News

Public education in India has to jump many hoops

Successive governments have taken out the constitutional obligation towards education out of the educational policies. This takes out the fundamental right of universal education out of the equation thus giving rise to inequalities in the system.

Published

9 years ago

June 25, 2016

TeamScoonews

That the New Education Policy has created waves much before it has officially become a policy is amply clear by the media coverage that it has generated, some for the big strides it aims to take while some negative coverage for the way the policy is being handled. The latest is the war of words between Human Resource Development Minister Smriti Irani and former Cabinet Secretary T.S.R. Subramanian over the report of the New Education Policy (NEP) committee headed by him. While Subramanian is threatening to make his report public; Smriti Irani counters by saying that this can only be considered after the States have sent in their responses to it. In fact, this tug of war is symptomatic of the manner in which the entire exercise of drafting the NEP has been carried out.

Smriti Irani claimed that the Narendra Modi government’s NEP was going to be the result of a collective effort of more than 2.6 lakh consultations around 13 themes earmarked for school education at gram panchayat, block, district, State, groups of States and national levels. These consultations took place through a list of questions supplied by the HRD Ministry to elicit recommendations which would serve as inputs for each of the themes for the Draft NEP document.

Now, the questionnaire couldn’t have been drafted by experts, which explains the surprising composition of the committee itself. Headed by a former Cabinet Secretary, it includes 3 retired government Secretaries and a former Director of the National Council of Educational Research and Training (NCERT), J.S. Rajput, whose credentials are questionable since his participation in the “saffronisation” of textbooks during Murli Manohar Joshi’s tenure as HRD Minister in the previous National Democratic Alliance (NDA) government.

Available information, most of which is hearsay as the Ministry has refused to divulge any details, point out that no such scheduled meetings took place. Even if higher level meets did happen, they were orchestrated to legitimatise claims that recommendations represented “the voice of the people”, and that officials and education officers dominated proceedings at meetings where school principals, teachers, government invitees and some school management committee members were herded together. In this scenario, it is not surprising that the HRD Ministry has failed to make the content of the “people’s” recommendations publicly available. A similar lack of transparency shrouds the national and regional debates held by the University Grants Commission (UGC), the National University of Educational Planning and Administration (NUEPA), the NCERT and other national-level institutions.

This methodology shrouded in secrecy by the HRD Ministry is disturbing and problematic. Take for example the total lack of analysis of previous policies and no overview of the consequences of implementing the changes introduced by the National Policy on Education (NPE) 1986, its companion Programme of Action, and their modified versions (1992). Before the NPE, democratic goals and the guiding principles of equality and social justice articulated during the freedom struggle informed policies, although it soon became evident that successive governments failed to meet their constitutional obligations. It is no coincidence that the changes introduced by the NPE coincided with the adoption of the economic reforms programme by the Narasimha Rao government in 1991.

Since the NPE was in line with the economic reforms, it focussed on supplying the economy with employable human capital. It was through implementation of a series of missions and abhiyans to impart market-oriented “skills”, the lowest one being “functional literacy”. It needed a conceptual and curricular delinking of cognitive and aesthetic aptitudes from acquisition of the practical skills which were deemed sufficient for making the mass of citizens employable.

Completely violating the constitutional obligation to ensure universal free and compulsory education of comparable quality, the NPE introduced a policy provision for low-cost, poor quality, non-formal education (NFE) which was to be treated as “equivalent to schooling” for those children who could not “be expected to attend a full day at school”. This excluded a vast majority of children in the relevant age group from the formal system of education. With one swift stroke the NPE discriminated a large swath of students under the guise of providing employable capital.

However, NFE only prepared the ground for a policy of multitrack, discriminatory streams of education. Matters were to become far worse, as under pressure from the World Bank, the 1994 District Primary Education Programme (DPEP) introduced “low-cost” infrastructural and recruitment practices into the government school system across the country. The concept of para-teachers and contract teachers were introduced to cut costs. After the Fifth Pay Commission (1996), recruitment of permanent trained teachers was badly affected in most States. Yet, trained teachers were required to be available for official duty during Census, elections, health campaigns such as polio eradication, and now even “disaster management”. In came the Non-governmental organisations (NGOs) for improving quality and all these things resulted in driving the entire system to the brink of collapse.

Limitations of the RTE

While we read glorifying tales of the impact of RTE in the media how it is empowering the under-privileged to get their space under the education sun, the truth is that RTE has a horrible underbelly. RTE became the legal form of discrimination at every level. It excluded pre-school Early Childhood Care and Education for 0-5-year-olds. It excluded secondary education for 15-18-year-olds. It excluded the “special” government schools which were proof that governments could run schools when they were required to. But like already pointed out it provided us a peep into the future. The much-lauded and equally utilised 25% admission for children from the Economically Weaker Sections (EWS) had a salutary effect by starting a public private partnership (PPP) model which today allows transfer of crores of rupees of public funds to high-fee charging and low-budget private schools alike.

The truth is that across the political spectrum this policy perspective has either been actively contributed to—if the United Progressive Alliance (UPA) governments brought in the NPE and the RTE, the NDA brought the 86th Amendment Bill which defined the limits of the RTE and the concept of knowledge as a “tradeable commodity”, and education as a “tradeable service”—or been accepted as the model of development by all governments in power. The Modi government’s Skill Development campaign not only rests on the foundation of the NPE 1986, but also requires the changes proposed to child labour laws allowing children less than 14 years of age to participate in hereditary trades.

Quick-fix solutions

Coming back to the approach used by the HRD Ministry. It is fundamentally flawed as even after “widespread” consultation has taken place, there is no vision, principle or logic on which one set of suggestions should have precedence over other alternatives. No strategy either underlies or could be formulated out this wasteful exercise, which flies in the face of government claims that there are no funds for education and has resulted in savage cuts made in budgetary allocations over the past 2 years.

However, miraculously this does not mean that an agenda is not being advanced. If on one hand, there is no vision for reviving the stagnant public education system, on the other hand, it has to be admitted that government “policy” is herding parents to the gates of commercialised private institutes. The NGO Pratham’s Annual Status of Education Report (ASER 2012) showed that in just 2 years after the implementation of the RTE Act, there was a 5.8% increase, up from 29.8% in 2010-11, in private school enrolment for primary (Classes I–V) students.

In State after State, governments are compelled to close or merge schools because students are deserting them. Rajasthan, Gujarat, Madhya Pradesh, Andhra Pradesh, Telangana, Karnataka, and even Himachal Pradesh and Kerala, once stellar examples of the success stories of the public education system, have stated that the policy is inevitable. Thousands of teachers are becoming redundant by the process of “rationalisation” because it saves public funds on paying their salaries. Holding on by a hairs length, people’s organisations in some States have been able to push back this dismantling of the state-funded and maintained school system for one more year.

Stark inequalities

Clearly, India’s education system is reproducing social inequalities and not removing them. Earlier the lack of political will to address caste, class and gender failed to universalise education, and today discriminatory policies are reinforcing inequality. Illiterate children are not a result of poverty but due to negative attitudes and misplaced priorities of policy (ASER 2015). Segregating the poor and the disadvantaged and educating them in institutions catering exclusively only to them will deny the fundamental right to education to a majority of children even as privilege masquerades as merit.

Regarding the medium of instruction, contrary to all egalitarian preferences for the mother tongue as the language of learning, fluency in English is driving even poor families to take on the crushing fee-burden of private “English medium” schools and is generating the self-defeating demand that government schools should shift from the vernacular to the English medium.

In this darkening scenario, a ray of light has been the recent landmark judgment of the Allahabad High Court (August 18, 2015) which emphasised the democratic and educational importance of shared schooling for children from all sections “. . . in changing society from grass-root level. The initial level mixing among all children will have different consequences.” It went on to say that the division of schools into “elite”, “semi-elite” and “common man’s schools” based on privilege and wealth have neither an educational basis nor social value in a democratic society.

“After more than 65 years of independence, these (common men’s) schools are still struggling to have basic amenities for children…. It is not difficult to understand why conditions of these schools have not improved. The reason is quite obvious and simple…. There is no real involvement of administration with these schools. Any person who has some capacity and adequate finances sends his child/children to elite and semi-elite primary schools. They do not even think of sending their wards for primary education to… third category schools, i.e. common men’s schools. The public administration therefore has no actual indulgence to see functioning and requirements of these schools.”

This enforced integration ordered by the court cannot be deemed a denial of “democratic choice” for the affluent elites because the judgment holds choice itself as the reason for the vast majority of India’s children being denied their fundamental right to education. The State government was thus directed to ensure that “the children/wards of government servants, semi-government servants, local bodies, representatives of people, judiciary and all such persons who receive any perk, benefit or salary, etc. from State exchequer or public fund, send their child/children/wards who are in age of receiving primary education, to primary schools run by Board… and ensure to make penal provisions for those who violate this condition”.

A resounding nod to the common school system

The judgment’s resounding endorsement of the Common School System in modern democratic societies is grounded in historical fact. No system of quality education has ever been universalised without the participation of the state. The judgment should not only be implemented forthwith in Uttar Pradesh. It should be extended to cover all States of India.

The other beacon of hope is the sustained struggle of students from numerous institutes of higher education to defend the democratic right to both knowledge and dissent.

So can we expect a radical change from the HRD Ministry? The “special touch” which the present regime has brought to the education system has more to do with bringing the system firmly under the official control of the Center with centrally sponsored Teachers’ Day events, Swachch Bharat campaigns, Sanskrit Week, compulsory sessions of the Prime Minister’s radio speeches, yoga days, and even decisions on which festivals children will be allowed to celebrate with their families.

In an underhanded style of working, historical and sociological facts are distorted to facilitate indoctrination through textbooks. Finally, Rashtriya Swayamsewak Sangh’s (RSS) student wing, the Akhil Bharatiya Vidyarthi Parishad (ABVP) being used to declare radical Ambedkarite, Marxist and even independent-minded university students and teachers as extremists and anti-nationals, initiating disciplinary action and even slapping charges of sedition against them are an undisguised threat to the future of the country’s educational institutions.

Clearly, the HRD Ministry has learnt nothing from its misadventures, and education and educational institutions will continue to be in turmoil.

This post is based on an article originally published here

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Kala Ka Karawaan Empowers Mumbai Govt School Students via Arts & Media Education

Published

1 day ago

February 21, 2025

Team ScooNews

270 Students Participants in Salaam Bombay Foundation’s Kala Ka Karawaan

YB Chavan Auditorium became a hub of creativity as Kala Ka Karawaan, an initiative by Salaam Bombay Foundation, provided students from Mumbai’s municipal and government aided schools with a platform to showcase their artistic and media skills on February 20, 2025. The event highlighted the transformative impact of arts education through performances, exhibitions, and interactive stalls.

A key highlight was the exhibition by students from the Arts Academy, where paintings, photography, and digital artwork captured various facets of Indian culture. Visitors also engaged with students at interactive stalls that showcased photography, filmmaking, podcasting, and magazine writing, demonstrating the skills they had honed through the Media Academy.

Theatre and dance performances brought another dimension to the event, as students expressed themselves through movement and dialogue, addressing real-world issues and their lived experiences.

The event also featured alumni who have successfully turned their training into professional careers. Priti Singh, an Arts Academy alumnus, displayed her latest paintings. Sagar Kanojia, a former dance student, returned as a choreographer, and Kushal Mahale, now a professional photographer and video editor, presented his portfolio. Their journeys exemplify how skill-based education can create real career opportunities.

Speaking about the event, Rajashree Kadam, Senior Vice President (Arts and Media), Salaam Bombay Foundation, said, “Kala Ka Karawaan demonstrates that if students from economically and socially disadvantaged backgrounds are given the right education and opportunities, they can achieve extraordinary success. Our programmes align with the National Education Policy (NEP) 2020, which not only promotes vocational training and creativity but also highlights the significant role of training in arts and culture in students’ holistic development. This event underscores the importance of integrating arts and media into mainstream education.”

Renowned theatre director Jeff Goldberg shared his thoughts, “The confidence, talent, and storytelling skills these students possess are incredible. Arts education is not just about skill-building but also about giving young people a voice. Salaam Bombay Foundation is doing a phenomenal job ensuring that students from municipal schools get these opportunities.”

Bhushan Gagrani, BMC Commissioner, added, “Students in Mumbai’s municipal schools have immense potential. Organisations like Salaam Bombay Foundation prove that, with the right platforms, they can excel in fields beyond traditional academics. We must continue to invest in arts education and skill-based learning for a brighter future.”

Education

Trump’s Move to Dismantle the US Department of Education: Its Impact on India

Published

2 days ago

February 20, 2025

Dhruv Chhabra

Image Source- Envato Elements

The United States is undergoing a major shift in its education policy under President Donald Trump’s administration, with a plan to abolish the US Department of Education through an executive order. This move has sparked widespread fear and uncertainty among education professionals in the US, with experts arguing that it could have far-reaching implications—not just for America but for global education, including India.

What’s Happening in the US?

The Trump administration’s education policies have long been focused on decentralisation—moving decision-making power from the federal government to individual states. The latest effort aims to dismantle the Department of Education altogether, returning full control of education to state governments.

A report by The Guardian describes the panic among Department of Education employees, who fear losing their jobs as federal funding for education faces imminent cuts (source). The department currently supports around 7.5 million students with disabilities and provides critical funding to Title I schools, which cater to over 26 million children living in poverty. The proposed shutdown could mean an end to federal oversight of educational equity, potentially worsening disparities in access to quality education.

The administration has also issued directives eliminating Diversity, Equity, and Inclusion (DEI) initiatives in federally funded schools, warning that failure to comply could result in the loss of funding for essential services such as student loans, free lunch programs, and special education support (source).

Why Does This Matter Beyond the US?

America’s education policies often set a global precedent, influencing trends in international education, research collaborations, and student exchange programs. If the US withdraws from actively shaping global education policies, it could create a ripple effect on countries, including India, where millions aspire to study in American universities.

Funding Cuts Could Impact Indian Students Studying in the US
- The US is the top destination for Indian students, with nearly 200,000 Indian students enrolled in American universities in 2024.
- If Trump’s administration cuts federal student loan programs, the financial burden on international students could increase.
- Scholarship opportunities, particularly for students from disadvantaged backgrounds, could shrink significantly.
Loss of DEI Programs Could Make US Universities Less Inclusive for Indian Students
- The directive to eliminate diversity and inclusion programs from federally funded institutions could reduce support services for Indian and other international students.
- Many Indian students rely on DEI initiatives that offer mentorship, career guidance, and cultural adaptation programs.
Impact on Higher Education Partnerships
- India has multiple research collaborations with US universities in fields like AI, healthcare, and climate science.
- A weakened Department of Education may reduce funding for research collaborations, impacting Indian researchers working in the US.
Could India See a Similar Shift in Education Policy?
- India is currently in a phase of educational reform, with the National Education Policy (NEP) 2020 emphasising equitable access to education.
- If the US reduces investment in public education, there’s concern that other nations, including India, may deprioritise education spending in the long run.

Who Will Be Affected the Most in India?

The biggest impact of the US education shake-up could be felt among economically weaker students and marginalised communities in India.

Indian students from lower-income backgrounds aiming for US education could struggle with financial aid.
Institutions collaborating with US universities may see a decline in research funding.
Public education in India, which already faces funding constraints, might suffer if government priorities shift away from long-term investment in education.

A Step Back for Global Education?

Education has long been seen as the great equaliser, but dismantling federal oversight on education in the US may widen inequalities, not just within America but worldwide. The Time Magazine report on the history of US education policies (source) shows that education reforms have often been tied to social equity movements. Removing this federal framework could reverse decades of progress in education equality.

Experts argue that international collaboration is key in shaping future-ready education systems. However, if the US retracts its role in funding and regulating equitable education, it might push other nations towards privatisation and deregulation, creating greater disparities in access to quality learning.

What Next?

For Indian students, parents, and educators, this is a moment of introspection and advocacy. As the US undergoes these drastic changes, India must ensure that:

Financial support structures remain intact for Indian students aspiring to study abroad.
Global research collaborations continue, even if funding sources shift.
Domestic education policies remain focused on equitable access, rather than mirroring privatisation trends.

The US education system has long served as a benchmark for excellence, but its current trajectory raises concerns for students worldwide. For Indian students looking towards the US for higher education, the road ahead could be more uncertain than ever.

Education

Kerala to Introduce Anti-Ragging Cells in Schools to Tackle Bullying

Published

4 days ago

February 18, 2025

Team ScooNews

Kerala Education Minister- V Sivankutty

In a bid to curb bullying and ragging in schools, the Kerala General Education Department is set to introduce anti-ragging cells across educational institutions in the state. This initiative comes in response to persistent concerns over student safety and well-being in schools.

General Education Minister V Sivankutty announced that senior officials are preparing a proposal to implement anti-ragging cells in every school. This step aims to reinforce the existing disciplinary committees and protection groups to ensure a more structured and effective response to bullying.

“Through disciplinary committees and protection groups already exist in schools across the state, the practices like ragging have yet to be completely rooted out. Therefore, the General Education Department is considering setting up anti-ragging cells in every educational institution in the state,” Sivankutty said.

A committee of senior officials from the General Education Department will be formed to study and propose the structure and functioning of these cells before implementation. The minister added that these anti-ragging cells should also instil a sense of responsibility and respect among students, shaping their approach towards peer interactions in both school and higher education.

Emphasising the importance of a healthy student-teacher relationship, the minister said that children should feel comfortable sharing their issues with their teachers. He reiterated that open communication between students and educators is essential in addressing concerns and creating a safe and inclusive school environment.

With bullying and ragging remaining a major issue in schools and colleges, Kerala’s initiative could set a progressive precedent for other states. The introduction of anti-ragging cells aims to foster respect, safety, and well-being among students while strengthening institutional support systems.

(With Inputs from PTI)

Education

PM Modi Leads ‘Pariksha Pe Charcha’ with Deepika Padukone & Sadhguru

Published

5 days ago

February 17, 2025

Team ScooNews

Big names come together to guide students on exams, mental health, AI, and holistic well-being

Prime Minister Shri Narendra Modi kick-started the 8th edition of Pariksha Pe Charcha 2025, an annual initiative aimed at helping students navigate exam stress and academic pressure with confidence. Breaking away from the conventional Town Hall format, the first episode took place at the serene Sunder Nursery in New Delhi on 10th February 2025, bringing together 36 students from across India for a highly interactive session.

The Prime Minister covered essential topics such as Nutrition and Wellness, Mastering Pressure, The Art of Leadership, 360° Growth Beyond Books, and Finding Positives in Challenges. The session encouraged students to adopt a growth mindset and focus on holistic learning rather than just academic success.

A Star-Studded Line-Up to Guide Students Beyond Academics

As part of the revamped edition of Pariksha Pe Charcha, the government has roped in eminent personalities from diverse fields—including sports stars, entertainment icons, business leaders, and education experts—to engage with students in a series of insightful episodes. The sessions are designed to equip students with practical strategies, inspire them to take on challenges, and instil confidence ahead of their exams.

With five episodes aired so far, Pariksha Pe Charcha 2025 has seen engaging conversations with Sadhguru, Deepika Padukone, Technical Guruji (Gaurav Chaudhary), Radhika Gupta, and leading nutrition experts like Rujuta Diwekar, Shonali Sabherwal, and Revant Himatsingka (Food Pharmer).

Sadhguru on Overcoming Exam Stress with Mindfulness

In the fifth episode (14th February 2025), Sadhguru engaged students in a free-flowing conversation on the importance of mindfulness in tackling exam-related stress and overcoming life’s challenges.

Sharing his observations, Sadhguru highlighted the increasing number of children suffering from stress-induced health complications due to exam pressure. He emphasised that education is not just about exams, but about gaining access to life itself. He advised students to keep their intelligence in ‘dynamic mode’ and view education as a stepping stone to broader life experiences.

Sadhguru also introduced students to Nada Yoga, demonstrating three basic sounds and encouraging them to practise the technique for seven minutes every morning to improve focus and emotional well-being.

His advice on limiting smartphone usage to maintain concentration and balance in daily life was particularly well received by the students.

Deepika Padukone on Mental Health and Resilience

In the second episode (12th February 2025), Bollywood star Deepika Padukone interacted with 60 students, sharing her personal journey with mental health. She spoke about the importance of acknowledging mental health challenges and seeking support, emphasising that dealing with these issues can be empowering rather than a sign of weakness.

As a vocal advocate for mental health awareness, Deepika’s insights encouraged students to openly discuss their struggles and adopt positive coping mechanisms.

Technical Guruji and Radhika Gupta on AI & Emerging Technologies

In the third episode (13th February 2025), popular tech influencer Gaurav Chaudhary (Technical Guruji) and Edelweiss Mutual Fund MD & CEO Radhika Gupta introduced students to the fundamentals of Artificial Intelligence (AI) and Machine Learning (ML).

The session focused on the real-world applications of AI, including ChatGPT and AI image-generation tools. The speakers encouraged students to embrace AI-driven learning, explore technological advancements, and build future-ready skills.

Nutrition Experts on Exam Diets & Healthy Living

On 14th February 2025, renowned nutritionists Shonali Sabherwal, Rujuta Diwekar, and Revant Himatsingka (Food Pharmer) interacted with students about the critical role of nutrition in staying stress-free and energised during exams.

The session covered:

The best brain foods for students
How to maintain energy levels while studying
The dangers of excessive caffeine and junk food consumption
Simple diet changes to improve focus and concentration

Students walked away with actionable tips on maintaining a balanced diet during exam season, ensuring their physical and mental well-being.

A Transformative Initiative for Student Well-Being

With Pariksha Pe Charcha 2025, the Indian government continues to reinforce the importance of holistic development, stress management, and lifelong learning. By inviting leaders from various fields, the initiative ensures that students receive multi-dimensional guidance—not just on academics, but also on mental health, leadership, technology, and well-being.

As students gear up for their exams, these insightful sessions serve as a powerful reminder that success is not just about marks—but about resilience, adaptability, and a well-rounded approach to life.

Education

Saudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize

Published

1 week ago

February 13, 2025

Team ScooNews

In a heartwarming recognition of dedication and innovation in education, Saudi Arabian teacher Mansour bin Abdullah Al-Mansour has been awarded the prestigious $1 million GEMS Education Global Teacher Prize. Announced at the World Governments Summit in Dubai, the award celebrates Al-Mansour’s transformative work in empowering students from low-income families, including hundreds of gifted orphans, and his 3,000+ hours of community service.

Al-Mansour, a teacher at Prince Saud bin Jalawi School in Al-Ahsa, has spent over two decades uplifting students facing academic challenges, disabilities, and financial hardships. His efforts include establishing mentorship programmes, innovation incubators, and financial literacy initiatives, enabling students to achieve global recognition. Notably, he plans to use the prize money to build a school for talented orphans, furthering his mission to provide quality education to underprivileged children.

(Image: Mansour Al Mansour- 2025 Global Teacher Prize Winner)

Beyond the classroom, Al-Mansour has authored 21 educational books, trained over 300 educators, and led literacy programmes for prison inmates, helping reduce sentences for some. His work has earned him accolades as an international ambassador for educational excellence.

The Global Teacher Prize, now in its ninth year, recognises exceptional educators who make a profound impact on their communities. Al-Mansour was selected from over 5,000 nominations across 89 countries, joining a prestigious list of global educators.

Sunny Varkey, Founder of the Global Teacher Prize, praised Al-Mansour’s “passion, dedication, and the life-changing power of education.” Stefania Giannini, UNESCO Assistant Director-General for Education, highlighted the importance of investing in teachers to build a sustainable future.

As the world faces challenges like inequality and climate change, Al-Mansour’s story serves as a beacon of hope, reminding us of the transformative power of education and the unsung heroes shaping our future.

Education

Children’s Bird Walks to Connect Young Minds with India’s Rich Avian Diversity

Published

1 week ago

February 13, 2025

Team ScooNews

Image From Early Bird's Goa Walk

In an exciting initiative for young nature enthusiasts, Early Bird and Ataavi Bird Foundation are set to organise special bird walks for children during the Great Backyard Bird Count 2025. Scheduled for February 15th and 16th, 2025, these walks will take place in eight Indian cities: Bengaluru, Dimapur, Halol, Jaipur, Mangaluru, Ranchi, Trivandrum, and Ujjain.

Designed for children aged 9 to 13 years, the bird walks aim to nurture curiosity about birds and their habitats, providing an engaging introduction to birdwatching. Led by experienced nature educators, the sessions will help children identify different bird species, understand their behaviours, and develop a deeper appreciation for local biodiversity.

The Great Backyard Bird Count is a global citizen science initiative where birdwatchers of all ages observe and document bird species in their surroundings. The data collected contributes to worldwide studies on bird populations and helps scientists track migration patterns and conservation needs. This year, Early Bird is organising dedicated children’s walks as part of this initiative, encouraging young learners to explore nature firsthand.

Early Bird is a learning programme that brings children closer to birds and nature. The programme has impacted more than 3 lakh children throughout its 10-year existence. This is through the distribution of innovative educational materials on Indian birds, available in 10 Indian languages, besides English. Early Bird is a part of the Nature Conservation Foundation (NCF), a 28-year-old public charitable trust set up to contribute to the knowledge and conservation of India’s unique wildlife heritage.

Previous bird walks led by Early Bird’s expert educators have received enthusiastic responses. A parent from the Goa Walk 2024 shared, “Such an unbelievable and mesmerising variety of birds! Thank you for revealing these treasures in our everyday landscape!”

The event will take place at key nature spots in each city, including Avalahalli Lake (Bengaluru), Vadatalav Lake (Halol), Kishan Bagh Sand Dunes Park (Jaipur), and Akkulam Lake (Trivandrum). Partner organisations such as Coastal Karnataka Bird Watchers Network (CKBWN), Eco Warriors, Prakriti, and COCOON will collaborate to ensure an enriching experience for all participants.

Event Details

City	Location	Partner Organisation	Date & Time
Bengaluru	Avalahalli Lake	–	15 Feb 2025, 7:30 AM – 9:00 AM
Dimapur	PWD, Forest Colony Complex	Eco Warriors	16 Feb 2025, 7:30 AM – 9:30 AM
Halol	Vadatalav Lake	COCOON	16 Feb 2025, 7:30 AM – 9:30 AM
Jaipur	Kishan Bagh Sand Dunes Park	Prakriti	16 Feb 2025, 7:30 AM – 9:30 AM
Mangaluru	NITK Campus, Surathkal	CKBWN	16 Feb 2025, 7:30 AM – 9:30 AM
Ranchi	Jonha Park, Koynardih	Keystone Foundation	16 Feb 2025, 7:30 AM – 9:30 AM
Trivandrum	Akkulam Lake	–	16 Feb 2025, 7:30 AM – 9:30 AM
Ujjain	Triveni Eco Park	–	16 Feb 2025, 7:30 AM – 9:30 AM

How to Register

Registrations for the bird walks are now open. Interested participants can sign up at https://bit.ly/8cities8walks. Slots are limited and will be filled on a first-come, first-served basis.

This initiative provides a rare opportunity for students to engage with nature, learn about India’s diverse bird species, and contribute to an international conservation effort.

Education

Sunbeam International Varuna: Pioneering Cambridge Education in Varanasi

Published

2 weeks ago

February 11, 2025

Team ScooNews

In a significant development for education in Varanasi, Sunbeam International Varuna has become the first institution in the city to adopt the globally recognised Cambridge curriculum. Known for its emphasis on academic rigour and critical thinking, the curriculum is designed to promote holistic development through a well-rounded educational approach.

The school’s academic achievements have been noteworthy, with students excelling in the Cambridge Primary Checkpoint exams and surpassing international benchmarks. Their involvement in the Cambridge Climate Quest Program highlights their commitment to environmental responsibility and leadership in sustainability initiatives.

Sunbeam International Varuna also places a strong emphasis on sports and extracurricular activities. Student athletes have made notable achievements, including a gold medal at the National Roll Ball Championship and success in Thai Boxing and Roller Skating. The school’s focus on STEAM education is reflected in projects such as IoT-based irrigation systems and robotics innovations, supported by well-equipped labs and modern facilities.

Collaboration with parents and mental wellness initiatives form an integral part of the school’s educational philosophy. Activities such as health workshops, storytelling sessions, and mindfulness programmes contribute to the overall development and well-being of students.

Dedicated teachers play a crucial role, with achievements in Teachers’ Olympiads and continuous professional development enhancing the learning experience. Community engagement, sustainability programmes, and experiential learning initiatives further enrich students’ educational journeys.

As a member of the Boarding Schools’ Association of India, Sunbeam International Varuna is committed to fostering progressive education, blending academic excellence with life skills and global awareness.

Education

NITI Aayog Proposes Education Reforms: New Finance Agency and Fee Flexibility for State Universities

Published

2 weeks ago

February 11, 2025

Team ScooNews

In an effort to address the financial and operational challenges faced by State Public Universities (SPUs), NITI Aayog has proposed significant reforms aimed at improving their sustainability and quality. The recommendations include the establishment of a dedicated finance agency akin to the Higher Education Financing Agency (HEFA), fee autonomy, and diversified funding sources. These suggestions, outlined in the newly released report titled Expanding Quality Higher Education Through States and State Public Universities, are considered vital to achieving the goals of the National Education Policy (NEP) 2020.

State Public Universities, which cater to over 80% of India’s higher education student population, face numerous challenges stemming from inadequate government grants, dependence on traditional revenue streams, and limited autonomy in financial decision-making. The report highlights the need for a six percent allocation of the country’s GDP to education, a figure previously recommended under the NEP 2020.

One of the central recommendations is to establish a HEFA-style finance agency exclusively for SPUs. HEFA, a joint venture between Canara Bank and the Ministry of Education, has played a crucial role in financing infrastructure development and research projects at educational institutions. NITI Aayog suggests a similar agency could provide long-term financial stability to SPUs, ensuring they have the resources needed to maintain quality education and expand research capacities.

The report further recommends granting SPUs the autonomy to adjust fees by 5-10% annually to account for inflation, with safeguards such as scholarships and fee waivers for underprivileged students. Select SPUs with sound financial management could pilot this programme, which would be closely monitored for its impact on finances, enrolment, and educational quality.

Diversification of revenue streams is another key focus. The report encourages universities to expand self-financed programmes, provide consultancy services to industries and government agencies, and strengthen alumni engagement to drive financial contributions. Public-private partnerships (PPPs) are also seen as crucial to supplement government funding and enhance employability initiatives.

Additionally, NITI Aayog calls for tax exemptions on revenue from CSR grants and research activities to provide further financial relief. These recommendations come at a time when Indian higher education institutions are under increased scrutiny for their financial and academic performance, with recent opposition to changes proposed under the NEP 2020 further intensifying the debate.

With 80 policy recommendations spread across four key thematic areas—quality, funding and financing, governance, and employability—NITI Aayog envisions a transformed higher education system where SPUs emerge as centres of excellence and regional development drivers.

Education

CBSE Set to Organise Mental Health Workshop for Educators on February 12, 2025

Published

2 weeks ago

February 6, 2025

Team ScooNews

The Central Board of Secondary Education (CBSE) is set to organise a pivotal workshop on February 12, 2025, focusing on improving student mental health and well-being. The event, titled “Promoting Student Mental Health and Well-Being”, will be held at Venkateshwar International School, Dwarka, New Delhi, and is designed specifically for principals, counsellors, and wellness teachers from CBSE-affiliated schools in the Delhi/NCR region.

The workshop aims to equip educators with practical strategies to identify early signs of mental health challenges among students and provide effective psychological support during critical academic periods. By fostering awareness and skill development, the session is expected to address the increasing need for mental health intervention in schools.

Workshop Details and Agenda

The workshop will run from 10:00 am to 2:00 pm, with registration starting at 9:30 am. Participants are advised to arrive early to complete the registration process and engage in pre-event activities. The event will include sessions covering a range of topics, such as:

Understanding Mental Health in Schools: Exploring current issues affecting student well-being.
Identifying Early Warning Signs: Recognising behavioural or emotional indicators that may signal mental distress.
Crisis Management and Intervention: Practical approaches to handle mental health crises effectively.
Developing Comprehensive Support Systems: Building support frameworks within schools to cater to diverse mental health needs.

The sessions will also touch upon the importance of fostering critical thinking, using digital tools, and enhancing classroom management techniques to support student engagement and learning outcomes.

How to Register

Participation slots for the workshop are limited and will be available on a first-come, first-served basis. Interested educators can register by visiting the official CBSE website under the “Workshop Notice” section and completing the registration form. Upon successful registration, participants will receive a confirmation email from the organising team.

Fostering Mental Health Awareness

This initiative underscores CBSE’s commitment to addressing mental health challenges faced by students amid growing academic pressure. By providing educators with actionable tools and strategies, the workshop aims to create a more supportive and nurturing school environment. With rising concerns over student stress, anxiety, and emotional well-being, this event marks a step toward a more holistic approach to education, ensuring students’ mental health remains a priority.

The Growing Need for Mental Health Support

Educators attending the workshop will gain insights into the critical role mental health plays in student success. By promoting early intervention and effective support systems, the workshop seeks to help teachers, counsellors, and school leaders better support students through challenging academic years.

Education

Investing in Education and Physical Development: India’s Key to Realising Its Demographic Dividend

Published

2 weeks ago

February 6, 2025

Team ScooNews

The image is generated using AI

As India strives to become a developed nation by 2047, investing in education and physical development is paramount. With the world’s largest youth population and a median age of 28, India is poised for a demographic dividend—a period where a large working-age population can significantly boost economic growth. However, failure to adequately educate, upskill, and ensure the well-being of this young population could lead to a crisis of underemployment and social instability, as highlighted by the World Bank and IMF.

A Missed Opportunity Without Education

India’s literacy rate currently stands at 74.5%, trailing the global average. The Annual Status of Education Report (ASER) 2024 revealed gaps in rural literacy and foundational skills, pointing to a need for immediate intervention. To meet the Sustainable Development Goals (SDGs), which include universal education by 2030, India must increase its education spending from 4.6% to at least 6% of GDP, as recommended by UNESCO.

India’s neighbouring nations have shown varying levels of investment in education, with some surpassing UNESCO’s recommended target of 4-6% of GDP. Bhutan leads the region by allocating 7.5% of its GDP to education, reflecting its strong commitment to human development. Nepal follows closely with 6%, aligning with Sustainable Development Goals (SDGs) and ensuring steady progress in literacy and quality education. In contrast, Pakistan significantly lags behind, investing only around 2% of its GDP in education, contributing to persistent challenges in literacy and educational access. India, currently allocating 4.6% of its GDP to education needs increased investment to bridge educational gaps and fully leverage its demographic advantage.

Experts argue that increasing funding for both formal education and vocational training is essential. According to the IMF, inadequate investment in education and health could result in India squandering its demographic dividend. By bridging the gap between current spending and SDG targets, India can provide access to quality education and skill-building initiatives, thereby empowering youth with future-ready skills.

Beyond Academics: The Case for Physical Education

Parallel to academic learning, physical education is vital in ensuring holistic development. According to a 2024 UNESCO report, more than two-thirds of secondary school students worldwide do not receive the minimum recommended hours of physical education. India is no exception, and the limited emphasis on physical education could hinder long-term benefits, including improved mental health, academic performance, and productivity.

UNESCO Director-General Audrey Azoulay stresses, “Physical education not only improves pupils’ health but also their academic performance and personal development. It should be treated as a core subject, not an extracurricular activity.”

UNESCO’s recommendations highlight five critical areas for member states:

Improving the training of sports educators.
Increasing investment in infrastructure.
Developing inclusive physical education programs.
Increasing allocated hours for physical education in school curricula.
Integrating the values of sport into educational programs.

The benefits are evident: physical education can reduce student obesity rates by 30%, improve exam scores for 40% of students, and prevent anxiety and depression among youth. Schools that prioritise sports also report improved attendance and behaviour. However, India currently allocates less than 2% of its education budget to physical education, significantly below the recommended level.

Investing in Holistic Development

To fully harness its demographic advantage, India must adopt a holistic education policy that integrates physical education into the broader academic framework. The growing focus on sports through initiatives such as Khelo India needs to be complemented by increased funding for grassroots physical education in schools. Audrey Azoulay notes that integrating sports values into education builds empathy, teamwork, and resilience, which are essential for navigating the challenges of a rapidly changing world.

Closing the Gap with Public-Private Partnerships

Public-private partnerships (PPPs) have the potential to bridge funding gaps in both education and physical development. Private sector involvement can also ensure that physical education programs receive sustainable support. Initiatives such as specialised sports training academies and skill-based internships can enhance students’ employability and overall development.

India’s path to becoming a developed nation hinges on its investment in education and physical development. Allocating at least 6% of GDP to education and prioritising physical education will create a well-rounded workforce capable of driving economic growth. By bridging the gap between policy and practice, India can ensure that its youth are not just beneficiaries but active contributors to the nation’s progress.