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Schools & The Pandemic: Technology & Mindset Shift

This webinar by ScooNews discussed the most pressing issue of today – use of technology in the education sector

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On 1 July 2020, ScooNews hosted a webinar on the topic "Schools and the pandemic: Technology & Mindset Shift,” which was attended by more than 30,000 educationists and parents. The panellists included:

  • Dr Arunabh Singh, Director, Nehru World School (Moderator)
  • Prof. Sugata Mitra, TED Prize Winner, 2013
  • Lissa Chazot, Apple Distinguished Educator
  • Kinner N Sacchdev, CEO, Knorish

Excerpts:

When our audience was asked if they believed that technology in the education sector is here to stay or will the education go back to how it was after the pandemic, 82% said that technology is going to be a permanent part of the education sector now. 

Technology has been an enabler: How to choose between which tools we need and which ones we want

Lissa Chazot

What is interesting to note is that the needs of yesterday are not the needs of today, because as per the estimates, more than 1.5 billion learners were directly impacted due to the lockdown in about 200 countries across the globe. We need to adapt according to the discourse of current times.

We do not just need to substitute books with devices as that will not be the way to instructional and systemic change we are hoping for.

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  1. Vision is really important: To set out the purpose, WHY, that would help the school to make decisions better for the tools to be used.
  2. Opt for transversal and polyvalent tools: So the same tool can be used across different classes and can be aligned to different subject competencies.
  3. Consider students’ situation: It is a huge learning curve for students who are using devices for the first time. While choosing a tool, be considerate of the achievability of the tool, keeping it challenging but doable should be the goal.
  4. Access and accessibility: We must be mindful of those who don't have internet access. Whereas accessibility would be addressing special-needs students so that no one is left behind while embracing any kind of change.
  5. Opt for student-centric and interactive tools: This can further the learning and can create meaningful opportunities for teaching. 

Change in mindset in regards to assessment: Possibility of making learning more meaningful and lifelong

Sugata Mitra

We generally treat assessment as the last step in the learning process, that is something a learner does not know is ‘taught’ to them and to check how much has the information penetrated they are examined, and because of the lockdown this sequence has been disturbed.

The assumption that teaching has to come first, students’ need to be willing to study and to end with examination cannot work in the current scenario. 

I would like to ask, what will happen when I take a few questions from a standard exam and send it to students who are at home, and give them an hour for the answers to be sent back. The general expectation would be that students would look up the answers and send the perfect reply. But, are you extremely sure you would always get back the perfect answer in the given time?

I doubt it. Let us also add another step, before grading the answers, talk to the students individually. This would allow you to check how much the students were able to comprehend the topic.

This is the same method that has been used in PhD for years now. You start with questions neither the student nor the teacher knows the answer to and over the course of time, find the answers together and write a paper. Based on that you are given the degree. Can we bring that method in the schools as well? This could also help with excellent quality assessment outside the school, probably better than inside the school.

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Arunabh Singh

Building on that, I am reminded of what my nephew said a few days back. He suggested if everyone in the family could jump up in the air and see who managed to reach the highest length. It was actually an assignment given to him by his teacher who wanted to teach kids about measurements in this unique manner. By carrying out an activity like this, I believe, any child can learn how to measure, which is phenomenal. 

Learning in the online space: Completion rate is less than 10% of online courses, is it expected to change?

Kinner N Sacchdev

Massively Open Online Courses (MOOC) were designed by universities to teach at a mass level, but in my opinion, it's the wrong lengths to look at it from.

When we ask what is the completion rate of MOOC, we are looking at it as the mirror to an authentic classroom which is not correct.

I agree with what Prof Mitra said, if the learner is ready and interested, he will look at all the formats for the knowledge. We could easily say the UI & UX design of different platforms are getting better now at completion rates. But we should ask for the sake of educators, how do we identify and make sure that there are all kinds of knowledge on all platforms, and is available to the learners?

Higher completion rates would depend upon students who are avid learners and are interested in learning the topic. 

Take my daughter, 3, for example. She loves this particular movie called ‘Ballerina’ and often plays it to practice the dance moves. She’s learning for a film! Now let us go back 20 years when there were no online courses. My daughter would have to wait for the pandemic to end, for me to look for a ballerina class so she could begin to learn. Online platforms bring us these possibilities, without having to wait for every circumstance, to go out of the way to satiate our desire to learn.

Earlier I thought online learning was not something small children can do but she has taught me that if the desire is there to find the answer, put the content in any format in front of people and the completion rates would increase.

Granny Cloud/SOLE Model of teaching: What can be done by educators to continue learning for students?

Sugata Mitra

SOLE aka Self Organised Learning Environment has been here for over a decade now, it has spread in the world and teachers have been using this model to teach, some might have made customised changes, too. But the basic principle is, you ask a question and then you allow a group of students with access to the internet to find a collective answer.

When done in groups, children would love to find the answers as if it is a play, and would not worry about being wrong.

When in rural areas you don't have someone to ask a good question, you can use the Granny Cloud. In Granny Cloud, the experienced educators come in and talk to the children and while doing so, they formulate an interesting question for them.

SOLE is an assessment of a subject that the learner does not know, and sometimes even a teacher might not know. Ask the students the big question, to which no one knows the answer because then the internet won't know, too, and this will be a learning opportunity for the children. It is the upside-down system, examination then learning.

Arunabh Singh

As I listen to Prof Mitra speaking, it resonates with a lot of parenting conversations we are having these days – How do parents engage with their children as learners and how to keep their curiosity and willingness alive.  

Online classes: Revolutionising the pedagogy of the classroom with a blend of technology

Lissa Chazot

Embracing change can be a very lonely process, the challenges can feel very daunting. It will help if we create a community of teachers because we are all in this together. 

Normally, the change would be accompanied by a strategic plan, professional development, etc., but we were thrown in this with little or no experience at all! You don't have to reinvent the wheel, there are resources out there that you can tap into, like the repository resources curated by the United Nations called ‘Supporting The Continuation Of Teaching And Learning During The COVID Pandemic.’

Technology adoption is a journey, where it starts with substitution. Instead of a textbook, you have online material, the board is replaced by screens and instead of physical presence, there is a camera.

And the last step would be to be able to do things that were not possible without technology, like creating an e-book, learning from movies, doing educational radio shows, etc.

What should be remembered is that there is no one benchmark, there could be ideals which we strive to achieve, but everyone is going to be different and will bring in their individuality and address their needs; basically strive for creativity.

Arunabh Singh

One thing is sure that information is plenty and people across the world are ready to share their resources. Everybody wants to have new ideas and could also be looking for ideas that have worked in another context.

The non-existence of offline tutoring: Platform for educators in India to set up their own academy

Kinner N Sacchdev

Online learning is becoming inevitable now! We need to break it down and understand that there is very little difference between online and offline. India that has always been a land of gurus will be a hotbed for creating content for the world. After all, technology has made content creation so easy in the present times.

When you talk about paying for content in India, we are already paying for tons of content, we just need to realise that not all skills require a physical presence. Some of the most valuable ed-tech companies are based in India now. 

We realised that these institutes would really want to build their own websites and platforms and use it for themselves. Being able to make syllabus, online classes, assessments and whatnot, we, at Knorish, wanted to bring the best user experience.

Here are some tips for creating a course and delivering online:

  1. Find your niche and carefully select what you want to teach online. Also, have a learner’s mindset.
  2. Learn your devices and technology: These are getting better every day.
  3. Learn how to get your word out on social media platforms and communicate about your content.

Equity and divide of access: How to weave subjects like music/art into active learning?

Sugata Mitra

Do a search on the topic of incorporating subjects like music and arts into active learning and you will come across people who have written about them, for example, the book I authored called ‘School In The Cloud.’

The right amount of screentime

Sugata Mitra

There is no right and wrong amount of screentime. My grandmother would say the same about books, now it is being said about the devices. It is about the usage of that screentime to learn more.

Kinner N Sacchdev

In every device nowadays, there is a compulsory blue light filter, which has been scientifically found to reduce the strain on the eye.

How to fight Education Ban?

Sugata Mitra

I feel one of the major aspects of this ban could be the fact that not everybody has the accessibility to new-age learning devices or high-speed internet. We need to willingly address this issue. 

Lissa Chazot

There are obviously a lot of reservations regarding technology adoption. For schools, it has been found that for the younger years, a blended approach of online and offline works the best.

Kinner N Sacchdev

I would like to say that we need to curate good content for kids because otherwise, these online shows will carry on. It is inevitable since children are locked in homes. It is better to give them knowledgeable content.

Arunabh Singh

This is clearly a block mindset on the part of the government, it was a hasty decision. There has been a hashtag trending #RightToLearn and I would like to tell all the educators to use this hashtag and get your voices heard.

Missed the webinar? Go to our Facebook page (https://www.facebook.com/scoonews/) and watch it now!

Education

NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools

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NCERT launches the ‘Swadeshi Module’, linking India’s freedom struggle with modern initiatives like Make in India. (Image- Facebook/Sarat Chandra IAS Academy)

The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.

The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.

Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.

According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.

By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.

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Class 11 Student Navya Mrig on a Mission to Bust Myths About Organ Donation

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Navya Mrig is a student of The Ram School, Gurugram, and is creating awareness about organ donation. Image Source: Instagram/Saahas (@saahas_life)

Saahas, a Delhi-based non-profit organisation founded by Class 11 student Navya Mrig of The Ram School, Moulsari, Gurugram, is creating awareness about organ donation and working to counter myths that prevent families from giving timely consent.

Established in 2024, Saahas focuses on every aspect of organ donation, particularly deceased organ donation where family approval must be granted quickly. The organisation highlights that hesitation and misinformation often stop families from making decisions that could save lives.

To address this, Saahas conducts workshops, myth-busting talks, and seminars in schools, resident welfare associations, hospitals, and workplaces. These sessions explain processes such as brain-stem death certification and the role of family consent in simple, clear terms. Each session concludes with practical guidance, ensuring participants leave with both knowledge and actionable steps.

The initiative has also developed resource kits with slide decks, facilitator notes, QR-linked checklists, and referral contacts to make it easier for schools and institutions to host repeatable sessions. Saahas partners with community groups and healthcare institutions to co-host Q&A sessions with clinicians and transplant coordinators, and also honours donor and recipient families through small ceremonies that highlight the impact of organ donation.

At its core, Saahas is designed to bring organ donation discussions into everyday spaces rather than waiting for the urgency of hospital decisions. By focusing on conversations in classrooms, community meetings, and staff rooms, the organisation aims to gradually build a culture where organ donation is better understood and more widely accepted.

Navya’s initiative reflects how young people are increasingly taking up important social causes and contributing to public awareness campaigns with structured, replicable models.

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(News Source- ANI)

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India Loves its Teachers, Just Not Enough to Pay Them: India Today Reports

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India Loves its Teachers, Just Not Enough to Pay Them: India Today Reports

A recent report by India Today has put the spotlight on the deep contradictions in how India treats its teachers. While the profession is revered in public discourse and celebrated in ceremonies, the reality of poor pay, massive vacancies, and crushing workloads threatens the future of quality education in the country.

The report, authored by Megha Chaturvedi, shares the story of a government school teacher in rural Bihar who manages five grades, multiple subjects, administrative duties, and a long commute — all for a monthly pay of just ₹12,000. It is a picture that repeats across India, where respect is high but reward is missing.

Respect vs Pay

According to UDISE+ 2024–25 data, India’s teaching workforce has crossed 1 crore, with women making up 54.2%. Yet, over 1 million teaching posts remain vacant, concentrated in states like Uttar Pradesh (3.2 lakh) and Bihar (2.2 lakh). More than 1 lakh schools still run with just a single teacher, and some rural institutions report zero enrolment.

Teacher salaries are shockingly unequal. Permanent government teachers may earn ₹35,000 to ₹60,000 per month with benefits, but guest or contractual teachers often earn between ₹6,500 and ₹12,500, with delays stretching into months. Even in metro private schools, where parents pay lakhs in annual fees, teachers may take home just 2–10% of that amount.

International comparisons highlight the gap further. India ranks among the top 10 nations for respect towards teachers, yet falls to the bottom when it comes to pay and working conditions.

The Consequences

Low pay and insecure contracts drive talented graduates away from teaching. Those who stay face burnout from handling multiple grades or excessive administrative duties. Morale suffers when salaries are delayed, creating inequality between well-paid urban private school teachers and struggling rural counterparts. The result is a two-tiered system where students’ learning is directly compromised.

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Policy Moves

Some states have taken steps. Karnataka recently raised guest teacher pay to ₹12,000–₹12,500, though teachers demand at least ₹30,000. Bihar and West Bengal have launched recruitment drives to fill thousands of vacancies. But reforms remain piecemeal. The India Today report makes it clear that modest hikes are not enough to match workload or cost of living, and insecurity continues to define contractual positions.

What Needs to Change

India may call its teachers “gurus” but without dignified salaries, stability, and recognition, the profession risks becoming even less attractive to young graduates. For education to thrive, teaching must be seen as a rewarding and respected career. ScooNews has been consistently working to spotlight teacher voices and celebrate educators who innovate against the odds. Yet change cannot come from media or policy alone. We need educators themselves to step up and demand better, and institutions to stop treating education as a business rather than a public service.

A practical way forward would include setting a national minimum pay scale of at least ₹30,000 per month for all full-time teachers, clearing the backlog of 1 million vacancies within the next three years, and ensuring strict timelines for salary disbursement. Governments and boards must invest at least 6% of GDP into education as repeatedly recommended, with a clear allocation for teacher training, well-being, and incentives. Schools must commit a fixed percentage of fee revenue directly to teacher salaries, while also offering pathways for career growth through research, leadership roles, and international exposure.

Teaching is perhaps the most undervalued profession in the nation today. If India is to build a future-ready generation, it must invest in its teachers with the same seriousness it reserves for infrastructure or defence. Respect in words is not enough. Teachers must be valued in pay, dignity, and opportunity.

You can read the full report here.

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NCERT to Grant Equivalence to Class 10 and 12 Certificates Across Boards for Admissions and Jobs

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NCERT will now grant equivalence to Class 10 and 12 certificates across Indian School Boards for higher education admissions and government jobs, replacing AIU’s earlier role.

The Government of India has entrusted the National Council of Educational Research and Training (NCERT) with the responsibility of granting equivalence to Secondary (Class 10) and Senior Secondary (Class 12) certificates issued by different School Education Boards in the country. This equivalence will apply for admissions to higher education institutions and eligibility for employment under the Central and State Governments as well as Union Territories.

The notification, published in the e-Gazette on 6 September 2025 by the Department of School Education and Literacy, Ministry of Education, supersedes the earlier order of 15 November 2021 which had assigned this responsibility to the Association of Indian Universities (AIU).

Under the new arrangement, NCERT will discharge this responsibility through its National Assessment Centre, Performance Assessment, Review and Analysis of Knowledge for Holistic Development (PARAKH). Established under the provisions of the National Education Policy (NEP) 2020, PARAKH has been tasked with creating a robust, academically rigorous framework for determining equivalence while upholding the highest educational standards.

The system will apply to all recognised Indian School Boards established by an Act of Parliament or State legislature, by executive orders of the Central or State Governments, or by statutory bodies with the mandate to run school education. By placing the responsibility with NCERT, the government aims to streamline equivalence and reduce complications for students moving between boards.

The notification further clarifies that once NCERT grants equivalence, it will automatically be considered as inter-se parity among all recognised boards in India. This will smoothen student mobility across boards, ensuring that certificates are universally recognised for both academic progression and employment opportunities at the national level.

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Government Plans to Introduce Skill-Based Learning in Class 11 and 12 Curriculum

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The Government plans to introduce skill-based learning in Class 11 and 12 as part of NEP 2020, Union Education Minister Dharmendra Pradhan announced.

The Government is working on incorporating skill-based learning into the curriculum of Classes 11 and 12, in line with the recommendations of the National Education Policy (NEP) 2020. Union Education Minister Dharmendra Pradhan announced the move during the Dakshinapatha Summit 2025 held at the Indian Institute of Technology, Madras.

Pradhan emphasised that India’s education system needs a paradigm shift, moving beyond degree and certificate-oriented models to competency-based approaches. “We are on the job to introduce skill-based curriculum of Class 11 and 12,” he said, underlining the importance of preparing students for a rapidly evolving world of work.

According to the Minister, one of the central recommendations of the NEP 2020 is skill-based education. While previously optional, skilling will now become a formal part of schooling, starting as early as Class 6. The new curriculum will integrate areas such as computer coding, drone technology, and artificial intelligence, alongside conventional subjects like mathematics and languages. “Now, we are planning to introduce skilling also. It is a new era. We have to train our youngsters and align them with the new curriculum structure,” Pradhan explained.

The Minister highlighted examples of innovation emerging from IIT Madras, including student-led startups. He thanked IIT-M Director Kamakoti and his team for promoting and facilitating young talent. He also noted how the NEP has enabled students excelling in fields such as sports and music to access IIT programmes, which were previously out of reach.

Pradhan reiterated that languages play a crucial role in communication, adding that knowledge of multiple languages, including Tamil, reflects India’s cultural and intellectual vibrancy. On the same occasion, he interacted with students from Tamil Nadu government schools who had joined IIT Madras through the ‘IITM for All’ initiative, particularly its four-year online BS Data Science programme.

With over 1.75 lakh startups in India, Pradhan noted that the education system must support a shift from job-seeking to job-creating. He described the NEP 2020 as a philosophical document guiding the country towards the vision of Viksit Bharat by 2047.

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Source: PTI

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Maharashtra Education Department Plans Students’ Tour to NASA

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Maharashtra’s education department proposes sending 51 science project finalists to NASA annually, alongside visits to ISRO and science centres.

The Maharashtra state education department has announced an ambitious plan to send 51 finalists of its school-level science project competitions on an educational tour to the National Aeronautics and Space Administration (NASA) every year. The initiative, however, still awaits final approval despite having been cleared in principle by Chief Minister Devendra Fadnavis earlier this year.

Minister of State for School Education Pankaj Bhoyar explained that the move is designed to recognise the efforts of students beyond prize-winning entries. “The state education department organises science project competitions at various levels. While we extend prizes to the best projects, the efforts taken by students who do not win prizes should also be given their due recognition. Therefore, the plan to honour their efforts was formulated,” he said.

According to the proposal, students with the top 21 projects from the tehsil-level competition will be taken to visit a science centre at the division level. Winners of the top 51 projects at the district level will be taken to the Indian Space Research Organisation (ISRO) headquarters in Bengaluru. The final 51 students selected at the state-level competition will be taken on a study tour to NASA. The programme has been named the Chief Minister Vidyarthi Vigyan Vari.

Officials within the department have confirmed that the proposal requires an annual budget of around Rs 3 crore for the NASA trip. While the costs for tehsil and district-level visits will be met through District Planning and Development Council (DPDC) funds, the NASA tour requires state-level approval. “We hope to get clearance soon,” an official said.

The initiative aims to encourage students to pursue scientific research beyond one-off projects and to inspire them through exposure to advanced scientific institutions. “The aim is to encourage students not to stop at one science project but to push them further into the world of scientific research,” Bhoyar said.

In a related move, the state government has recently increased the prize money for the winner of the state-level science project competition from Rs 5,000 to Rs 51,000, underlining its commitment to promoting innovation among young learners.

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Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students

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Ministry of Education launches Viksit Bharat Buildathon 2025 to foster innovation among school students with nationwide participation and synchronized events.

The Ministry of Education today launched the Viksit Bharat Buildathon 2025, a nationwide innovation movement aimed at engaging school students across India. Organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission, NITI Aayog, and AICTE, the initiative was formally unveiled with the release of its jingle and logo.

The event was attended by Secretary, Department of School Education & Literacy, Sanjay Kumar; Principal Director General, Press Information Bureau, Dhirendra Ojha; Chairman, AICTE, Prof. T. G. Sitharam; Vice Chairman, AICTE, Abhay Jere; Mission Director, AIM, NITI Aayog, Deepak Bagla; Additional Secretary, DoSEL, Dhiraj Sahu; along with senior officials of the Ministry, Kendriya Vidyalaya Sangathan, and Navodaya Vidyalaya Samiti.

Speaking on the occasion, the Education Minister said that the Viksit Bharat Buildathon, the largest-ever school hackathon, would further strengthen grassroots innovation by encouraging students to ideate and develop products around four themes: Vocal for Local, Atmanirbhar Bharat, Swadeshi, and Samriddhi. The initiative is expected to celebrate student-led innovations, drive a new wave of creativity in schools, and position the younger generation as key contributors to a self-reliant and developed India.

Sanjay Kumar, Secretary, DoSEL, presented a detailed overview of the Buildathon, outlining its potential to nurture innovation at scale across the country.

The Viksit Bharat Buildathon 2025 aims to inspire creative thinking for national development, foster self-reliance and sustainable growth, engage schools in synchronized innovation, and showcase India’s innovation capabilities globally. The event also aspires to set a potential world record while celebrating young problem-solvers at both national and international platforms. The initiative builds on the success of the School Innovation Marathon 2024, which resulted in programmes such as the Student Innovator Programme (SIP) and the Student Entrepreneurship Programme (SEP), along with patents and startups emerging from Atal Tinkering Labs.

The journey of the Buildathon begins today, September 23, with registrations open until October 6 on the Viksit Bharat Buildathon portal (https://vbb.mic.gov.in/). Schools will then undergo a preparation period from October 6 to October 13, during which teachers will guide student teams through the portal process. Students will subsequently submit their ideas and prototypes online. The highlight of the initiative, the Live Synchronized Innovation Event, will be held on October 13. Final entries will be accepted until October 31, followed by a two-month evaluation period from November 1 to December 31. The results and felicitation of the top 1,000 winners will be announced in January 2026.

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A video on the Viksit Bharat Buildathon 2025 was screened during the launch, showcasing its themes and objectives.

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What Nepal’s Gen Z Protests Teach Us About Education, Civic Sense, and Media Literacy

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The Gen-Z protest in Nepal is against the misgovernance and corruption (Image Source- India Today)

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.

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UK and US Tighten Student Visas: What Indian Schools and Students Must Know

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As the UK and US impose stricter student visa rules, Namita Mehta, President of The Red Pen, weighs in on alternatives, sharing her opinion on planning and how schools can guide families. (Image- Pexels/Ekaterina Belinskaya)

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.

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Kidspreneurship Appoints Kushark Jaiswal as Chief Global Officer to Drive International Expansion

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Kidspreneurship appoints Kushark Jaiswal as Chief Global Officer to lead international expansion, aiming to impact over one million learners worldwide by 2030.

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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