grants—the refusal signals the university’s unwavering commitment to preserving academic integrity, even in the face of substantial financial risk.

What’s At Stake for Students and Global Academia?

Harvard’s resistance is more than a domestic headline—it’s a global signal. With Indian students being among the top international communities at Harvard and other elite US institutions, the outcome of this standoff could have ripple effects far beyond American borders.

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According to The Hindu, the Trump administration has already frozen approximately $2.3 billion (₹19,182 crore) in funding to institutions like Princeton, Cornell, Columbia, and the University of Pennsylvania. The latter’s funding was slashed over allowing a transgender athlete to compete—a move many have labelled discriminatory and ideologically driven.

For students—especially those pursuing higher education abroad—this moment marks a sobering reminder that education can no longer be viewed as an apolitical space. If universities are pressured to reshape their curriculums, hiring practices, or student bodies based on political whims, the very essence of critical thinking, academic exploration, and diversity is endangered.

The administration’s justification for defunding Harvard cites that many DEI initiatives are “divisive” or “discriminatory”—a claim widely rejected by educators, human rights groups, and civil society organisations across the globe.

The truth is: Diversity, Equity, and Inclusion are not trends or PR jargon—they are the moral and pedagogical backbone of an equitable education system. To see these stripped down as ideological threats marks a dangerous precedent not just for the U.S., but for any democracy flirting with majoritarian education policies.

The Bigger Picture

By refusing to accept the U.S. government’s conditions, Harvard has taken a stance to defend its institutional autonomy. While this may lead to financial strain, the university has signalled that it will not compromise on its core governance principles.

As Indian universities navigate reforms under the National Education Policy (NEP), this development also serves as a timely reminder of the importance of safeguarding academic spaces from excessive external influence. Educational institutions function best when given the space to operate independently and uphold their academic mandates without undue interference.

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Decisions about what constitutes academic freedom or institutional policy should ideally be made within the education system—not defined by political narratives.

Rather than setting a precedent for others to replicate, this moment should prompt global institutions and governments to reflect carefully on the balance between public accountability and institutional independence.

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Is Your School Following These Mandatory CBSE Committees?

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In today’s fast-evolving education landscape, a school is no longer just about lessons and exams—it is about ensuring student safety, holistic development, mental well-being, career clarity, and inclusive practices. Recognising this, the Central Board of Secondary Education (CBSE) has mandated the formation of specific committees in all affiliated schools to ensure a structured, student-centric, and responsive ecosystem. But the question is—is your school actually following these norms?

Why Are These Committees Crucial?

These committees aren’t just bureaucratic formalities—they are foundational for building schools that are safe, progressive, and future-ready. In an era where bullying, cyber threats, mental health issues, learning differences, and safety concerns are on the rise, these mechanisms act as the backbone of accountability and action. They allow stakeholders—students, parents, teachers, and management—to work together for an environment where every child can thrive.

Let’s look at the mandatory CBSE committees that every school must have:

1. School Management Committee (SMC)

This is the apex decision-making body comprising management, educators, parents, and external experts. It ensures that school policies align with CBSE affiliation by-laws.

2. Sexual Harassment Committee/Internal Complaints Committee

Formed as per the POSH Act, this committee safeguards staff and students from workplace harassment and ensures timely redressal.

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3. Child Protection Committee

It includes representatives from all key stakeholders and ensures children are protected from abuse and neglect within the school environment.

4. School Discipline Committee

This committee deals with discipline-related issues and works towards fostering a respectful school culture.

5. Grievance Redressal Committee

Handles complaints from students, staff, or parents, ensuring a transparent and fair resolution mechanism.

6. Anti-Bullying Committee

Bullying in any form is non-negotiable. This committee ensures strict implementation of CBSE’s anti-bullying policies.

7. Health & Wellness Committee

Includes physical education teachers and health professionals, focusing on physical, emotional, and mental well-being.

8. Examination Committee

Manages all assessment protocols and ensures fair, secure conduct of exams.

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9. Inclusive Education/Special Needs Committee

Supports children with disabilities and learning challenges by providing resources, accommodations, and inclusive policies.

10. Career Guidance & Counseling Committee

Empowers students with career counselling, aptitude testing, and psychological support.

11. Academic Committee

Looks after curriculum implementation, quality of teaching, and subject integration.

12. House System Committee

Encourages inter-house competitions and leadership among students through structured activities.

13. Cultural & Co-curricular Activities Committee

Ensures students get opportunities beyond the classroom—through arts, debate, sports, etc.

14. IT & Innovation Committee

Encourages integration of digital learning, coding, innovation, and tech-based pedagogies.

15. Disaster Management Committee

Prepares schools for emergencies like fire, earthquakes, or health outbreaks.

16. Parent-Teacher Association (PTA)

While not mandatory, many schools voluntarily include this for seamless parent-teacher collaboration.

Why Every Educator and Parent Should Care

These committees represent a school’s commitment to child-centred learning. Schools that implement them honestly often see lower dropout rates, improved mental health indicators, stronger student voices, and higher parental trust.

With NEP 2020 pushing for holistic education, these structures ensure that the vision turns into action. It’s not just about compliance—it’s about creating a school that every child looks forward to attending.

What Else Can Be Added?

While CBSE has outlined a solid framework, here are 3 additional committees that could be introduced:

  1. Digital Safety & Cyber Etiquette Committee – With rising online exposure, schools must ensure students are protected digitally.

  2. Student Voice & Leadership Committee – Giving students formal roles to co-create school culture.

  3. Sustainability & Environment Committee – For green practices, waste segregation, water conservation, and LiFE-aligned actions.

In 2025, education isn’t just about marks—it’s about mindset, safety, values, and vision. As parents, educators, or students, it’s our right (and duty) to ask: Does our school have these committees? Because compliance is the first step to care.

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Delhi Schools Act Swiftly to Protect Students as IMD Issues Heatwave Alert

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As Delhi records its first major heatwave of the season with temperatures soaring beyond 40°C, schools across the capital are ramping up efforts to safeguard student health. Responding to a yellow alert issued by the India Meteorological Department (IMD), several schools have swiftly implemented precautionary measures to shield children from heat-related illnesses.

To minimise sun exposure, outdoor activities have been suspended after 10 a.m. in many institutions. Schools are also taking proactive steps to ensure hydration, offering traditional cooling beverages such as aam panna, buttermilk, lemonade, and wood apple sherbet within their premises. At ITL International School in Dwarka, Principal Sudha Acharya highlighted how students have been encouraged to carry infused water with cucumber and watermelon, with teachers even integrating cooling drink preparation into their practical lessons.

Tagore International School in East of Kailash has issued advisories to students and parents, recommending protective accessories like caps and umbrellas, and stressing the importance of not sending children to school on an empty stomach—a known risk factor for heatstroke. The school has moved all physical activities indoors to ensure student safety.

Sovereign School in Rohini has echoed similar caution. Chairperson RN Jindal confirmed that outdoor games are now limited to early mornings, while the infirmary is stocked with ORS, glucose, and essential medicines. Regular health checkups are being conducted for students with recurrent illnesses, and the institution is strictly following the guidelines issued by the Directorate of Education (DoE).

These guidelines, issued on March 27, directed schools to avoid afternoon assemblies, ensure proper hydration and ventilation, and promote awareness on protective measures such as wearing light cotton clothing and covering the head with a cloth, hat, or umbrella. Schools were also instructed to report any signs of heat exhaustion or illness to nearby health facilities immediately.

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The IMD’s classification of a heatwave includes maximum temperatures of 40°C or more in the plains or 4.5 to 6.4 degrees above normal. With the rising mercury and health risks for children, Delhi schools are setting an important example in prioritising student well-being amid extreme weather conditions.

Source- PTI | India TV News

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