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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.

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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.

  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.

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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.

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

PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education

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Union Education Minister Dharmendra Pradhan addressing the concluding session of the PadhAI Conclave in New Delhi.

Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.

In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.

The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”

He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.

The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.

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Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.

The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.

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University of Liverpool to Open First International Campus in Bengaluru by 2026

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University of Liverpool introduces its new campus in the city of Bengaluru | Image- www.liverpool.ac.uk

In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.

This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.

Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.

Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.

In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.

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Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul

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Delhi University’s syllabus changes spark backlash over academic freedom by the faculty

Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.

Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.

Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.

At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.

Why These Topics Were in the Curriculum in the First Place

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Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.

Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.

What Could Have Been Done Differently

If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.

A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”

The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.

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And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.

Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.

New Programmes and Policy Decisions

Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.

A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.

As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.

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CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years

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CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years

In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.

In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.

While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.

The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.

To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.

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NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.

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Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free

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Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free

In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.

The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.

The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.

To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:

  • Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.

  • Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.

Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.

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The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.

To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/

As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.

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Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature

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Banu Mushtaq (right) with translator Deepa Bhasthi, winners of the 2025 International Booker Prize

When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.

Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.

And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.

The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.

For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.

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Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.

This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.

Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.

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Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms

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Kerala General Education Minister V Sivankutty (Image Source- minister-education.kerala.gov.in)

Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.

The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.

The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.

In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.

These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.

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Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.

Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.

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Mizoram Declared First Fully Literate State in India

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Mizoram Declared First Fully Literate State in India | Image Source- PIB

Mizoram has officially been declared India’s first fully literate state, marking a significant milestone in the country’s journey towards inclusive education. The announcement was made by Mizoram Chief Minister Lalduhoma on 20 May 2025, during a ceremony held at Mizoram University in Aizawl.

The declaration follows the successful implementation of the ULLAS – Nav Bharat Saaksharta Karyakram (New India Literacy Programme), a centrally sponsored scheme focused on adult education for those aged 15 years and above. Aligned with the National Education Policy 2020, the programme covers five areas: foundational literacy and numeracy, basic education, critical life skills, vocational skills, and continuing education.

According to the 2011 Census, Mizoram had already achieved a high literacy rate of 91.33%, placing it third in the country. To bridge the remaining gap, a door-to-door survey conducted by Cluster Resource Centre Coordinators (CRCCs) in August–September 2023 identified 3,026 non-literate individuals. Of these, 1,692 actively engaged in learning activities. This progress helped the state surpass the 95% literacy threshold required to be considered fully literate, as per the Ministry of Education’s criteria. The 2023–24 PFLS survey further confirmed Mizoram’s literacy rate at 98.20%.

This achievement was made possible through the efforts of 292 volunteer teachers, including students, educators, and CRCCs, who supported learners at the grassroots level. Their contribution, driven by community spirit and a strong sense of duty, was instrumental in reaching every corner of the state.

The event was attended by Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship and Minister of State for Education; Vanlalthlana, Mizoram’s Minister of School, Higher and Technical Education; Chief Secretary Khilli Ram Meena; and Special Secretary David Lalthantluanga, among other dignitaries and students.

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Mizoram’s accomplishment offers a model for other states aiming to eliminate adult illiteracy. Nationally, the ULLAS scheme has seen more than 2.37 crore learners and over 40.84 lakh volunteer teachers registered through the mobile app. Earlier, on 24 June 2024, Ladakh became the first administrative unit in India to declare full literacy.

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Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8

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Students explore real-world skills like farming, carpentry, and cooking under Delhi’s new ‘Kaushal Bodh’ pre-vocational education programme.

Starting from the academic year 2025–26, government schools in Delhi will introduce a pre-vocational education programme titled Kaushal Bodh for students of Classes 6 to 8. The initiative, aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023, aims to equip students with essential life skills and vocational awareness from an early age.

According to a circular issued by the Vocational Education Branch of the Directorate of Education (DoE), the programme will be rolled out in phases—beginning with Class 6 in the first year, followed by Classes 7 and 8 in subsequent academic sessions. Kaushal Bodh has been conceived as a distinct subject that places equal emphasis on hands-on learning and real-world applicability.

The curriculum is designed around three core domains: Work with Life Forms, Work with Machines and Materials, and Work in Human Services. Students will complete three practical projects annually—one from each domain—engaging in activities such as organic farming, pottery, carpentry, millet-based cooking, embroidery, and basic electrical tasks.

Each student will dedicate 110 hours per academic year to this programme. Assessments will be conducted using a mix of written tests, oral presentations, activity logs, portfolios, and teacher observations. These will focus not only on the mastery of practical skills but also on critical thinking, collaboration, and problem-solving.

The circular also outlined the responsibilities of school leadership and teachers in ensuring the success of this initiative. Heads of schools are tasked with overseeing the implementation of the programme and supporting teacher training. Regular subject teachers will guide students through vocational tasks and help integrate skill development into everyday learning.

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To further enhance student engagement, the Directorate of Education will also host Kaushal Melas—school-level exhibitions showcasing student work, fostering cross-learning, and encouraging community participation.

By making vocational education a structured and integral part of middle school learning, Kaushal Bodh seeks to bridge the gap between academic knowledge and practical life skills. The initiative not only reflects a shift towards holistic, application-based learning but also responds to growing calls for early exposure to career-oriented competencies within the school system.

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Education

CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools

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CBSE's 'Sugar Boards' aim to educate students about healthy choices, fighting the rising tide of sugar-related health issues in schools

In an effort to combat rising sugar consumption among students, the Central Board of Secondary Education (CBSE) has directed all affiliated schools to establish “Sugar Boards”—a dedicated awareness initiative designed to monitor and educate students about the dangers of excessive sugar intake. This decision follows a sharp increase in Type 2 diabetes among children, a condition once primarily seen in adults, but now a growing concern in school-aged populations.

Why Sugar is Becoming a Silent Crisis

The CBSE has observed a troubling rise in Type 2 diabetes among students over the past decade. Health experts attribute this trend to the easy availability of sugary snacks, soft drinks, and processed foods within school environments. Studies indicate that sugar constitutes 13% of daily calorie intake for children aged 4 to 10 years and 15% for those aged 11 to 18 years—far exceeding the World Health Organization’s (WHO) recommended limit of 5%.

These Sugar Boards, mandated by CBSE, will serve as educational displays within schools, informing students about the risks of excessive sugar consumption. They will display critical information, such as:

  • Recommended daily sugar intake

  • Sugar content in commonly consumed foods (sweets, sodas, chocolates)

  • Health risks associated with high sugar intake, including obesity, diabetes, and dental problems

  • Healthier dietary alternatives

The directive also encourages schools to conduct awareness seminars and workshops, helping students make informed food choices. Schools are required to submit reports and photographs of their Sugar Boards by July 15.

The Real Enemy is Advertising

But while the CBSE is focusing on sugar consumption within schools, global research highlights a much larger problem—junk food advertising. As reported by The South First in a recent story, a study presented at the 2024 European Congress on Obesity in Malaga found that even five minutes of exposure to junk food advertisements could cause children to consume an extra 130 kilocalories per day. Professor Emma Boyland from the University of Liverpool explained, “Our results show that unhealthy food marketing leads to sustained increases in caloric intake among young people—enough to promote weight gain over time.”

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This research highlights that children’s sugar consumption is not just influenced by what they eat in school but also by what they see on their screens. Junk food marketing—whether through TV, online ads, or even brand-only advertisements—significantly impacts children’s eating habits.

Nithin Kamath, Founder & CEO of Zerodha & Rainmatter Foundation, and a popular LinkedIn thought leader, recently highlighted the Sugar Boards initiative on social media, thanking Food Pharmer (Revant Himatsingka) for contributing to this change with his content.

Revant Himatsingka, popularly known as Food Pharmer, has been a vocal advocate for healthier eating habits among children. His digital content, which breaks down the sugar content of everyday foods—from malted drinks to packaged juices—has gained widespread attention and spurred conversations on healthy eating among parents, schools, and policymakers.

Kamath’s post acknowledged that while the CBSE’s initiative is a step in the right direction, true change requires parental awareness and action. “Now to figure out how to get parents to care about it. How to reduce sodas, coffee/tea (majority of it is mostly sugar), malted drinks, chocolates, sweets, etc.,” he wrote.

Will ‘Sugar Boards’ Be Enough?

While the Sugar Boards are a commendable initiative, many may argue that they are only part of the solution. Schools can monitor students’ sugar intake on campus, but the problem extends beyond the school gates. Children are exposed to junk food advertising on social media, in video games, and even through influencer endorsements.

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Professor Boyland’s research shows that even brand-only food ads—advertisements that showcase brand logos without directly promoting food—can significantly increase children’s calorie intake. This means that without stricter advertising regulations, schools may find it difficult to counter the impact of sugar marketing.

CBSE’s Sugar Boards are a commendable initiative, but their success will depend on consistent awareness efforts, parental involvement, and broader policy changes. Experts recommend a multi-pronged approach:

  1. Stricter regulations on junk food marketing aimed at children

  2. Mandatory nutrition education as part of the curriculum

  3. Collaboration with parents to reduce sugary foods at home

  4. Regular health check-ups and BMI monitoring in schools

With diabetes and obesity on the rise among young Indians, addressing the sugar crisis is no longer just a dietary choice—it is a public health necessity.

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