Education
Science and technology were the transformative forces of the past century, today it needs to be coupled with Art + Design
Science and technology were the transformative forces of the past century, today it needs to be coupled with Art + Design to bring transformation in society, in our learners, and in our education system.
“Creativity is that marvelous capacity to grasp mutually distinct realities and draw a spark from their juxtaposition.” – Max Ernst
Art and Science twain are considered to be polar opposites which shall never meet. Students, universities, corporates — all of them have considered both as separate entities. Increasingly people started believing that this is not good enough to prepare future workforce in this volatile environment and data drenched world. One of the first people to realize this was Georgette Yakman, considered to be an architect behind STEAM. But before understanding STEAM, it is important to understand STEM.
What is STEM?
Curriculum integration based on Science, Technology, Engineering, and Mathematics (STEM) was initiated in US in the year 1998. Instead of teaching students four disciplines separately it was decided to package them together to develop a holistic approach amongst the students. Blended learning environment, and how scientific methods can be applied makes STEM education different from traditional learning. Techno innovation is widely accepted as a bright career choice today and it will also shape our future. But STEM education does not yield the mental agility that comes from an intuitive, initiator, and innovative problem solver and that courage lies in understanding art and design at length.
What is STEAM?
Science and technology were the transformative forces of the past century, today it needs to be coupled with Art + Design to bring transformation in society, in our learners, and in our education system.
The modern approach to learning and catering to meet the new education needs of the 21st century was initiated and called STEAM which integrates subjects like Science, Technology, Engineering, The Arts, and Mathematics to draw points to cater to students dialogues, inquiry, and critical thinking ability. The end result of STEAM education is, it makes students calculated risk takers, constantly engage them in experiential learning, develop a creative and collaborative approach and engage in problem solving. It makes them truly educated, innovators, and learners of 21st century.
STEAM concept was formalized by Georgetter Yakman in 2006 but it did not gain much attention. The Barack Obama administration in 2009 promoted in US the ‘Educate to Innovate’campaign which inspired and motivated students, educators, industries, and policymakers.
STEM to STEAM is an initiative advocated by Rhode Island School of Design (RISD) and it was globally adopted by education institutes, individuals, and corporates. It is simply said to be a way to teach things related to each other which is considered to be more engaging and fun than traditional learning. Someone has rightly said, we learn how to organize with Maths, by using technology we research as historians so that we are able to comprehend, and communicate through engineering. The transdisciplinary skills developed in students make them valued by employers.STEM to STEAM movement was rolling forward positively in last few years as STEM lacks key components of education desired by the industry and required by students to thrive in future.
Albert Einstein was an accomplished artist, and Charles Darwin was culturally inspired from theatre, literature, and poetry. Da Vinci used both art and science together in his work.
STEAM education is igniting conversations across the globe about how creativity and innovation; the essentials coming from art and design education are today being valued by employers and for economic growth today it has to be integrated with science and technology. The journey of STEAM education sounds quite intriguing, but at the same time it’s quite puzzling if not implemented properly and there are educators who are not even sure how to deliver it in the right spirit.
Tata Sons Chairman, Natrajan Chandrasekaran, in his recent interview to PTI said, STEM education is important to us, and we are committed to promote and encourage education in this filed and support the children across the globe. He remarked that all of us are very close to technology, and especially when we are dealing with customers across the globe we need to embrace their psychology and adopt cutting edge technology.
Some of the core components of STEAM education are –
1. It is an assimilated approach to learning where there is a connect between learning standards, evaluations, and lesson design;
2. It involves integration of two or more than two streams while teaching, delivered and assessed in an integrated manner;
3. Appreciating inquiry, collaborative approach to learning, and following logical processes are the essential core components of STEAM education.
4. Use of veracity from the Art stream in teaching science or technology make this initiative more beautiful.
Benefits of STEAM Education
Traditional education focused on convergent thinking, while inclusion of arts and design thinking developed divergent thinking amongst graduates which helps to explore various possible solutions. Students who possess both set of skills can contribute much better to workplace productivity. It engages students into STEM subjects at the same time ensuring that student’s creativity do not fall by wayside. To make scientific experiments results broadly fathomable and actionable artistic hand and mind can be a worthy choice.
“Art is the queen of all sciences communicating knowledge to all the generations of the world.” – Da Vinci
One stream is data driven, while another is driven by emotions. One is more dominant by tech introverts, while other by expressive characters. But I would call these only stereotype differences. But when we start practicing these two disciplines together we realize how important both the discipline are. Both the disciplines search for truth, and rationale for the same deeply. Yes, agreed artist studio, and scientist lab are the last places reserved, but they generate lot of thinking and doing. Streams have borrowed themselves from another streams and hybrid education is a way of life today. An artist can be a great partner in triangulation of the scientific unknown.
To me art, and science are natural partners as in both the streams approach problem through inquiry, and open-mindedness. None of the stream has a fear of the unknown, and possess complementary thinking. When both the streams join hands, the collaboration brings out unexpected results. The unusual nature of today’s problems can be bridged by best of the talents from integrated discipline and we can solve them by application from both the qualitative and quantitative domain.
Schools often struggle with students who are not open to learn, and deliver poor test scores. Schools who have embedded literacy education in their curriculum have seen rising assessment scores, and increased willingness to learn amongst their students; That science linked with creative pursuits can yield better results has been proved again and again. Let’s have a look at few success stories
Taylor Elementary School at Virginia embedded art and music in their regular curriculum. Traditionally presented geometric principles were explained drawing a scenery while to understand different stage of plant lifecycle music was created using Apple software. It inspired students for peer learning and developed more positive inclination towards deep understanding of the subject;
University Place elementary School, Alabama is facing complete education revival due to STEAM education. They feel STEAM education made their students come out of the trauma coming from the loss of loved ones and their homes and they have emerged stronger than ever.
An 18 year old Chennai boy, Sai Kiran, won second prize in NASA Ames Space Settlement Contest, 2017 where he visualizes creation of link between moon and earth that will allow human settlement in lunar space. Sai applied designed thinking and took a concrete step towards converting a dream into reality.
Kavya, a 12 year old engineer, robotics champion, and environmental philanthropist, became the first youngest team to qualify for First Lego League – European Open Championship in Aarhus this year for her new designed product Bee saver Bot. Her unique idea, integrated with technology made her class apart for this championship.
Roadblocks in STEAM Education
I believe by providing art instructions we can actually help produce innovative scientists today. Even today art-science partnerships in India are very subjective and it is still felt that creative instincts developed through art education can be transferred and used in other fields.
STEAM education in India is still in its nascent stage and has not realized its full potential because there are no clear cut guidelines, and people also do not have conceptual clarity. There is also lack of tech support and infrastructure with schools and colleges as well as lack of resources to implement. Even there is scarcity of trained STEAM education teachers. Resistance to change is also a common disease in the Indian education system, and you will find old educators especially reluctant to adapt themselves to newer ways.
The Future of STEAM Education
STEAM education creates an active and collaborative learning environment in the classroom and engages students in learning. We just can’t deny that STEAM education enhances employment opportunities and inculcates a practical problem solving approach, so it has a great future even when it is facing many roadblocks. In times to come schools, colleges, industry will naturally encourage STEAM education to match demand and supply of necessary workforce skills. Policymakers and educators in India really need to act fast to keep pace with the advancement happening across the globe scientifically as well as economically and bring changes in the education system.
The world has accepted the fact that it isfine to commit mistakes, think out of box, commit failures, and cherish the joy of exploring at the same time having a strong bond with science and mathematics to discover. Teaching art and science together in the curriculum is vital, essential, and desirable today. Students need to learn sound methods, develop logical thinking, testing hypothesis, and interpret results with valid conclusions. It is equally important for them to understand and develop arguments, and creative decision making process. It will clearly enhance their employability and foster new skills. It’s time to see a new generation of resurgent men and women who recognize the importance of coexistence of analysis and creation.
This article was originally published in the May 2017 issue of ScooNews magazine. Subscribe to ScooNews Magazine today to have more such stories delivered to your desk every month.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
The Union Ministry of Education has released the Performance Grading Index for Districts (PGI-D) 2023–24, assessing how states and union territories (UTs) fared across critical school education indicators such as learning outcomes, equity, and infrastructure. The report places Chandigarh at the top, with Delhi and Punjab also emerging as strong performers.
The PGI-D ranks regions across ten performance levels, with Utkarsh being the highest possible grade, awarded to those scoring above 90% of 1,000 total points. However, no state or UT achieved that benchmark this year. Chandigarh was the only unit placed in Prachesta-1, the fifth-highest band, with a score between 701–760 points.
Ten other states and UTs, including Delhi, Punjab, Gujarat, Odisha, Kerala, Dadra and Nagar Haveli, Haryana, Goa, Maharashtra, and Rajasthan, were placed in Prachesta-3—the seventh tier on the index—with scores ranging from 581 to 640.
Meanwhile, Meghalaya stood at the bottom of the list with a score of 417.9, becoming the only state placed in the tenth and lowest category. Mid-performing regions included Tamil Nadu, Puducherry, Karnataka, West Bengal, Andaman and Nicobar Islands, and Himachal Pradesh.
According to officials, the PGI-D is designed to act as a catalyst for system-level improvements, offering comparative data to support evidence-based decision-making. By standardising assessment across a range of domains, the index aims to help districts identify learning gaps, infrastructural deficits, and policy blind spots.
While the top bands remain elusive, the data offers insights into where systemic support and targeted interventions are needed most.
Facing strong backlash, the Maharashtra government has rolled back its earlier decision to make Hindi compulsory as a third language in Marathi and English-medium schools. A revised resolution issued by the School Education Department now offers students the flexibility to choose any other Indian language in place of Hindi for Classes 1 to 5.
According to the corrigendum aligned with the State Curriculum Framework – School Education 2024, Hindi will be the default third language; however, alternatives are permitted if students prefer them. If at least 20 students in a class opt for a different language, a dedicated teacher will be appointed. For fewer than 20 students, the subject will be delivered via online mode.
The updated directive also reiterates that Marathi remains compulsory in all schools, regardless of the medium of instruction. In non-Marathi and non-English medium schools, the three-language formula will include the school’s medium, Marathi, and English.
The language policy for Classes 6 to 10 will continue under the framework of the State Curriculum Framework (SCF) 2023, which aims to enhance multilingual learning while respecting regional and linguistic diversity.
The revision comes after political and public criticism, including opposition from the Maharashtra Navnirman Sena (MNS) and recommendations from the state’s language consultation committee.
As the world of education evolves, so must our approach to learning. This article explores how empathy, emotional intelligence, and inclusive values must take center stage in 21st-century education, especially within the Cambridge philosophy.
- Moving Beyond Traditional Teaching
The world has shifted from traditional teaching methods to a more humanized approach to imparting knowledge. As educators, we can no longer afford to practice a schooling model that focuses on rote memorisation, academic regurgitation, and a transactional approach to success. The time has come to restructure schools from stressful performance zones to sanctuaries where purpose, empathy, and identity take precedence.
In our ever-evolving world, there is a strong need to overhaul the way education is being imparted. As educators within the Cambridge International community, we understand that now is the time to cultivate learning environments that are havens of purpose, where empathy flourishes, and each student’s unique identity is celebrated.
The Cambridge philosophy, much like India’s National Education Policy (NEP) 2020, encourages us to embrace a well-rounded, interdisciplinary education that instills strong values. This aligns beautifully with global aspirations like the UN’s Sustainable Development Goal 4 (Quality Education) and the growing global emphasis on Social and Emotional Learning (SEL). Our aim as a visionary school extends beyond producing high achievers; we are here to nurture thoughtful individuals, proactive learners, and, most importantly, compassionate human beings.
- The Role of Purpose and Empathy in Learning
And when we talk about empathy, it isn’t just a desirable trait; it’s a cornerstone of transformative education. It fosters a respectful and inclusive classroom, bridging differences and creating a sense of belonging – a principle deeply embedded in the Cambridge approach. Initiatives from organizations like UNESCO, the OECD, and leading universities worldwide highlight the vital role of empathy in learning. Empathetic students become collaborative team players, ethical decision-makers, and engaged global citizens, embodying the Cambridge Learner Attributes.
- Cambridge & NEP 2020: A Shared Vision
In today’s intricate world, I believe that intellectual prowess alone is no longer the sole measure of success. It needs to be nurtured alongside – and often complemented by – emotional and social intelligence. The ability to understand and manage one’s own emotions, navigate social situations with sensitivity, and act with kindness are not just “nice-to-haves”; they are essential skills for thriving in the 21st century and are woven into the fabric of the Cambridge curriculum.
- How IPS Integrates the Cambridge Curriculum
The Cambridge curriculum at Indirapuram Public School, Indirapuram (IPS) is intentionally integrated both vertically and horizontally. As students get older, scaffolded concepts are built upon and nuanced while we work against a compartmentalized view of truth. Students, daily, engage with a host of interconnected ideas across the curriculum to prepare them for the complexity of discourse beyond the walls of our school. Beyond the traditional curriculum, Cambridge endeavors to socially integrate students across grade levels and foster meaningful relationships with their teachers.
As the Cambridge curriculum at IPS evolves, we continue to make it even more responsive to the individual needs of our learners, creating a supportive and welcoming atmosphere. Themes such as values, peace, sustainability, and diversity are integrated across subjects, becoming central threads in our teaching rather than isolated topics. From well-being initiatives to environmental projects like Climate Quest, we are helping the students connect academic learning with real-world empathy and action, especially through engaging, experiential learning.
Leadership within a Cambridge school plays a crucial role in setting this tone. Those who guide our schools shape their very essence, influencing the entire learning community. When leaders model empathy, authenticity, and a clear sense of purpose, our schools become more than just educational institutions; they become nurturing environments where humanity thrives.
“Your children are not your children… They come through you but not from you.”
—Kahlil Gibran
Let us reimagine education—not just as preparation for the future, but as a meaningful and purposeful way of living in the present.
This article is authored by Dr Ashish Mittal
Principal || CBSE & Cambridge Leader
INDIRAPURAM PUBLIC SCHOOL, INDIRAPURAM
In a significant initiative fostering international collaboration and scientific curiosity, the Ministry of Education, Government of India, flagged off 20 school students selected to participate in the Sakura Science Programme 2025. The ceremony was led by Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL), alongside senior officials, including Smt. Archana Sharma Awasthi, Joint Secretary, and Prof. Prakash Chandra Agrawal, Joint Director, NCERT.
The Sakura Science Programme, initiated by the Japan Science and Technology Agency (JST), aims to promote youth exchange in science across Asia. India joined the initiative in 2016. Since then, over 600 Indian students have experienced Japan’s technological landscape through this unique programme.
This year’s cohort—comprising 7 boys and 13 girls—represents Jawahar Navodaya Vidyalayas and government schools across remote and diverse regions such as the Andaman & Nicobar Islands, Ladakh, Mizoram, Nagaland, and Tripura. The programme runs from June 15 to 21, 2025, and includes participants from Malaysia, Taiwan, and Ukraine.
Speaking at the event, Shri Sanjay Kumar described the programme as a “golden opportunity to explore a developed nation like Japan,” urging students to fully engage with its potential to inspire innovation and global understanding.
Aligned with the National Education Policy (NEP) 2020, which underscores experiential learning and interdisciplinary exploration, this initiative strengthens India’s vision of holistic, engaging education. Japan—renowned for its technological excellence and rich culture—continues to be a valued partner in shaping the next generation of Indian innovators.
In a renewed push for public health education, the Directorate of Education (DoE), Delhi, has instructed all government and private schools to actively observe June as Anti-Malaria Month, ahead of the monsoon season.
The directive, issued through an official circular on Friday, calls upon heads of government, government-aided, and private unaided recognised schools to implement proactive measures for malaria prevention and awareness. This follows an earlier advisory from April 15 on the control of vector-borne diseases, including dengue and chikungunya.
The circular reiterates the Ministry of Health’s national goal of eliminating malaria by 2030. “June is observed annually as Anti-Malaria Month to raise awareness, promote community participation, and sustain preventive efforts before the onset of monsoon,” the DoE noted.
Schools have been urged to conduct regular inspections to eliminate stagnant water and potential mosquito breeding grounds. The circular recommends that institutions display malaria prevention do’s and don’ts prominently on campus. An annexure with precautionary measures has been provided for this purpose.
The directive further encourages schools to sensitise their staff on the risks and symptoms of vector-borne diseases. It also suggests using social media platforms to disseminate awareness messages, alongside organising health talks and interpersonal communication sessions.
All departments, offices, and educational institutions under the DoE’s purview have been asked to actively participate in the initiative, ensuring a health-conscious start to the academic calendar.
This move underscores the growing role of schools as agents of public health advocacy, empowering students and communities with timely, actionable knowledge.
In a landmark step towards digital equity in education, the Telangana government has signed a Memorandum of Understanding (MoU) with six leading non-profit organisations to provide state-of-the-art, technology-enabled learning completely free of cost to government schools across the State.
The MoU, formalised in the presence of Chief Minister A. Revanth Reddy on Sunday is part of the State’s broader push to ensure inclusive, quality education for underprivileged students. “We are laying the foundation for a knowledge-based future. These partnerships reflect our commitment to ensuring no child is left behind in this digital age,” said the Chief Minister.
The collaborating organisations include EkStep Foundation (led by Nandan Nilekani), Prajwala Foundation (Sunita Krishnan), Physics Wallah (Alakh Pandey), Khan Academy, Pi Jam Foundation (Shoaib Dar), and Educate Girls (Safina Hussain). Each brings a unique offering to the table:
- EkStep will expand its AI-powered multilingual foundational learning platform from 540 to over 5,000 primary schools across all 33 districts.
- Physics Wallah will offer free NEET, JEE, and CLAT coaching to Intermediate-level students.
- Khan Academy will roll out curriculum-aligned STEM video content for Classes 6–10.
- Prajwala Foundation will introduce child safety and protection modules for Classes 6–12.
- Pi Jam Foundation will offer coding and computational thinking courses from Classes 1–10.
- Educate Girls, already active in the State, will continue efforts to boost girl-child enrolment and literacy.
Senior officials, including Government Advisor K. Kesava Rao, Education Secretary Yogita Rana, and School Education Director Narasimha Reddy, were present at the signing, underscoring the administration’s intent to drive systemic change through strategic public–NGO partnerships.
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National Digital Library of India is an initiative by HRD Ministry
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