As we approach closer to International Day of Democracy on 15 September, I note that too often it feels like a ceremonial date, there in the calendar, acknowledged in our social media posts or a few articles but rarely lived. This year feels different because of what we are witnessing just across the border in Nepal.

Over the past week, the country’s young people have stepped onto the streets in a movement that has already become one of the most remarkable democratic awakenings of recent times. Their demand is clear: an end to corruption and the beginning of accountable governance. What makes this moment extraordinary is not only the courage to speak up but the way in which they have chosen to act. They have nominated their own candidate for the prime minister’s office. They are marching in huge numbers yet also bending down to collect trash after the rallies. They are organising traffic, repairing roads, giving first aid to strangers. They are not tearing down a nation, they are stitching it back together in full public view.

This is the generation that adults so often accuse of being lethargic, self-absorbed, or distracted by screens. In Nepal, the same generation has shown that democracy can be reclaimed and rebuilt when the young decide to act with clarity and purpose. They are proving that democracy is not just a system of elections and slogans. It is a lived responsibility where every citizen must carry their share of the weight.

Modern protests look very different from those of the past. They are no longer confined to placards and sit-ins. They are physical and digital at once, fuelled by the energy of young people who know how to use social media not only to amplify outrage but also to organise, to mobilise, and to build communities of action.

The world has seen hashtags rise and fade like shooting stars. Nepal’s youth have gone beyond that. They are grounding their protest in discipline, service, and responsibility. That is what makes it impossible to ignore.

And why should this matter to us across the border?

For educators in India, there is a powerful reminder here. Democracy is only as strong as the awareness of its youngest citizens. A classroom that teaches civics as a dry subject but does not teach students how to live its values is missing the point. Critical thinking, civic sense, and media literacy are no longer optional add-ons. They are survival skills in a democracy that must constantly defend itself against apathy, misinformation, and abuse of power.

The message is not that Indian students must take to the streets at the first sign of discontent. The message is that they must never take their rights for granted. They must understand that those in power are always less powerful than the power of the people. Questioning authority with responsibility, demanding accountability without violence, and raising their voice when it matters most are not acts of rebellion. They are the beating heart of democracy.

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Teachers, parents, and institutions often worry that if children are taught to question, they will lose respect for authority. Nepal’s youth are showing us that the opposite is true. When young people learn how to question responsibly, they do not weaken democracy. They strengthen it. They protect it. They ensure that it does not become an empty word.

On this International Day of Democracy, Nepal’s streets are giving us a lesson no textbook can. Democracy is not a static gift handed down by leaders. It is a daily act of participation, awareness, and responsibility. If we want India’s democracy to remain alive and resilient, our classrooms must prepare young people not only to dream about their future but also to defend the principles that make that future possible.

The tightening of student visa policies in the US and UK has created understandable anxiety among Indian families.

In the UK, the Graduate Route visa may be reduced from two years to 18 months for undergraduates and master’s graduates, while doctoral students may keep three years. Most taught master’s students can no longer bring dependents, the country has raised proof of funds by over 11%, moved to digital e-visas and tightened university compliance.

The US has proposed limiting the F-1 visa to a fixed four-year term, requiring extensions for longer programmes such as PhDs. Interview waivers have been eliminated, and third-country applications are no longer permitted. Backlogs at Indian consulates have worsened, and a new $250 Visa Integrity Fee will soon add to costs.

While complex, these changes reflect a global trend: governments are balancing immigration management with continued student flows. For Indian applicants, this means approaching the process with a sharper focus and stronger preparation.

What these changes mean for Indian students

The proposed cut of the Graduate Route visa to 18 months may cause concern, but this timeframe is enough to build career foundations, especially for students who engage early with employers. Restrictions on dependants may deter older applicants, but younger students will still find the UK attractive. The move to digital e-visas actually simplifies the verification process, while higher proof of funds requirements will require earlier financial planning. Additionally, English language changes should not affect Indian applicants, who already meet or exceed the required standards.

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In the US, the proposed four-year F-1 limit introduces uncertainty for PhD students; yet, the country still offers unmatched academic choices, world-class research opportunities, and globally valued degrees. The loss of interview waivers, the ban on third-country applications and the new fee add costs and delays, but with early planning and budgeting, these hurdles are manageable. For many families, the academic ecosystem, extensive networks and long-term career benefits of a US education outweigh the administrative challenges.

How admissions counsellors and schools can guide students

Schools and counsellors now have a greater responsibility. Planning must begin early, whether preparing for tests, selecting courses or booking visa appointments, so backlogs and rule changes cause less disruption. Financial planning is equally critical, as higher UK proof of funds and new US fees make it essential to understand costs well in advance. Counsellors should also help students think long term, making strategic academic and career choices while exploring alternatives beyond the US and UK. With preparation and broad awareness, families can navigate uncertainty without losing sight of their goals.

Looking beyond the US and UK

These changes should not deter Indian families from considering the US or UK. Both remain prestigious destinations with world-class academic ecosystems. At the same time, I encourage families to keep alternatives in mind. Canada, Ireland, Australia and parts of Europe offer attractive post-study work options, while Singapore, Japan and the UAE are emerging as strong contenders closer to home.

In fact, at The Red Pen, pre-COVID, we saw families looking at an average of two destinations. This has now moved to 3.2. Keeping options open is a good idea.

Students can also explore new-age Indian universities such as Ashoka, Krea, Plaksha, FLAME and Jindal, which offer programmes on par with international standards. In addition, 12 global universities are opening campuses in India. While Deakin University, Wollongong University and the University of Southampton are already established, new entrants from 2026 include the Illinois Institute of Technology, University of Liverpool, Queen’s University Belfast, Coventry University, University of York, University of Western Australia, University of Aberdeen, Istituto Europeo di Design and Western Sydney University.

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While tighter visa rules demand careful planning, expert guidance ensures that international education remains firmly within reach.

This article is authored by- 

Namita Mehta- President and Partner, The Red Pen

Namita drives business growth and global partnerships at The Red Pen, representing the firm at international education forums and building key alliances, including a landmark collaboration with U.S. News & World Report. Recognised among BW Education’s 40 Under 40 and The PIE’s 50 Voices in Leadership, she has twice been shortlisted for the HerRising Awards. Namita has judged the PIE Education Awards, spoken at HSBC, Ashoka University, IC3 and Master’s Union, and contributed to leading publications such as Economic Times, Mint, Hindustan Times and The PIE News. She also serves on the advisory board of The Outreach Collective.

Kidspreneurship, the Singapore-based global EdTech venture focused on building entrepreneurial mindsets in children, has announced the appointment of Kushark Jaiswal as its Chief Global Officer. In this role, he will lead the company’s ambitious international expansion, leveraging its current base of 20,000 learners across multiple countries.

Jaiswal brings over 21 years of leadership experience in education, international sales, and business development. He most recently served as Vice President of International Sales at Educational Initiatives, where he expanded the company’s footprint across global markets. His career also includes senior positions as Director, Founder, and Head of International at leading education ventures, where he built large-scale partnerships with schools, governments, and institutions worldwide. Holding a Master’s in Entrepreneurship and Management from TAPMI, along with dual degrees in Law and Commerce, Jaiswal brings a unique blend of entrepreneurial vision, legal insight, and commercial expertise.

With his appointment, Kidspreneurship is preparing to accelerate its reach across APAC, the Middle East, Africa, LATAM, and Europe, as it works towards its mission of impacting over one million young learners globally by 2030.

Speaking about his new role, Jaiswal said, “What excites me most about Kidspreneurship is its ability to combine creativity, critical thinking, and entrepreneurship into a seamless, scalable model for schools. Around the world, education leaders are looking for partners who can bridge the gap between vision and execution. I am thrilled to join Kidspreneurship in taking this mission global and shaping the next generation of changemakers.”

Swati Gauba Kochar, Founder and Thinker in Chief, Kidspreneurship

Swati Gauba Kochar, Founder and Thinker in Chief at Kidspreneurship, called the appointment a pivotal moment. “Kushark’s experience in scaling global education ventures and his deep understanding of diverse markets will help us fast-track our vision of making entrepreneurial education accessible to every child, everywhere.”

Tanya Sarin, Co-Founder and Chief Learning Officer, Kidspreneurship

Tanya Sarin, Co-Founder and Chief Learning Officer, added, “Our curriculum is designed to spark curiosity, creativity, and problem-solving in young learners. With Kushark leading our international expansion, we will be able to bring this transformative learning to millions more children across cultures and geographies—equipping them not only to dream, but to build.”

Kidspreneurship has positioned itself as a bridge between policy and practice. With entrepreneurial and 21st-century skills already integrated into education policies worldwide, schools often struggle with classroom implementation at scale. Kidspreneurship provides a plug-and-play ecosystem that includes a multi-year structured curriculum, maker kits, tinkering experiences, an AI-powered digital platform for assessments, and teacher enablement programmes. This model ensures smooth adoption and measurable impact across geographies.

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A parliamentary panel has raised strong concerns over the unchecked spread of fake news, calling it a “serious threat” to democracy, public order, and individual safety. In its draft report adopted on September 9, the Standing Committee on Communications and Information Technology, chaired by Nishikant Dubey, recommended sweeping reforms to curb misinformation while ensuring freedom of speech is not undermined.

While the report contains provisions such as stricter penalties, amendments to penal laws, and mandatory fact-checking across media houses, one of its most significant recommendations is the introduction of a comprehensive media literacy curriculum in schools. The committee stressed that misinformation is not only a political or technological problem but also an educational one, requiring long-term interventions that prepare young citizens to navigate information responsibly.

The proposed curriculum would train students to critically analyse media content, identify credible sources, understand the influence of algorithms, and distinguish between facts, opinions, and propaganda. Teacher training and awareness campaigns are expected to form a major part of this initiative, ensuring that schools can act as the first line of defence against misinformation. By embedding media literacy into the classroom, the government hopes to build a generation that is resilient to fake news, deepfakes, and manipulative content.

Such a curriculum could empower students to develop critical thinking skills and a questioning mindset, which are essential in a digital-first world. Students would not only learn to verify information but also become responsible content creators, aware of the ethical dimensions of what they share online. At the same time, educationists warn against turning media literacy into a tool for censorship or political indoctrination. The curriculum must avoid prescribing “what to think” and instead focus on “how to think,” giving children the tools to independently assess information rather than forcing state-approved narratives.

The committee has also recommended teacher training programmes, digital grievance redressal systems, and collaborative efforts between government, private media, and independent fact-checkers. It cited global models such as France’s law on election misinformation and urged India to take a leadership role in framing policies that address both local and cross-border misinformation.

Among other measures, the draft report proposed mandatory internal ombudsmen in all media organisations, stricter penalties for repeat offenders, licensing requirements for AI content creators, and mandatory labelling of AI-generated material. The panel also pushed for inter-ministerial collaboration through a dedicated task force to address misinformation that crosses national borders.

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The report echoed concerns over the “safe harbour” clause in Section 79 of the IT Act, which protects intermediaries from liability for third-party content. It recommended exploring amendments to hold platforms accountable without stifling free speech.

Terming fake news a global challenge that undermines democratic institutions, market stability, and individual reputations, the panel underlined that India cannot afford complacency. The move to integrate media literacy into education could be one of the most transformative outcomes of the committee’s recommendations, equipping the next generation to live, learn, and lead responsibly in an age of digital overload, if implemented fairly.

On the eve of World Suicide Prevention Day 2025, the National Task Force (NTF) on Student Well-being and Suicide Prevention has appealed to students, parents, faculty, institutions, and mental health professionals across India to participate in nationwide surveys aimed at addressing the growing crisis of student suicides.

The Task Force has been mandated to prepare a comprehensive report that identifies the major causes of student suicides, including ragging, discrimination, academic pressure, financial stress, and stigma around mental health. It will also examine systemic shortcomings and recommend actionable measures to improve institutional support systems.

India is home to over 60,380 Higher Education Institutions (HEIs) with 4.46 crore students and 16 lakh faculty members, according to AISHE 2022–23. However, the NCRB’s 2022 data revealed that 13,044 students died by suicide, making up 7.6 percent of all suicide deaths in the country. These alarming figures underscore the urgent need for coordinated interventions.

So far, the NTF has visited 13 institutions across Delhi, Haryana, Karnataka, and Tamil Nadu, holding consultations with students, faculty, and administrators. Special focus has been placed on the experiences of disadvantaged groups, including SC-ST students, students with disabilities, and queer students. Civil society groups and NGOs have also contributed valuable inputs during these consultations.

The Task Force is currently running online surveys in English and Hindi to capture diverse perspectives. To date, over 80,000 students, 10,000 faculty members, 15,000 parents, 700 mental health professionals, and 8,000 concerned citizens have already responded. The surveys are open to the public at ntf.education.gov.in.

Regulatory bodies such as AICTE, NMC, Pharmacy Council, Nursing Council, and Bar Council have been instructed by the Department of Higher Education to ensure institutional compliance. All HEIs registered under AISHE must complete the institutional survey by 12th September 2025, providing data on student composition, mental health services, dropout rates, grievance redressal mechanisms, and measures related to well-being.

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The NTF has also launched ULLAS Literacy Week from 1st to 8th September 2025, encouraging collective participation. Its final report will aim to reshape how Indian higher education institutions respond to mental health challenges, reaffirming the government’s commitment to preventing student suicides and fostering safe, inclusive campuses.

Take the survey here: https://ntf.education.gov.in

The Ministry of Education celebrated International Literacy Day (ILD) 2025 at Dr. Ambedkar International Centre, New Delhi, with the theme “Promoting Literacy in the Digital Era.” The event was addressed by Minister of State for Skill Development and Entrepreneurship and Minister of State for Education, Jayant Chaudhary, alongside senior officials, education leaders, learners, and volunteers.

A key highlight of the celebration was the announcement that Himachal Pradesh has become the fourth state to achieve full functional literacy, joining Tripura, Mizoram, and Goa. Ladakh, which declared itself fully literate in 2024, remains the first Union Territory to do so.

Union Education Minister Dharmendra Pradhan, addressing the gathering virtually, lauded India’s progress in literacy, noting that the national rate has risen from 74 percent in 2011 to 80.9 percent in 2023–24. He emphasised that literacy is more than just the ability to read and write, calling it a means of dignity, empowerment, and self-reliance. Pradhan also highlighted the transformative role of the ULLAS Nav Bharat Saaksharta Karyakram, which has enrolled over 3 crore learners with the support of 42 lakh volunteers, providing learning materials in 26 Indian languages.

Jayant Chaudhary praised the achievement of Himachal Pradesh, especially given the state’s challenging terrain, and underscored that communities, governments, and volunteers together made it possible. He further observed that literacy in India has now expanded to digital literacy, pointing to India’s Digital Public Infrastructure as an example of global leadership in education and inclusion.

During the event, the ULLAS Compendium was released, showcasing innovative teaching and learning materials. Representatives from Ladakh and Goa shared their strategies and best practices, while ULLAS Literacy Week 2025, held from 1st to 8th September, was noted for its nationwide drive to register non-literates, volunteers, and neo-learners. The celebrations reaffirmed India’s commitment to building a literate and developed Bharat, aligned with the vision of Viksit Bharat.

“Education is not only the birthright of every human being but also the weapon of social change.”

Dr B. R. Ambedkar’s words carry even more weight today as we celebrate International Literacy Day 2025. This year’s theme, “Promoting literacy in the digital era,” reminds us that literacy no longer begins and ends with pen and paper.

A Journey Worth Remembering

India’s literacy story is one of resilience. In 1951, only 16 out of every 100 Indians could read and write. By 2022, that number had climbed to 77.7 per cent. The Right to Education Act of 2009 opened the doors of schools to millions who might otherwise have been left behind. Yet numbers alone do not tell the full story. Getting children into classrooms was only the first battle. The bigger challenge lies in what and how they learn.

Literacy in the Age of Screens

In a world where screens dominate, literacy now means much more than decoding text. It is about being able to access, understand, evaluate, and create digital content in safe and responsible ways. A teenager scrolling endlessly on social media might look “digitally literate,” but true literacy asks whether that teenager can spot a fake news story, respond appropriately to cyberbullying, or understand that their digital footprint will outlive their mood.

The dangers are real. A BBC feature this year explained how adolescence itself makes young people more vulnerable to online manipulation because their brains are wired for risk-taking and peer approval. Platforms exploit these vulnerabilities with algorithms that feed them echo chambers of extreme views and endless scrolling loops. What looks like harmless entertainment often becomes a powerful shaper of values and identities.

At the same time, teenagers are seeking comfort in unexpected places. An ETV Bharat report revealed that many Indian students now turn to AI chatbots for emotional support. Experts worry that without proper guidance, children may start to trust technology more than people, with little understanding of how these systems work or what agendas they may carry. Digital literacy, therefore, is not simply about knowing how to use a device but about learning how to navigate relationships, trust, and choices in a digital-first world.

The Missing Lessons

Alongside digital literacy, we are also missing some of the most practical lessons of life. An India Today feature pointed out that while our students can solve complex equations, very few know how to calculate tax, understand savings, or even read the fine print of a bank loan. In an age of instant loans and digital payment apps, this lack of financial literacy is dangerous. Children should be learning how to protect themselves from online scams, how to recognise manipulative advertisements, and how to make decisions that safeguard their futures.

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The truth is, literacy today is incomplete without responsibility. Children may be skilled at clicking, posting, or streaming, but if they do not know what to believe, what to share, and what to ignore, they are vulnerable. Civic sense must become part of the digital literacy package. How we behave online is not separate from who we are as citizens. Words can wound, misinformation can destabilise, and silence in the face of bullying can be as harmful as participation.

For India to truly lead in the digital era, we must expand our vision of education. That means increasing education budgets, investing in teacher training, and ensuring that technology-enabled learning does not just deliver content but builds character. It also means recognising that the skills of tomorrow include empathy, resilience, financial wisdom, and civic responsibility.

Ambedkar reminded us that education is the most powerful weapon of social change. In 2025, that weapon is not only the ability to read books but the ability to read the world. Literacy is about survival, about belonging, and about preparing our children not just to live in the digital era but to shape it responsibly.

International Literacy Day should remind us that while we have come far since 1951, the journey is far from over. The future depends on whether we can teach the next generation not only to read and write, but also to choose wisely, live responsibly, and stand tall as citizens of a digital world.

The Ministry of Women and Child Development (MoWCD), in collaboration with the Department of School Education & Literacy (DoSE&L), Ministry of Education, has released the Guidelines for Co-location of Anganwadi Centres with Schools. The release took place at Vigyan Bhawan, New Delhi, in the presence of Union Minister for Women and Child Development, Smt. Annpurna Devi, and Union Minister for Education, Shri Dharmendra Pradhan, along with senior officials, state representatives, and Anganwadi workers.

Objective of the Guidelines

The guidelines aim to strengthen Early Childhood Care and Education (ECCE) through integrated models of Anganwadi Centres (AWCs) and schools on the same campus. The initiative builds on the vision of Prime Minister Shri Narendra Modi for “one campus, one vision” and seeks to ensure smoother transitions for children from Anganwadi Centres to formal schooling.

Currently, over 2.9 lakh Anganwadi Centres are already co-located with schools. The guidelines provide operational clarity for states and union territories to scale up this model, enabling better use of resources and continuity in children’s education.

Ministers’ Remarks

Speaking at the launch, Union Minister Annpurna Devi said that co-location strengthens the foundation of learning by ensuring a smooth transition from early childhood care to primary education. She highlighted the guidelines as a roadmap for states and UTs to implement the integrated model and contribute to holistic child development.

Union Education Minister Dharmendra Pradhan emphasised that early childhood education is central to lifelong learning. He said that integrating Anganwadis with schools would create a seamless learning environment, strengthen foundational literacy and numeracy, and contribute to nurturing India’s human capital for a Viksit Bharat.

Alignment with NEP 2020

The guidelines are aligned with the National Education Policy (NEP) 2020, which for the first time recognised ECCE as the foundation of the learning continuum. NEP 2020 proposed integration of three years of pre-school into the 5+3+3+4 structure, with delivery through standalone Anganwadis, co-located Anganwadis, pre-primary sections in schools, and standalone preschools.

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The stated objectives of the guidelines include:

• Ensuring school preparedness and smooth transition to Grade 1.

• Strengthening linkages between Anganwadis and primary schools for joyful and holistic learning.

• Enhancing retention rates at the primary level to improve achievement outcomes.

Core Components of the Guidelines

The document outlines norms and criteria for co-locating Anganwadis with schools, mapping AWCs with nearby schools, creating child-friendly learning environments, and engaging communities and parents. It also highlights the role of various stakeholders in implementing co-location effectively.

States and UTs currently follow varied models with operational challenges. The guidelines seek to address these through inter-ministerial convergence and alignment of ECCE with foundational literacy and numeracy programmes like NIPUN Bharat Mission and Poshan Bhi Padhai Bhi. Teaching-learning resources such as Jaadui Pitara, e-Jaadui Pitara, and Adharshila will be used in line with the National Curriculum Framework for the foundational stage.

Focus on Inclusion and Infrastructure

The initiative also underscores inclusivity through child-friendly infrastructure, optimal use of resources, and active community participation. It aims to ensure every child experiences a nurturing transition from pre-school to primary education, contributing to the holistic development envisioned by NEP 2020.

New Delhi, Sept 1: The Supreme Court has issued notices to the Centre, NCERT, and six states—Maharashtra, Andhra Pradesh, Telangana, Punjab, Tamil Nadu, and Karnataka—on a Public Interest Litigation (PIL) demanding the inclusion of transgender-inclusive comprehensive sexuality education (CSE) in school curricula and textbooks.

The bench, led by Chief Justice B R Gavai and Justice K Vinod Chandran, directed the authorities to file their responses within eight weeks. The PIL, filed by Class XII student Kaavya Mukherjee Saha, highlights the absence of structured, examinable content on gender identity, gender diversity, and the distinction between sex and gender in NCERT and SCERT textbooks, despite statutory obligations under the Transgender Persons (Protection of Rights) Act, 2019.

Allegations of Non-Compliance

The petition argues that NCERT and most state councils have failed to implement the Supreme Court’s binding directions from the 2014 NALSA v. Union of India judgment, which recognised transgender persons as a third gender. Textbook reviews across the six states reportedly show systemic omissions, with Kerala noted as a partial exception.

According to the plea, this exclusion violates fundamental rights, including the right to equality, and undermines the Directive Principles of State Policy. It emphasises that representation in school education is key to building inclusive classrooms and combating discrimination faced by transgender students.

Global Standards and Relief Sought

The petition references UNESCO and WHO’s International Technical Guidance on Sexuality Education, which outlines scientifically accurate and age-appropriate frameworks for CSE worldwide. It seeks directions to the Centre and states to adopt similar standards, mandating transgender-inclusive CSE across public and private schools in India.

Additionally, the PIL calls for binding guidelines to ensure effective implementation of gender sensitisation programmes and examinable sexuality education, moving beyond token references to genuine, structured learning opportunities.

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The matter will now move forward once responses from all concerned parties are filed before the court.

In a landmark recognition for Indian education and grassroots activism, Educate Girls, founded by Safeena Husain, has been named one of the recipients of the 2025 Ramon Magsaysay Award. Often referred to as Asia’s Nobel Prize, this honour highlights the organisation’s transformative work in enrolling and empowering out-of-school girls across some of India’s most remote and underserved regions.

The announcement marks a historic moment — Educate Girls is the first Indian organisation to ever receive this award, underscoring the global importance of its mission. Alongside Educate Girls, the other awardees include Shaahina Ali from the Maldives for her environmental work and Flaviano Antonio L. Villanueva from the Philippines. The formal ceremony will take place on November 7 at the Metropolitan Theatre in Manila.

Safeena Husain: From Teacher Warrior to Global Recognition

For ScooNews, this moment carries a special resonance. In 2018, Safeena Husain was celebrated as a Teacher Warrior, honoured for her vision of tackling gender inequality at the root by ensuring that every girl receives access to education. What started as a 50-school test project in Rajasthan has since scaled into an expansive movement spanning 21,000 schools across 15 districts, supported by a network of 11,000+ community volunteers known as Team Balika.

Her journey, as she has often recalled, was shaped by both personal and professional turning points. After studying at the London School of Economics and working in grassroots projects across Latin America, Africa, and Asia, Safeena returned to India, deeply aware of the entrenched discrimination girls faced. A family encounter in a village, where her father was pitied for not having a son, crystallised her resolve to fight for gender equity through education.

Breaking Barriers in Education

Educate Girls has gone beyond enrolling girls into schools. Its programmes aim at:

• Increasing enrolment and retention of out-of-school girls

• Improving learning outcomes for all children in rural districts

• Shifting community mindsets through participation and ownership

The organisation has also pioneered innovative financing models such as the world’s first Development Impact Bond (DIB) in education, tying funding directly to learning outcomes.

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Safeena has often spoken about the transformative power of education citing stories of girls who once had no aspirations simply because nobody asked them what they wanted to be, and who today, thanks to education, dream of becoming doctors, teachers, or even police officers.

Global Platforms, Indian Roots

Safeena’s vision has found resonance globally. In her TED Talk titled “A Bold Plan to Empower 1.6 Million Out-of-School Girls in India”, she emphasised that girls’ education is the closest thing we have to a silver bullet for solving some of the world’s toughest problems from poverty to health to gender inequality. In 2023, she was also awarded the WISE Prize for Education, cementing her reputation as one of the leading voices in education worldwide.

But even as Educate Girls receives international acclaim, its deepest impact continues to be felt in the dusty lanes of rural Rajasthan and Madhya Pradesh, where every single enrolment represents a victory against entrenched social barriers.

Why This Award Matters

The Ramon Magsaysay Award not only recognises Safeena Husain’s leadership but also places Indian NGOs on the global stage. It sends a powerful message: education is both the foundation of equity and the key to transformation. For India, a country with one of the world’s largest populations of out-of-school girls, this award validates years of struggle, innovation, and community-driven action.

For ScooNews, which first honoured Safeena as a Teacher Warrior in 2018, this moment is both proud and historic. It shows that when educators and changemakers stay rooted in their vision, their work can resonate far beyond borders.

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