In recent years, microlearning has become an accepted teaching and learning methodology due to the  effectiveness of bringing knowledge quick and timely to the learner. Learners have also regarded this  paradigm as transformational in nature because it aids in information acquisition and retention by  breaking complex matters down into simpler, smaller modules. Microlearning permits the learner to  focus on one topic at a time because the information is given in a summarized fashion, enabling them  to learn better and remember for a longer period. Also, through the modular approach of microlearning,  updates and changes are easily integrated, helping them to keep up with changing situations. In today’s  fast-moving world, wherein the need is to adapt and absorb newer information at a quicker pace than  ever before, microlearning ideally meets this demand. Key Features of Microlearning are below, 

Short and Focused Content 

The microlearning modules are brief, typically around 3 to 10 minutes long. It is this brevity that enables  learners to concentrate on one subject matter, step, or piece of information at a time, without cognitive  overload, thus, making the learning process more manageable. By limiting the scope of a lesson to one  single objective, learners are able to comprehend the material better and thus, they can retain it for a  longer period of time. 

Multimedia-Rich Formats 

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This applies the use of different multimedia formats for easier facilitation of learning. These include  videos, infographics, animation, podcasts, quizzes, and even simulations that are interactive. The use  of all these kinds of media means that microlearning caters to all kinds of learners: visual, auditory, or  kinesthetic. The use of multimedia therefore adds variety to the learning process and maintains the  interest of the learner in the materials. 

Also, through multimedia usage, boredom is avoided and the learners remain interested in the content  as it seems to be information-based but also entertainment-based. While the interactive elements  include quizzes and simulations, which reinforce learning by providing context for the application of  what has been learned. 

On-Demand and Flexible 

The most impactful benefit of microlearning is its flexibility. A learner can access the modules as they  want, and from any location, whether at work, home, or during their commute. This on-demand access  means that learning can be easily integrated into daily routines, making it possible to learn at a time and  place that suits the individual. Moreover, students can select the modules that correspond to their  existing problems or knowledge gaps, thus, driving a more personalized learning experience. 

Mobile-Friendly 

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The mobile correspondence of microlearning content is a highly influential aspect in a world where  mobile device usage is so widespread. Microlearning modules are mostly built with a mobile-first  approach, so they can be easily navigated and accessed by smartphones and tablets.

This mobility provides learners with the ability to participate in learning activities on the go, be it during  break times, when on the road, or in between tasks. The capability to acquire knowledge in pieces  through a mobile device fits the current lifestyle and thus, education becomes more available than ever. 

Just-in-Time Learning 

Microlearning is superb in implementing this type of learning called “just-in-place” learning which refers  to offering the information that students require precisely at the moment they require it. The method is  of particular importance in professional environments where workers often need quick access to  particular knowledge or skills they may need to finish a task or solve a problem. As an instance, a sales  team officer can access a microlearning module that discusses the latest product features just a few  minutes before a client meeting. This immediacy strengthens the content’s relevance and applicability,  which in turn leads to better performance and outcomes. 

Benefits of Microlearning 

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The most important feature of microlearning is’ its flexibility and adaptability. Learners can choose  when and where they want to study the material since they can access it at their own pace and  convenience. Be it at work during a lunch break or on a bus ride, microlearning gives the learners the  liberty to choose the learning path. And it is precisely this flexibility that allows the learners to get the  most out of the content and apply what they have learned in practice, as they can take an approach to  the material that best works for them. 

Improved Retention 

Research proves that separating the information into smaller, simple and more manageable pieces  enhances memory retention. The theory is based on the idea of “chunking,” which is a psychological  principle that states that information is grouped into smaller units making it easier to process and  recall. Microlearning strengthens this perspective since it provides content in small chunks, which in  turn decreases cognitive load and helps the information to be transferred into long-term memory. The  mindset of learners is positively influenced by the fact that chunked information is easily remembered.  Because the learners can focus their full attention on one piece of information, they are not  overwhelmed by other pieces of information. 

Increased Engagement 

The entertaining aspect of microlearning is one more key advantage. The fact that the content is sent in  different multimedia formats, microlearning to capture the learners’ interest and not lose their  motivation. Each module’s short duration also aids in keeping attention since learners are less likely to  get tired or bored, as is the case with longer, more traditional learning sessions. Additionally, the  interactive features normally found in microlearning like quizzes and simulations, are so engaging that  learners get involved in the learning process and the whole process becomes more dynamic and  attractive. 

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Greater Flexibility 

Microlearning has a dominant feature of flexibility in learning by providing options to learners on how  and when learning can take place. The learners can decide the speed of their own learning, and thus  they can move at a pace that is suitable for their individual learning styles and schedules. This method  of learning in self-pace makes the whole process of learning less stressful as in traditional methods 

learners are required to keep up with a fixed schedule. On the other hand, students are permitted to  review the applets as frequently as necessary, thus they do not move on to the next topic until they  comprehend the material. It is this provision that makes the adult learners who have to divide their time  between learning and other obligations, such as family and work, very satisfied. 

Microlearning works well and is flexible and convenient, especially in a fast-changing environment  where lifelong learning has become inevitable. It allows for a better understanding and longer retention,  as the contents are presented in granular and focused modules. Thus, it is ideal for students and  professionals alike. It is flexible, can be updated without any problem, and also integrated with other  learning modes to enable customization and quality learning. In a world of growing remote work and  virtual classrooms, microlearning meets the need for an era of just-in-time learning through micro contents about topics, which will enable continuous skills development, ensuring that learners stay  up-to-date and current.

This article is authored by- 

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Vishal Aditya Sahoo, Director, New Age Learning, SAI International Education Group 

Addressing the worrying rise in student suicides linked to malpractice incidents, the Karnataka government has taken a significant step towards safeguarding young lives. The state has decided to establish a committee tasked with drafting Standard Operating Procedures (SOPs) that will guide higher education institutions on how to handle cases of alleged malpractice during examinations. This decision follows the tragic death of 19-year-old Aditya Prabhu, a B Tech student from PES University, who allegedly took his own life after being accused of malpractice during a semester examination in July 2023.

Prabhu’s death, which sent shockwaves across the state, highlighted the immense pressure students face in academic environments. His parents have since accused the university of subjecting their son to mental harassment, which they believe led to his untimely death. This heartbreaking incident has shone a spotlight on the need for compassionate handling of students during such sensitive times.

Dr. MC Sudhakar, Karnataka’s Minister for Higher Education, announced the formation of the committee, which will include psychologists and vice-chancellors. The SOPs, once drafted, will be applicable across all higher education institutions in the state, including private institutions and deemed-to-be universities. Dr. Sudhakar emphasised that the SOPs will be grounded in humanity and will provide clear guidelines on how to deal with students suspected of malpractice, ensuring that no unnecessary pressure is placed on them.

“The SOPs will instil confidence in students, ensuring they do not feel threatened or cornered. The focus will be on creating a sense of ease and support during investigations into alleged malpractice,” said Dr. Sudhakar.

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This decisive action follows a report by an 11-member expert committee, led by Bangalore University Vice-Chancellor Dr. Jayakar SM, which was convened in the wake of Prabhu’s death. The committee’s recommendations, including measures to improve mental health and prevent suicides among students, have been incorporated into the state’s approach.

(As reported by The Indian Express)

A National Blueprint for Suicide Prevention

Karnataka’s initiative sets a precedent that other states should seriously consider. With student suicides on the rise across the country, this move addresses a critical need for systemic changes in how academic institutions deal with student well-being, particularly in high-pressure environments like exams. The establishment of SOPs offers a structured approach that can help prevent situations where students feel so overwhelmed that they resort to extreme measures.

While this step is undoubtedly a positive one on paper, its success will hinge on effective implementation. Simply drafting SOPs is not enough; institutions must ensure they are followed rigorously. Mental health professionals need to be actively involved in handling such cases, and the management of universities must be held accountable for fostering a supportive and non-threatening atmosphere. Students should feel reassured that any investigation will be conducted fairly and without undue pressure.

Furthermore, there must be consistent monitoring and evaluation of these procedures to assess their effectiveness and make necessary adjustments. Other states should take note of Karnataka’s forward-thinking approach and adopt similar measures to protect their student populations. However, the real challenge lies in translating this policy into practice, ensuring that the execution of these SOPs genuinely benefits students.

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In addition to addressing malpractice, the issue of mental health among students must be given the prominence it deserves. Providing access to counselling, reducing academic pressure, and creating open channels of communication between students and faculty are essential components of any comprehensive solution.

Karnataka has made an admirable start, but the journey towards safeguarding student mental health requires ongoing commitment and vigilance from both the government and educational institutions. With the right framework in place and proper execution, this model could serve as a national blueprint for preventing suicides in educational settings.

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Rajasthan has become the sixth state in India to introduce MBBS in Hindi. Following Chhattisgarh’s lead, Rajasthan announced the launch of medical education in Hindi on 14th September, marking Hindi Diwas. This initiative aligns with several other states that aim to offer medical education in regional languages.

The Rajasthan government has outlined a phased implementation of the MBBS course in Hindi. For the academic year 2024-25, two medical colleges, Sampurnanand Medical College in Jodhpur and Barmer Medical College, both affiliated with Marwar Medical University, will offer the course. Gayatri Rathore, Principal Secretary of the Medical Education Department, confirmed, “In the first phase, MBBS in Hindi will commence at Dr Sampurnanand (SN) Medical College, Jodhpur, and Barmer Medical College.”

Similarly, Chhattisgarh Chief Minister Vishnu Deo Sai announced the introduction of Hindi for the MBBS course in the ongoing academic session. “Our government has made a significant decision on Hindi Diwas. The MBBS course will now also be taught in Hindi. Study materials and books in Hindi will be made available from the first year of this session (2024-25),” he stated.

Prior to Rajasthan and Chhattisgarh, Madhya Pradesh, Bihar, Uttarakhand, and Uttar Pradesh had already adopted Hindi for medical education. These moves align with Prime Minister Narendra Modi’s vision of promoting education in Hindi. It’s noteworthy that BJP-led state governments have been instrumental in pushing this initiative forward.

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Madhya Pradesh was the first state to launch MBBS in Hindi, with Union Home Minister Amit Shah introducing the first set of Hindi medical textbooks in October 2022.

After the meteoric rise of edtech during the pandemic, 2023 was a sobering year for the sector. The pandemic-driven surge in demand for online education, which fuelled unprecedented growth and funding, has since receded as schools and institutions reopened, leading to what many refer to as a “funding winter.” With a sharp decline in investments, the Indian edtech sector has been forced to reconsider its approach, prioritising sustainable growth and profitability over unbridled expansion. As 2024 unfolds, signs of a cautious recovery are emerging, with a renewed focus on innovation, funding challenges, and evolving educational models.

The Funding Landscape: A Fall from the Peak

In 2023, India’s edtech sector witnessed a steep decline in funding, dropping to about $712 million, a stark contrast to the $2.9 billion raised in 2022. The number of funding rounds in the sector also plummeted, from 364 in 2021 to just 69 in 2023. The peak funding year of 2021, when Indian edtech saw an influx of $2.48 billion in just one quarter, now feels like a distant memory .

The macroeconomic conditions, coupled with the shift back to offline education, have significantly impacted the industry. While the appetite for large deals has waned, late-stage investments saw a 94 per cent drop from 2021. Early-stage and seed funding have followed a similar trajectory, with early-stage funding in 2024 so far totalling just $40.4 million, a fraction of the sector’s 2021 peak .

Yet, despite the sharp decline, there are signs of resilience. The first half of 2024 has shown an improvement, with $164 million raised, marking a 96 per cent increase from the second half of 2023. However, this recovery is tempered by caution, with investors now prioritising business models that are sustainable and profitable.

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Source- Tracxn

Shifting Business Models: Adaptation for Survival

To survive this funding drought, many edtech firms have had to adapt, scaling back on rapid expansion plans, entering the brick-and-mortar space, and embracing new technologies such as generative AI. Others, like Byju’s and Unacademy, have resorted to mass layoffs as part of broader cost-cutting exercises to reduce cash burn. These adjustments highlight a sector coming to grips with its new reality – one where fiscal prudence outweighs the allure of rapid growth .

The demand for quality content, personalised learning, and upskilling remains strong, particularly in areas where traditional offline education fails to meet the needs of modern learners. As Dilip Gangaramani, Founder Director & CEO of Target Publications, notes: “I’ve witnessed firsthand the incredible journey from pandemic-fueled growth to subsequent challenges. While funding has ebbed and flowed, the industry has shown remarkable resilience. We’re seeing a shift towards sustainable business models, focusing on quality content and personalized learning. The evolving policy landscape presents exciting opportunities, and innovative thinkers continue to drive the field forward. Despite the challenges, there’s a bright future for edtech. The industry’s ability to adapt and innovate will determine its enduring success.”

Navigating Policy Changes and Emerging Technologies

The policy landscape for education in India is also undergoing transformation. With the National Education Policy (NEP) pushing for more inclusive and flexible education models, the edtech sector has an opportunity to integrate innovative learning tools within the formal education system. Generative AI, in particular, is seen as a game-changer, with immense possibilities for customising education and making learning more interactive and adaptive.

Harpreet Randhawa, AGM-Education at Radius Systems Pvt Ltd, highlights how Apple’s education solutions are shaping the future of Indian classrooms: “As an education specialist for Apple Education at Radius, I see firsthand how the Indian Ed-tech sector is rebounding from pandemic-driven funding challenges, with K12 education evolving rapidly in 2024. Apple remains a key player in this transformation, offering innovative tools that empower both students and educators to excel in dynamic learning environments. With a focus on creativity, collaboration, and personalized learning, Apple equips classrooms to address the demands of an ever-changing world. By delivering adaptable, future-focused technology, we continue to support schools in overcoming funding limitations and fostering innovation, ensuring learners are prepared for success in the digital age.”

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Mergers, Acquisitions, and Consolidation

The funding crisis has also led to consolidation within the sector, with mergers and acquisitions (M&As) serving as an escape route for many struggling startups. However, the number of M&As in 2023 fell drastically, with only seven acquisitions compared to 23 in 2022 . This decline suggests that while consolidation is a viable strategy for some, others are finding it increasingly difficult to attract interest from larger players or investors. To add to this, Gaurav Goel, Founder & CEO, Toprankers said “After the pandemic-induced boom, the industry faced a funding crunch that truly tested our resilience. However, 2024 is bringing renewed optimism. The sector is adapting, finding balance between digital innovation and sustainable growth. We’re embracing hybrid learning models, focusing on personalized student experiences, and aligning closely with new education policies. While challenges persist, we’re on the right trajectory. The future is about creating accessible, quality education for all, and with resilience and innovation, Indian EdTech is poised to thrive.” 

The Road Ahead: Opportunities and Challenges

Despite the challenges, there is still optimism for the sector’s future. The need for professional upskilling and reskilling remains high, particularly as the job market becomes increasingly competitive. Companies that can offer innovative, cost-effective solutions to these demands are likely to find success, even in a constrained funding environment.

“EdTech companies in India are adjusting to changing learning needs. While funding issues are gradually improving, the key question remains: how do we turn the intention to reform education into a meaningful impact? For years now, the call for educational change has been the same, and while the need to improve is evident, the challenge lies in creating real momentum. There’s no shortage of effort or political will, but turning intent into action is the real hurdle that Edtech companies must look at addressing.” says Swati Gauba, Thinker-in-chief, Kidspreneurship. 

As we look ahead to 2024, the Indian edtech sector’s next chapter will be defined by careful navigation of the funding landscape, adoption of new technologies, and alignment with evolving educational policies. While the boom may have passed, the sector’s ability to innovate and meet the needs of modern learners ensures its continued relevance in the post-pandemic world.

Sources- The Hindu Business Line, Business Standard, Tracxn Feed Geo Report: Edtech India 2024

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Shomie Das, a renowned figure in Indian education, passed away at 10:30 pm last night in a Hyderabad hospital. Das had been in a coma following brain surgery and ultimately succumbed to his injuries.

Shomie Das, an eminent figure in Indian education, has a distinguished academic and professional background. He graduated from St. Xavier’s College at the University of Calcutta and subsequently from the University of Cambridge. Early in his career, Das taught at Gordonstoun School, where his students included Prince Charles. He served as the principal of Mayo College from 1969 to 1974, before taking on the role of headmaster at the Lawrence School, Sanawar, a position he held until 1988. He then became the headmaster of The Doon School, where he left a significant mark on the educational landscape. His tenure in education was marked by a commitment to fostering curiosity, self-discovery, and critical thinking. Notably, Mr. Das’s grandfather, SR Das, was the founder of The Doon School, linking him to a deep legacy in educational excellence.

Shomie Das’s association with Naga Prasad Tumalla of People Combine led to the establishment of Oakridge International School, which was eventually acquired by Nord Anglia Education. Just two weeks ago, Mr. Das attended the launch of a book titled ‘Shomie Das – The Man Who Saw Tomorrow.’ Authored by Naga Tumalla, the book delves into how their collaboration founded a school that encourages students to think beyond traditional educational boundaries.

As we mourn the loss of Mr. Das, we celebrate the legacy of a visionary who viewed education as a transformational journey rather than a transactional process. His profound impact on education will continue to influence countless lives, instilling a passion for genuine learning. We are profoundly grateful for his commitment and the indelible mark he has left on Indian education. His presence will be missed, but his legacy will continue to inspire future generations.

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Thank you, Mr. Shomie Das, for your unwavering dedication to the transformative power of education.

Let’s take a walk through a memory we all share. Picture a classroom from years ago—rows of desks filled with students, and at the front, a teacher, often feared, seldom questioned. The boundaries were clear, and so was the unspoken rule: the teacher was the ultimate authority. For many, respect wasn’t earned; it was demanded, and it was often respect cloaked in fear.

Now fast forward to today. Walk into a classroom and you might notice a shift, subtle yet profound. It’s not the same classroom anymore, and the role of the teacher has evolved. But here’s the catch: while education has progressed, our respect for the role of the teacher seems to have lagged behind. Today, on Teacher’s Day, it’s worth asking—why are the true nation-builders, the ones shaping our future, often undervalued and underpaid?

Perhaps the answer lies in how we’ve misunderstood what a teacher really is. For too long, society has viewed them merely as deliverers of information, bearers of authority. But teachers are so much more than that. They are the silent architects of our minds, the ones who help build the bridges between what we know and what we have yet to discover. Yet, somewhere along the way, we began to take this for granted.

The Shift from Fear to Friendship

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There was a time when respect was born out of fear. Teachers ruled with a strict hand, their word was law, and questioning them was unthinkable. But was that true respect, or just submission disguised as respect? Today, we are seeing a new wave, where the teacher-student relationship needs to be redefined, not by fear but by mutual respect, communication, and, yes, even friendship.

But let’s be clear—friendship here doesn’t mean a blurring of boundaries. It doesn’t mean a loss of authority or a casualness that erases the lines of respect. Instead, it’s a different kind of connection. Teachers no longer stand on a pedestal looking down; they stand beside, guiding students through their own paths, understanding that each student’s journey is different.

Communication is key. It’s in the conversations where teachers take time to know their students, not just as learners but as individuals. It’s in the way they listen as much as they speak, creating an environment where students feel heard, valued, and respected. In turn, this earns the teacher a respect that is deeper and more lasting than the fear-based reverence of the past.

Why Do We Undervalue the Nation Builders?

Despite this evolution in the role of teachers, why does it feel like they are still fighting an uphill battle for recognition? In a world where education is hailed as the foundation of success, why are the people responsible for delivering that education often the ones most undervalued?

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Part of the problem lies in how we measure success. Teachers don’t build skyscrapers, but they build the minds that will one day design them. They don’t operate on stock markets, but they shape the critical thinkers who will one day make important decisions. Their work is not tangible in the moment—it takes years, sometimes generations, to see the full impact of a teacher’s influence. And perhaps that’s why we forget.

We forget that every doctor, every scientist, every artist, and every leader was once a student sitting at a desk, shaped by a teacher’s encouragement or wisdom. And if we continue to undervalue teachers, we run the risk of weakening the very foundation upon which we build our future.

Redefining the Role, Rekindling Respect

So, how do we redefine this relationship? How do we remind ourselves, and society, of the immense value teachers bring? It starts with respect—respect that is not just expected, but earned through communication, understanding, and empathy.

Teachers need to be seen not just as authority figures but as mentors, guides, and facilitators of growth. This shift is already happening in many classrooms around the world, where teachers are creating spaces that are less about control and more about collaboration. They are empowering students to think for themselves, encouraging curiosity, and fostering a love for learning that will last long after the classroom doors have closed.

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And in return, students are responding with a new kind of respect—one that comes from understanding that their teacher is not just there to lecture, but to guide, to support, and to inspire.

A Personal Yet Universal Connection

Whether you are 15 or 50, we’ve all had that one teacher. The one who went beyond the textbook, who saw something in us we didn’t see in ourselves. The one who stayed a little later after class to help, or who asked how we were doing when no one else did. That’s the power of a real teacher-student relationship, one that goes beyond authority and delves into mentorship.

On this Teacher’s Day, let’s redefine what it means to be a teacher. Let’s not just celebrate them, but value them in a way that goes beyond one day of appreciation. Let’s pay them what they’re worth, respect them for the role they play in our society, and recognise that the future of our world is, quite literally, in their hands.

Because the truth is, without teachers, there is no future. And that is something we can all understand, no matter our age.

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The Central Board of Secondary Education (CBSE) has issued a directive requiring all affiliated schools to establish ‘Composite Skill Labs’ to strengthen skill-based education in line with the National Curriculum Framework for School Education (NCF-SE). These labs are intended to provide students with practical learning opportunities, better equipping them for various career paths and entrepreneurial ventures.

As per the directive, schools must set up either a single Composite Skill Lab of 600 sq ft for classes 6-12 or two separate labs of 400 sq ft each—one dedicated to classes 6-10 and the other to classes 11-12. This facility is now a compulsory requirement for schools seeking new CBSE affiliation or renewing their existing affiliation. Schools that are already affiliated with CBSE must comply with this mandate and establish these labs within three years.

The NCF-SE underscores the importance of offering students hands-on learning experiences and projects that align with their chosen skills. The development of well-equipped skill labs and vocational training centres is crucial to fostering an environment that supports practical learning and the development of essential skills.

Image Source- www.cbse.gov.in 

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CBSE’s initiative reflects a broader commitment to enhancing the quality of education and ensuring that students are well-prepared for the diverse opportunities that lie ahead. The establishment of these Composite Skill Labs is expected to play a pivotal role in achieving these educational goals.

The University of Southampton has been granted a licence by the Indian government to establish a comprehensive campus in India, marking a significant milestone in the internationalisation of education. The University Grants Commission (UGC) has approved the university’s plans to offer high-quality education, research, knowledge exchange, and enterprise within the country.

This forthcoming campus aims to produce world-class, work-ready graduates equipped with both specialised and transferable skills. It will engage in research and knowledge exchange in collaboration with local universities, industries, and government bodies, applying these insights to generate tangible social and economic benefits. The university’s focus is on fostering an entrepreneurial and innovative spirit in India, as highlighted in their official press release.

Mark E. Smith, President and Vice-Chancellor of the University of Southampton, commented, “In the 21st century, no university can truly be global without engaging with India. Our goal is to establish a campus that contributes to both India and the University of Southampton by merging our world-class expertise in education, research, and knowledge exchange with the immense talent of this rising global superpower.”

Professor Andrew Atherton, Vice-President International and Engagement, added, “University of Southampton Delhi NCR will be the first comprehensive international campus in India. It will promote academic collaboration and introduce an international perspective to the Indian higher education system, offering students the opportunity to earn a top 100 global degree within the country.”

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Lindy Cameron, British High Commissioner to India, expressed her enthusiasm, stating, “The new University of Southampton campus will be a hub of world-class education and innovation. This collaboration will not only enhance educational excellence but also allow more British students to experience living and studying in India, further strengthening the unique bond between our two nations.”

Alison Barrett MBE, Director India at the British Council, remarked, “The University of Southampton’s decision to establish a campus in India reflects the strong educational partnership between India and the UK. This development aligns with the goals of the National Education Policy 2020 and underscores the power of education in building cross-cultural understanding and a brighter future for young people.”

Odisha has launched the Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA), a significant initiative aimed at elevating the state’s higher education sector. The programme was formalised through a Memorandum of Understanding (MoU) signed between the state and the Union Education Ministry, in the presence of Union Education Minister Dharmendra Pradhan, Odisha Chief Minister Mohan Charan, and state Higher Education Minister Suryabanshi Suraj.

This initiative will see the central government contribute Rs 500 crore towards the development and infrastructure of higher education institutions across Odisha. Minister Pradhan hailed August 31 as a momentous day for Odisha’s educational landscape, underscoring the programme’s alignment with the vision set forth by Prime Minister Narendra Modi in the National Education Policy, 2020.

Key Aspects of PM-USHA

PM-USHA is designed to ensure access, equity, and excellence in higher education throughout Odisha. The Centre will provide 60 percent of the grants, with the remaining 40 percent covered by the state. This transformative initiative aims to enhance Odisha’s state universities into world-class institutions, equipped with the tools to impart 21st-century skills.

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Chief Minister Charan emphasised the programme’s goal of upskilling one crore students and making Odisha a beacon of knowledge. Plans to grant autonomy to state universities were also announced, focusing on curriculum improvements, teacher training, and infrastructure development.

In light of the recent reports about sex-related crimes, it’s natural to ask, “How much worse can it get?” But, “How can we make it better?” is perhaps a better question. This article explores solutions that schools, educators, society, and we as individuals can implement. Ultimately, we have a choice: either remain trapped in a vicious cycle that fosters sex offenders or teach lessons of equality, empathy, and equity to shape a safer future for our country.

Rapists are not born, they are made. They emerge when seemingly normal actions subtly elevate men above the basic principles of humanity. For example, when boys are asked to sit with girls in schools as a “punishment,” when boys are not encouraged to form healthy friendships with girls, or when girls are told to dress a certain way, concealing their individuality and their skin, these experiences serve the dual purpose of making girls feel inferior and leading boys to believe that everything wrong with society is somehow related to women. If such harmful beliefs can be taught, then lessons of empathy, respect, and equality should be even easier to instil. Proper sex education, paired with eradicating the long-standing practice of asking only girls to adapt, can help dismantle these erroneous beliefs by promoting gender equality and mutual respect.

Gender-based stereotypes that focus on what a student ‘should’ do rather than what they ‘can’ do also create an implicit obligation to follow a set path, whether towards family, profession, or society. The human mind is a pattern recogniser—we see things and assume them to be the rule. Thus, when children see their parents taking responsibility for certain tasks at home, they assume this is what happens in every household, in every place. Parents need to constantly challenge gender stereotypes to prevent their children from learning them. By dividing kitchen duties, having both parents buy essentials, both making payments, and both participating in home repairs, parents can demonstrate that duties or jobs are not assigned by gender, thereby teaching gender equality.

Sex education is also seen as a crucial solution. We’ve discussed its importance, read about its significance, and debated its benefits. Yet, we’ve failed to give it the academic and societal attention it truly deserves. With children now having unprecedented access to technology, and experiencing both the wonders and horrors of the world, addressing this issue has become even more crucial. 

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While efforts have been made to make sex education a mandatory course for adolescents, many states have opposed the idea, altering the course content to suit their preferences. Some schools have even gone to the extent of substituting the word “sex” with “adolescent” in the curriculum. The lack of proper sex education only exacerbates unhealthy attitudes towards sex, allowing non-consensual encounters and gender-based violence to persist. A study conducted on American students found a 56% reduction in the likelihood of sexual assault among those who received comprehensive sex education compared to those who did not. (This study, along with many others, published in the Journal of Adolescent Health, highlights the benefits of sex education, including a better understanding of consent, a decrease in unwanted pregnancies and STIs, and a reduction in sexual violence and marital rape.)

We have always waited for the government, society, and the elites to recognise problems and take action, but we often fail to realise that we are the ones who shape the government, society, and elites. When we unlearn these problematic ideologies, we create a society that doesn’t victim blame, takes serious action against heinous crimes, and welcomes people into workplaces based on their talents and merit, not on the sex they were assigned at birth. Education can either build or break the future citizens of a country. When we make these changes on our own level, we shape the future law-makers, law enforcers, and law-abiding citizens. The future is indeed in our hands.

This article is authored by Sanvi Agarwal, a Law Aspirant, passionate about women rights, gender equality, and social justice

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