Creating a nation of sports champions requires a fundamental shift in how India balances education and athletics. Former Indian football team captain Bhaichung Bhutia and Olympic gold medallist Neeraj Chopra have called for a more sports-integrated education system to nurture talent and elevate India’s global athletic standing.

Speaking at the Viksit Bharat Young Leaders Dialogue, Bhutia emphasised the urgent need for collaboration between the Ministry of Education and the Ministry of Youth Affairs and Sports. “Every child is trained to become a doctor or an engineer, but we need a more sports-friendly curriculum. Only then will India produce world champions,” Bhutia said. He suggested making sports a major subject in schools to build an ecosystem that values athletic achievement alongside academics.

Echoing similar sentiments, Neeraj Chopra highlighted the success of student-athletes in the United States, where schools and universities play a critical role in producing Olympic-level athletes. “If schools and universities in India adopt a similar approach, we will see a big rise in sports,” Chopra told Lallantop. He stressed that with proper management, balancing sports and education is achievable, citing American athletes as examples.

Both athletes pointed to the need for systemic changes in policy and mindset. Bhutia called for sports and education ministries to collaborate closely, while Chopra advocated for schools and universities to integrate competitive sports programs.

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The calls from Bhutia and Chopra align with India’s growing focus on youth development under initiatives like the Viksit Bharat Young Leaders Dialogue. For India to become a sporting powerhouse, the nation must prioritise infrastructure, policy reforms, and a cultural shift that places equal importance on athletic and academic excellence.

Sunbeam School Sarnath has marked a year of significant achievements, reflecting its commitment to innovation, talent, and holistic development. Among its accomplishments, the school secured 1st place in the Disaster Management category at the CBSE Regional Science Exhibition 2024, held at DPS Gomtinagar, Lucknow. This win has qualified its students for the National Finals, showcasing their capability to address real-world issues through science.

The school also hosted the district-level National School Band Competition 2024, where over 13 teams participated. Sunbeam School Sarnath’s Brass Band emerged victorious, earning first place and advancing to the National Finals. The event highlighted the dedication and teamwork of young performers.

In sports, the school’s U-11 Aerobics Team won a gold medal at the Inter School Gymnastics Aerobics Competition, held at Panini Kanya Mahavidyalay and organised by the Varanasi District Gymnastics Association.

Additionally, the school was honoured with the Institution of Happiness Award at the Institution of Happiness Conclave in Bangalore. This achievement was backed by the school’s emphasis on mental well-being and fostering an inclusive educational environment that prioritises emotional health alongside academic growth.

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Union Minister for Education, Shri Dharmendra Pradhan, launched the draft UGC (Minimum Qualifications for Appointment & Promotion of Teachers and Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) Regulations, 2025, in New Delhi. The event also saw the inauguration of ‘Pushpagiri’, the new auditorium of the University Grants Commission (UGC), honouring the intellectual heritage of Odisha.

Addressing the audience, Shri Dharmendra Pradhan highlighted how the proposed reforms align with the National Education Policy (NEP) 2020, aiming to foster innovation, inclusivity, and flexibility in higher education. He praised the UGC team for their efforts and expressed optimism that these guidelines will empower academic staff, strengthen educational standards, and pave the way for Viksit Bharat 2047 through quality education and research.

The draft regulations have been made available for public feedback, with stakeholders invited to share their suggestions before the final version is published. Shri Pradhan underlined the transformative potential of these guidelines in shaping India’s education system, promoting holistic learning, and driving the country towards excellence in research and academia.

Key Highlights of the Draft Regulations 2025

1. Flexibility in Qualifications: Candidates with NET/SET qualifications can pursue teaching careers in subjects differing from their previous degrees, with PhD specialisation prioritised.
2. Promoting Indian Languages: Encourages academic publications and degree programmes in Indian languages.
3. Holistic Evaluation: Eliminates score-based shortlisting, focusing on broader qualifications, including “Notable Contributions.”
4. Inclusivity: Creates pathways for experts in arts, sports, and traditional disciplines, and welcomes accomplished sportspersons, including those with disabilities, into academia.
5. Enhanced Governance: Revises Vice-Chancellor selection processes with expanded eligibility and transparency.
6. Simplified Promotions: Streamlines promotion criteria, emphasising teaching, research, and academic contributions.
7. Professional Development: Encourages faculty development programs for continuous skill enhancement.
8. Transparent Processes: Ensures accountability in recruitment, promotions, and grievance redressal.

A Potential Game-Changer

If implemented effectively, the Draft UGC Regulations 2025 could significantly transform higher education in India. By fostering inclusivity, encouraging multilingualism, and prioritising holistic evaluation, these reforms align with global standards. Enhanced transparency and opportunities for professional development can uplift the teaching community, creating a vibrant ecosystem of learning and innovation. The focus on Indian languages and traditional disciplines could bridge the gap between modern education and cultural heritage, setting a benchmark for academic excellence worldwide.

The draft guidelines can be accessed for review and feedback on the UGC website.

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“India will grow only if India reads.” But is India truly reading? Recent statistics reveal a sobering reality: over the past two years, 1.72 crore children have dropped out of school. The Unified District Information System for Education (UDISE+) 2023-24 report highlights a worrying decline in school enrolments, dropping from 26.5 crore in 2021-22 to 24.8 crore in 2023-24. This marks the first major fall in six years, raising critical concerns about the robustness of India’s education system.

Inspired by a video report by The Quint, highlighting key insights into India’s education challenges.

A Declining Trend Across States

States like Bihar, Uttar Pradesh, and Maharashtra have witnessed significant drops in enrolments, with Bihar alone seeing a decline of 35.65 lakh students. At the primary level, enrolments have fallen by 46 lakh in the last year, while secondary-level dropout rates remain alarmingly high. Despite the National Education Policy (NEP) 2020’s ambitious vision of universal access and equity, the stark reality indicates otherwise.

The Gross Enrolment Ratio (GER), which measures the proportion of students enrolled in a particular level of education against the age-appropriate population, has seen minor dips at most levels. While retention rates are higher at the elementary level, the secondary level remains a challenge, with dropout rates spiking significantly.

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Reasons for the Decline

UDISE+ attributes the decline to several factors:

1. Improved Data Collection: Earlier, children were often dual-enrolled in government and private schools to access benefits. Aadhaar-linked verification has curtailed this practice, reflecting more accurate enrolment figures.
2. Reverse Migration: The COVID-19 pandemic saw families moving back to villages, enrolling their children in government schools. As migration reverses, many students are returning to private schools.

However, these reasons fail to explain why the overall enrolment rate has not stabilised or increased. This raises questions about the authenticity of data in previous years and the systemic gaps in ensuring universal education.

Infrastructure and Teacher Shortages

India’s education system faces significant infrastructural and human resource challenges.

Over 110,000 schools operate with only one teacher, making effective learning nearly impossible.

States like Bihar and Uttar Pradesh report dismal teacher-student ratios, with thousands of teaching positions lying vacant. In Assam, Odisha, and Karnataka, underutilised infrastructure due to low student-to-school ratios further underscores the inefficiency in resource allocation. While digital initiatives have gained traction, only 7% of schools across the country have digital libraries, and fewer have functional computers for educational use. These gaps highlight the urgent need for equitable distribution of resources and investments.

Vision 2025: A Lofty Goal

The NEP 2020 outlines a transformative roadmap for education by 2025, focusing on universal access, quality improvement, and innovation. It aims to:

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• Achieve a 100% Gross Enrolment Ratio in school education.
• Integrate vocational education into mainstream curricula.
• Promote multilingualism and mother-tongue instruction in early grades.
• Strengthen teacher training and professional development.

While the vision is commendable, the ground realities paint a different picture. Without addressing foundational challenges such as teacher shortages, inadequate infrastructure, and socio-economic disparities, these goals may remain aspirational rather than achievable.

The Path Forward

To realise its Vision 2025 and the broader aspiration of becoming a global superpower by 2047, India must prioritise education as a critical driver of progress. Key measures include:

1. Investing in Teachers: Teachers are the backbone of any education system. Comprehensive training, better salaries, and improved working conditions are essential to attract and retain talent.
2. Bridging the Infrastructure Gap: Adequate infrastructure, including classrooms, laboratories, and digital resources, must be a priority. States with underutilised resources should focus on optimising their infrastructure to ensure equitable access.
3. Addressing Dropout Rates: Targeted interventions, such as scholarships, counselling, and after-school support, can help retain students, particularly at the secondary level.
4. Fostering Public-Private Partnerships: Collaborations between the government, private sector, and non-profits can enhance resource allocation, innovation, and accountability.
5. Focusing on Data Transparency: Reliable data is critical for effective policymaking. Strengthening systems like UDISE+ to ensure accurate and timely reporting can help identify gaps and track progress.

A Nation’s Future Hinges on Education

As India marches towards its centenary of independence in 2047, its aspirations of becoming a superpower are intrinsically linked to the quality of education it provides. A nation’s strength lies in its people, and education is the cornerstone of human capital development. Bridging the divide between vision and reality requires collective effort, strong political will, and unwavering commitment from all stakeholders.

Language evolves at a rapid pace, and the younger generation—Gen Z and the emerging Gen Alpha—are taking it to new heights. Social media platforms like TikTok and Instagram have become hotbeds for linguistic innovation, where abbreviations, slang, and newly minted words emerge faster than ever before. Words like “brb,” “slay,” “sus,” and even Oxford’s Word of the Year 2024, “brain rot,” are part of their everyday vocabulary. But amidst this linguistic whirlwind, one question arises: Are teachers catching up?

A Gap in Communication

Imagine a classroom where a student says, “brb! Wanna use the washroom,” and the teacher pauses, unsure of the abbreviation. Such scenarios highlight a communication gap. Research consistently shows that effective communication between students and teachers fosters trust, engagement, and better learning outcomes. According to a 2022 study by Education Week, students who feel understood by their teachers are 45% more likely to excel academically and 30% less likely to skip classes.

However, understanding Gen Z’s and Gen Alpha’s linguistic trends isn’t just about learning a dictionary of slang—it’s about bridging a generational divide and fostering mutual respect.

Tackling the Language Gap

1. Training Teachers on Evolving Language
   One way to address the gap is to provide teachers with targeted training sessions that focus on the language trends of younger generations. These sessions could include decoding popular abbreviations, slang, and even cultural references that dominate social media. This approach can help teachers stay relevant and avoid miscommunication. However, with mounting academic and emotional responsibilities, many educators might find such training an added burden.
2. Building Relationships Through Interaction
   A more organic solution lies in fostering better teacher-student relationships. By engaging in informal conversations with students, teachers can learn their language naturally. This approach not only helps teachers understand evolving slang but also humanises them in the eyes of their students, fostering trust and relatability. Interacting with students on their terms creates a classroom culture of mutual respect and understanding.

The Role of Language in Education

Language is more than just a tool for communication—it shapes relationships and builds cultural bridges. The words of the year like “manifest” and “brat” represent not only linguistic trends but also cultural shifts towards empowerment, individuality, and self-expression. Teachers who understand this language can better connect with their students, appreciating the unique values and pressures they face.

The Words of the Year 2024—‘brain rot’, ‘manifest’, ‘brat’, and ‘demure’—offer educators a glimpse into the psyche of today’s youth.

For example, ‘brain rot’ reflects Gen Z’s awareness of digital overconsumption, while ‘manifest’ underscores their optimism and drive for self-improvement. A teacher who grasps these nuances can integrate them into lessons and discussions, creating a more engaging learning experience.

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Ultimately, understanding the language of younger generations is a two-way street. While teachers can make an effort to decode Gen Z and Gen Alpha slang, students too can adapt to bridge the gap. The key lies in fostering dialogue and mutual respect, ensuring that language differences become a point of connection rather than a barrier.

As language continues to evolve at a breakneck pace, the classroom must remain a space where both students and teachers feel heard and understood. By embracing change and prioritising communication, education can keep up with the times while maintaining its core values.

The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.

The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.

Key Details of the Plan

According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.

For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.

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Implementation Framework

The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.

Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.

By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.

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The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.

A Groundbreaking Theme: Financial Literacy Through Folk Tales

The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.

Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.

Festival Highlights

The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:

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1. Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
2. Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
3. Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
4. Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
5. Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
6. Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.

Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.

National Reach and Global Aspirations

The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.

The Legacy of JHF

Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.

With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.

Looking Ahead

As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.

This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.

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As political changes loom over the US education system, particularly with President-elect Donald Trump’s proposed dismantling of the Department of Education, questions arise about the ripple effects such reforms could have on global education, including in India and other parts of Asia. Historically, American education policies and practices have served as benchmarks for many countries, influencing curriculums, teaching methodologies, and educational reforms. This article explores how these proposed changes might shape the future of education worldwide.

Historical Impact of American Educational Practices

The influence of the United States on global education is well-documented. For instance, in the mid-20th century, the US pushed for science and mathematics education reforms after the Soviet Union launched Sputnik. This emphasis on STEM (Science, Technology, Engineering, and Mathematics) was mirrored in several nations, including India, which began integrating more technical education in schools. Similarly, the US-led push for standardised testing during the No Child Left Behind era inspired similar measures in Asia, where countries like China and India adopted rigorous assessment frameworks.

The idea of universal education access and inclusivity, championed in the US, has also resonated globally. The implementation of the Individuals with Disabilities Education Act (IDEA) in 1975 influenced India’s Rights of Persons with Disabilities Act, 2016, and similar policies across Asia. Therefore, if the US dismantles its Department of Education, transferring responsibilities to states, the resulting decentralised model may have implications for nations seeking inspiration from American education.

Comparing Trump’s Proposals with NEP 2020

Trump’s Agenda47 proposes greater parental control, cutting funding for initiatives deemed ideologically inappropriate, and emphasising local governance of education. While these ideas are specific to American politics, some parallels can be drawn with India’s National Education Policy (NEP) 2020.

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NEP 2020 focuses on empowering schools and teachers to create tailored curriculums that meet local needs. Like Trump’s proposal to return control to states, NEP advocates for decentralisation, urging state boards and local authorities to implement flexible frameworks. However, the alignment ends here. NEP promotes inclusivity and modernisation, championing universal access to quality education and focusing on critical areas such as digital learning, skills-based education, and early childhood care.

In contrast, Trump’s proposals seem to focus more on limiting federal oversight and reducing regulations, which could result in inequitable access to resources—a stark difference from NEP’s vision of equity and inclusion. If the US adopts a more state-driven approach, India and other nations might evaluate its outcomes, particularly in balancing local autonomy with national educational standards.

A Roadmap for Global Education

The future of global education hinges on addressing universal challenges, including accessibility, inclusivity, and adaptability. Nations worldwide, including the US and India, are grappling with how best to integrate technology, emphasise STEM education, and prepare students for a rapidly evolving workforce.

A decentralised system, as envisioned by Trump, may encourage innovation and localised solutions but risks widening disparities. Conversely, global education roadmaps like UNESCO’s Sustainable Development Goals (SDG 4) advocate for inclusive, equitable, and quality education as a shared responsibility. In this regard, NEP 2020 aligns more closely with global goals than Trump’s vision, which focuses on reducing federal intervention.

If the US moves forward with dismantling the Department of Education, it will be crucial to observe whether this decentralisation fosters innovation or exacerbates inequalities. For countries like India, which are already navigating local governance in education, the American experience could serve as both a cautionary tale and a potential source of inspiration.

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Hence, the relationship between American education policy and global education is undeniable. As the US contemplates radical changes, the impact on its own students and the broader world remains uncertain. For countries like India, which have often looked to the US as an educational blueprint, these developments offer lessons in balancing local autonomy with equitable access to quality education.

This unfolding story raises essential questions about the shared vision for education in 2025 and beyond. The world will be watching to see whether the US remains a pioneer or takes a step back from its global leadership in education.

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In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.

The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.

Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”

The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.

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As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.

ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.

This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.

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