News
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/.
The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.
According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.
The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.
Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.
By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.
The Atal Innovation Mission (AIM), NITI Aayog, and the Indo-French Chamber of Commerce & Industry (IFCCI) have signed a Statement of Intent (SoI) to strengthen and expand the Atal Tinkering Labs (ATLs) network across India. The agreement, formalised at the French Embassy in New Delhi during IFCCI’s 3rd CSR Connect Day 2025, marks a significant step in fostering STEM education, digital literacy, and innovation among school students.
The event was attended by H.E. Thierry Mathou, Ambassador of France to India, who praised the partnership for deepening Indo-French collaboration in social development. He highlighted that 2026 will mark the India–France Year of Innovation, encouraging businesses from both nations to invest in sustainable, community-driven impact initiatives through Corporate Social Responsibility (CSR).
Through this partnership, IFCCI and AIM aim to mobilise CSR contributions from French and Indian companies to improve infrastructure, enhance hands-on learning experiences, and bridge the gap between industry and education. IFCCI, which has already executed over 86 CSR projects benefiting more than 15,000 people across India, will leverage its network to support ATL expansion, particularly in underserved schools.
Mission Director of AIM, Deepak Bagla, noted that over 11 million students have already benefitted from the ATL initiative, which he called “one of the world’s largest grassroots innovation programs.” He said, “From the northernmost village school to the southernmost, innovation is thriving everywhere. The real story lies not in the scale, but in the creativity of the ideas students are building.”
A Shared Vision for Inclusive Innovation
The collaboration aims to make innovation accessible to all students by promoting digital tools, teacher training, and student challenges that inspire curiosity and problem-solving. IFCCI Director General Payal S. Kanwar added, “This partnership is a step forward in empowering youth with 21st-century skills. We aim to bridge the gap between industry and education and make innovation accessible to every student, especially in underserved regions.”
However, as the Atal Tinkering Labs expand, addressing operational challenges remains crucial. Reports by UNICEF and The New Indian Express underscore that access to digital tools alone cannot guarantee innovation without inclusive design, mentorship, and ethical technology use. UNICEF’s SPARK Labs model, which links creativity with social change, offers a useful reference — encouraging schools to blend innovation with empathy, inclusion, and purpose.
Challenges and Areas for Improvement
Despite the ATL program’s remarkable reach, a 2023 assessment highlighted several gaps. Nearly 58% of ATL teachers lack a STEM background or structured training, resulting in inconsistent mentorship. In many schools, ATL sessions are not integrated into the timetable, limiting daily engagement. Moreover, less than 10% of schools report active student participation due to limited guidance and parental scepticism about its academic value.
Operational hurdles like irregular funding, defective equipment, and poor monitoring systems have also hindered consistent performance. Some schools struggle to maintain labs once initial grants are exhausted, while others lack a mechanism to track outcomes effectively.
The Way Forward
For the AIM–IFCCI partnership to achieve its full potential, a few key steps can strengthen impact:
-
Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.
-
Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.
-
Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.
-
Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.
-
Community Awareness: Conduct parent and community outreach sessions to showcase how tinkering enhances academic learning and future employability.
If executed effectively, this Indo-French collaboration can redefine India’s innovation ecosystem by turning every school into a space where curiosity meets creation. The challenge now lies in ensuring that every student, regardless of background, not only has access to a lab but also the guidance and confidence to build something meaningful within it.
The Ministry of Education’s Department of School Education and Literacy (DoSEL) has joined the Government of India’s Special Campaign 5.0, running from 2nd to 31st October 2025. The campaign focuses on institutionalising cleanliness (Swachhata), improving efficiency in governance, and enhancing the physical environment of schools across India.
A key goal of the campaign is to ensure that schools provide a clean, safe, and engaging atmosphere for students. States and Union Territories have been encouraged to carry out whitewashing, repainting, and minor repairs such as maintaining functional toilets, fixing flooring, and replastering walls. Refurbishing name boards, reclaiming unused spaces, and improving campus aesthetics are also part of the drive.
To make school environments more vibrant, schools are being encouraged to create murals and wall art inspired by traditional Indian art forms such as Madhubani, Kalamkari, and Warli. These creative efforts will not only beautify campuses but also serve as Building as Learning Aid (BaLA) resources, helping students connect with India’s cultural heritage.
Community involvement forms a central part of Special Campaign 5.0. The Ministry is encouraging schools to involve alumni and local communities through the Vidyanjali platform — a DoSEL initiative that connects volunteers and supporters with government and aided schools. Panchayati Raj Institutions are also being engaged to help local schools upgrade and maintain their infrastructure.
Beyond school-level improvements, the campaign also aims to enhance efficiency in governance. Government offices are reviewing, categorising, and clearing obsolete physical and digital records, while systematically indexing and digitising important files. This process is expected to declutter offices, optimise space, and improve workflow management.
The Department of School Education and Literacy is coordinating with all stakeholders to make cleanliness, participation, and efficiency integral to school operations. The Ministry envisions the campaign as a step towards creating cleaner campuses, more efficient systems, and a stronger sense of ownership within the education ecosystem.
The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.
The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.
Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.
According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.
By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.
Saahas, a Delhi-based non-profit organisation founded by Class 11 student Navya Mrig of The Ram School, Moulsari, Gurugram, is creating awareness about organ donation and working to counter myths that prevent families from giving timely consent.
Established in 2024, Saahas focuses on every aspect of organ donation, particularly deceased organ donation where family approval must be granted quickly. The organisation highlights that hesitation and misinformation often stop families from making decisions that could save lives.
To address this, Saahas conducts workshops, myth-busting talks, and seminars in schools, resident welfare associations, hospitals, and workplaces. These sessions explain processes such as brain-stem death certification and the role of family consent in simple, clear terms. Each session concludes with practical guidance, ensuring participants leave with both knowledge and actionable steps.
The initiative has also developed resource kits with slide decks, facilitator notes, QR-linked checklists, and referral contacts to make it easier for schools and institutions to host repeatable sessions. Saahas partners with community groups and healthcare institutions to co-host Q&A sessions with clinicians and transplant coordinators, and also honours donor and recipient families through small ceremonies that highlight the impact of organ donation.
At its core, Saahas is designed to bring organ donation discussions into everyday spaces rather than waiting for the urgency of hospital decisions. By focusing on conversations in classrooms, community meetings, and staff rooms, the organisation aims to gradually build a culture where organ donation is better understood and more widely accepted.
Navya’s initiative reflects how young people are increasingly taking up important social causes and contributing to public awareness campaigns with structured, replicable models.
(News Source- ANI)
A recent report by India Today has put the spotlight on the deep contradictions in how India treats its teachers. While the profession is revered in public discourse and celebrated in ceremonies, the reality of poor pay, massive vacancies, and crushing workloads threatens the future of quality education in the country.
The report, authored by Megha Chaturvedi, shares the story of a government school teacher in rural Bihar who manages five grades, multiple subjects, administrative duties, and a long commute — all for a monthly pay of just ₹12,000. It is a picture that repeats across India, where respect is high but reward is missing.
Respect vs Pay
According to UDISE+ 2024–25 data, India’s teaching workforce has crossed 1 crore, with women making up 54.2%. Yet, over 1 million teaching posts remain vacant, concentrated in states like Uttar Pradesh (3.2 lakh) and Bihar (2.2 lakh). More than 1 lakh schools still run with just a single teacher, and some rural institutions report zero enrolment.
Teacher salaries are shockingly unequal. Permanent government teachers may earn ₹35,000 to ₹60,000 per month with benefits, but guest or contractual teachers often earn between ₹6,500 and ₹12,500, with delays stretching into months. Even in metro private schools, where parents pay lakhs in annual fees, teachers may take home just 2–10% of that amount.
International comparisons highlight the gap further. India ranks among the top 10 nations for respect towards teachers, yet falls to the bottom when it comes to pay and working conditions.
The Consequences
Low pay and insecure contracts drive talented graduates away from teaching. Those who stay face burnout from handling multiple grades or excessive administrative duties. Morale suffers when salaries are delayed, creating inequality between well-paid urban private school teachers and struggling rural counterparts. The result is a two-tiered system where students’ learning is directly compromised.
Policy Moves
Some states have taken steps. Karnataka recently raised guest teacher pay to ₹12,000–₹12,500, though teachers demand at least ₹30,000. Bihar and West Bengal have launched recruitment drives to fill thousands of vacancies. But reforms remain piecemeal. The India Today report makes it clear that modest hikes are not enough to match workload or cost of living, and insecurity continues to define contractual positions.
What Needs to Change
India may call its teachers “gurus” but without dignified salaries, stability, and recognition, the profession risks becoming even less attractive to young graduates. For education to thrive, teaching must be seen as a rewarding and respected career. ScooNews has been consistently working to spotlight teacher voices and celebrate educators who innovate against the odds. Yet change cannot come from media or policy alone. We need educators themselves to step up and demand better, and institutions to stop treating education as a business rather than a public service.
A practical way forward would include setting a national minimum pay scale of at least ₹30,000 per month for all full-time teachers, clearing the backlog of 1 million vacancies within the next three years, and ensuring strict timelines for salary disbursement. Governments and boards must invest at least 6% of GDP into education as repeatedly recommended, with a clear allocation for teacher training, well-being, and incentives. Schools must commit a fixed percentage of fee revenue directly to teacher salaries, while also offering pathways for career growth through research, leadership roles, and international exposure.
Teaching is perhaps the most undervalued profession in the nation today. If India is to build a future-ready generation, it must invest in its teachers with the same seriousness it reserves for infrastructure or defence. Respect in words is not enough. Teachers must be valued in pay, dignity, and opportunity.
You can read the full report here.
Education
NCERT to Grant Equivalence to Class 10 and 12 Certificates Across Boards for Admissions and Jobs
The Government of India has entrusted the National Council of Educational Research and Training (NCERT) with the responsibility of granting equivalence to Secondary (Class 10) and Senior Secondary (Class 12) certificates issued by different School Education Boards in the country. This equivalence will apply for admissions to higher education institutions and eligibility for employment under the Central and State Governments as well as Union Territories.
The notification, published in the e-Gazette on 6 September 2025 by the Department of School Education and Literacy, Ministry of Education, supersedes the earlier order of 15 November 2021 which had assigned this responsibility to the Association of Indian Universities (AIU).
Under the new arrangement, NCERT will discharge this responsibility through its National Assessment Centre, Performance Assessment, Review and Analysis of Knowledge for Holistic Development (PARAKH). Established under the provisions of the National Education Policy (NEP) 2020, PARAKH has been tasked with creating a robust, academically rigorous framework for determining equivalence while upholding the highest educational standards.
The system will apply to all recognised Indian School Boards established by an Act of Parliament or State legislature, by executive orders of the Central or State Governments, or by statutory bodies with the mandate to run school education. By placing the responsibility with NCERT, the government aims to streamline equivalence and reduce complications for students moving between boards.
The notification further clarifies that once NCERT grants equivalence, it will automatically be considered as inter-se parity among all recognised boards in India. This will smoothen student mobility across boards, ensuring that certificates are universally recognised for both academic progression and employment opportunities at the national level.
The Government is working on incorporating skill-based learning into the curriculum of Classes 11 and 12, in line with the recommendations of the National Education Policy (NEP) 2020. Union Education Minister Dharmendra Pradhan announced the move during the Dakshinapatha Summit 2025 held at the Indian Institute of Technology, Madras.
Pradhan emphasised that India’s education system needs a paradigm shift, moving beyond degree and certificate-oriented models to competency-based approaches. “We are on the job to introduce skill-based curriculum of Class 11 and 12,” he said, underlining the importance of preparing students for a rapidly evolving world of work.
According to the Minister, one of the central recommendations of the NEP 2020 is skill-based education. While previously optional, skilling will now become a formal part of schooling, starting as early as Class 6. The new curriculum will integrate areas such as computer coding, drone technology, and artificial intelligence, alongside conventional subjects like mathematics and languages. “Now, we are planning to introduce skilling also. It is a new era. We have to train our youngsters and align them with the new curriculum structure,” Pradhan explained.
The Minister highlighted examples of innovation emerging from IIT Madras, including student-led startups. He thanked IIT-M Director Kamakoti and his team for promoting and facilitating young talent. He also noted how the NEP has enabled students excelling in fields such as sports and music to access IIT programmes, which were previously out of reach.
Pradhan reiterated that languages play a crucial role in communication, adding that knowledge of multiple languages, including Tamil, reflects India’s cultural and intellectual vibrancy. On the same occasion, he interacted with students from Tamil Nadu government schools who had joined IIT Madras through the ‘IITM for All’ initiative, particularly its four-year online BS Data Science programme.
With over 1.75 lakh startups in India, Pradhan noted that the education system must support a shift from job-seeking to job-creating. He described the NEP 2020 as a philosophical document guiding the country towards the vision of Viksit Bharat by 2047.
Source: PTI
The Maharashtra state education department has announced an ambitious plan to send 51 finalists of its school-level science project competitions on an educational tour to the National Aeronautics and Space Administration (NASA) every year. The initiative, however, still awaits final approval despite having been cleared in principle by Chief Minister Devendra Fadnavis earlier this year.
Minister of State for School Education Pankaj Bhoyar explained that the move is designed to recognise the efforts of students beyond prize-winning entries. “The state education department organises science project competitions at various levels. While we extend prizes to the best projects, the efforts taken by students who do not win prizes should also be given their due recognition. Therefore, the plan to honour their efforts was formulated,” he said.
According to the proposal, students with the top 21 projects from the tehsil-level competition will be taken to visit a science centre at the division level. Winners of the top 51 projects at the district level will be taken to the Indian Space Research Organisation (ISRO) headquarters in Bengaluru. The final 51 students selected at the state-level competition will be taken on a study tour to NASA. The programme has been named the Chief Minister Vidyarthi Vigyan Vari.
Officials within the department have confirmed that the proposal requires an annual budget of around Rs 3 crore for the NASA trip. While the costs for tehsil and district-level visits will be met through District Planning and Development Council (DPDC) funds, the NASA tour requires state-level approval. “We hope to get clearance soon,” an official said.
The initiative aims to encourage students to pursue scientific research beyond one-off projects and to inspire them through exposure to advanced scientific institutions. “The aim is to encourage students not to stop at one science project but to push them further into the world of scientific research,” Bhoyar said.
In a related move, the state government has recently increased the prize money for the winner of the state-level science project competition from Rs 5,000 to Rs 51,000, underlining its commitment to promoting innovation among young learners.
Education
Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students
The Ministry of Education today launched the Viksit Bharat Buildathon 2025, a nationwide innovation movement aimed at engaging school students across India. Organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission, NITI Aayog, and AICTE, the initiative was formally unveiled with the release of its jingle and logo.
The event was attended by Secretary, Department of School Education & Literacy, Sanjay Kumar; Principal Director General, Press Information Bureau, Dhirendra Ojha; Chairman, AICTE, Prof. T. G. Sitharam; Vice Chairman, AICTE, Abhay Jere; Mission Director, AIM, NITI Aayog, Deepak Bagla; Additional Secretary, DoSEL, Dhiraj Sahu; along with senior officials of the Ministry, Kendriya Vidyalaya Sangathan, and Navodaya Vidyalaya Samiti.
Speaking on the occasion, the Education Minister said that the Viksit Bharat Buildathon, the largest-ever school hackathon, would further strengthen grassroots innovation by encouraging students to ideate and develop products around four themes: Vocal for Local, Atmanirbhar Bharat, Swadeshi, and Samriddhi. The initiative is expected to celebrate student-led innovations, drive a new wave of creativity in schools, and position the younger generation as key contributors to a self-reliant and developed India.
Sanjay Kumar, Secretary, DoSEL, presented a detailed overview of the Buildathon, outlining its potential to nurture innovation at scale across the country.
The Viksit Bharat Buildathon 2025 aims to inspire creative thinking for national development, foster self-reliance and sustainable growth, engage schools in synchronized innovation, and showcase India’s innovation capabilities globally. The event also aspires to set a potential world record while celebrating young problem-solvers at both national and international platforms. The initiative builds on the success of the School Innovation Marathon 2024, which resulted in programmes such as the Student Innovator Programme (SIP) and the Student Entrepreneurship Programme (SEP), along with patents and startups emerging from Atal Tinkering Labs.
The journey of the Buildathon begins today, September 23, with registrations open until October 6 on the Viksit Bharat Buildathon portal (https://vbb.mic.gov.in/). Schools will then undergo a preparation period from October 6 to October 13, during which teachers will guide student teams through the portal process. Students will subsequently submit their ideas and prototypes online. The highlight of the initiative, the Live Synchronized Innovation Event, will be held on October 13. Final entries will be accepted until October 31, followed by a two-month evaluation period from November 1 to December 31. The results and felicitation of the top 1,000 winners will be announced in January 2026.
A video on the Viksit Bharat Buildathon 2025 was screened during the launch, showcasing its themes and objectives.
Delhi Government Launches Online First Aid Training Programme for Teachers
Atal Innovation Mission and IFCCI Join Hands to Scale Up Atal Tinkering Labs Across India
Ministry of Education to Promote Clean and Vibrant School Environments
NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools
Class 11 Student Navya Mrig on a Mission to Bust Myths About Organ Donation
India Loves its Teachers, Just Not Enough to Pay Them: India Today Reports
NCERT to Grant Equivalence to Class 10 and 12 Certificates Across Boards for Admissions and Jobs
Government Plans to Introduce Skill-Based Learning in Class 11 and 12 Curriculum
Maharashtra Education Department Plans Students’ Tour to NASA
Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students
What Nepal’s Gen Z Protests Teach Us About Education, Civic Sense, and Media Literacy
UK and US Tighten Student Visas: What Indian Schools and Students Must Know
Kidspreneurship Appoints Kushark Jaiswal as Chief Global Officer to Drive International Expansion
Parliamentary Panel Calls for Media Literacy Curriculum in Schools
National Task Force Calls for Wider Participation in Surveys on Student Well-being and Suicide Prevention
Himachal Joins List of Fully Literate States as India Marks International Literacy Day 2025
International Literacy Day 2025: Beyond Reading and Writing in the Digital Era
MoWCD and MoE Release Guidelines for Co-location of Anganwadi Centres with Schools
SC Seeks Centre’s Response on PIL for Transgender-Inclusive School Textbooks
Educate Girls Becomes First Indian NGO to Win the Ramon Magsaysay Award
How AI Helps Teachers Save Time, Personalize Learning, & Improve Results
Beyond the Numbers: Reading Between the Lines of UDISE+ 2024–25
Weaving Social-Emotional Learning into the Curriculum
Education with Purpose: Shaping Responsible Learners for a Better Tomorrow
Empathy as a 21st-Century Competency: Developing Emotional Intelligence among Students
NCERT Launches New Class 5 & 8 Textbooks, Makes Art Education Mandatory
No More Backbenchers: How a Simple Seating Shift Is Reimagining Learning
In Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre
The Man Who Called His Students Gods: Dwijendranath Ghosh
Indian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor
Beyond the Numbers: Reading Between the Lines of UDISE+ 2024–25
NCERT’s New Class 8 History Textbook Addresses “Darker Periods”, Highlights Religious Intolerance and Resilience
Education with Purpose: Shaping Responsible Learners for a Better Tomorrow
Weaving Social-Emotional Learning into the Curriculum
Educate Girls Becomes First Indian NGO to Win the Ramon Magsaysay Award
A School Without Walls: The Pehchaan Story, Led by Akash Tandon
India Plans Unified Higher Education Regulator: What the HECI Bill Means
Empathy as a 21st-Century Competency: Developing Emotional Intelligence among Students
Lighting the Way, One Beam at a Time – Monika Banga
University of Southampton Opens First Full-Fledged Foreign University Campus in India
Dancing Beyond Boundaries – The Story of Krithiga Ravichandran
The Woman Who Refused to Disappear – Aditi Sharma’s Quiet Fight for Education
Math Meets Machine: How AI Is Revolutionising Classroom Learning
When AI Reaches the Top of Bloom’s—and Our Students Are Left Behind
QS Rankings 2026: Delhi Named Most Affordable; Mumbai In Top 100 for Best Student Cities
CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility
CBSE Makes CCTV Cameras with Real-Time Audio-Visual Recording Mandatory in Schools
Teaching Privilege: Why It Belongs in Every Classroom
MoWCD and MoE Release Guidelines for Co-location of Anganwadi Centres with Schools
Nirvaan Birla on Why Social Media Needs a Rethink in Today’s Classrooms
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…
-
Education3 months agoNCERT Launches New Class 5 & 8 Textbooks, Makes Art Education Mandatory
-
Education3 months agoNo More Backbenchers: How a Simple Seating Shift Is Reimagining Learning
-
Education3 months agoIn Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre
-
Education3 months agoThe Man Who Called His Students Gods: Dwijendranath Ghosh
-
Education3 months agoIndian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor
-
Education1 month agoBeyond the Numbers: Reading Between the Lines of UDISE+ 2024–25
-
Education3 months agoNCERT’s New Class 8 History Textbook Addresses “Darker Periods”, Highlights Religious Intolerance and Resilience
-
Education1 month agoEducation with Purpose: Shaping Responsible Learners for a Better Tomorrow
-
Edutainment1 month agoWeaving Social-Emotional Learning into the Curriculum
-
Education1 month agoEducate Girls Becomes First Indian NGO to Win the Ramon Magsaysay Award
