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.
It’s June 5. There’s a poster-making competition happening in the library. “Say No to Plastic,” one child writes, her glitter pen catching the sunlight. In the background, a teacher sips from a plastic bottle of mineral water. On the ground — a single dustbin, filled with half-eaten sandwiches, the plastic wrappers they came in, and the poster that didn’t win.
Welcome to World Environment Day. The annual ritual of colouring inside the lines of climate awareness, only to throw the sketch away at 3:00 p.m.
And nowhere is this performance of eco-consciousness more apparent than in the average Environmental Studies (EVS) class. A subject that, in theory, is about the environment. In practice, it is about completing the syllabus before the assessments begin.
EVS is full of the right words: sustainability, waste segregation, reduce-reuse-recycle. It teaches children the parts of a plant, but not how to grow one. It tells them about carbon footprints, but not about the quiet pride of switching off a fan when they leave a room.
It is, in short, a subject that ends at the bell. Let’s pause and ask: how many schools actually segregate their waste? How many have separate bins for wet and dry garbage — not just during inspection week or annual day, but on a random Tuesday in August?
Most schools don’t have a waste problem. They have a waste denial problem.
Because admitting there’s a problem would mean someone has to do something about it. And doing something is messy. It requires time, training, tantrums. It requires telling people they can’t use fifteen thermocol plates for a two-hour workshop. It requires building a system where children see that the habits they are being asked to adopt are not just lesson objectives, but lifestyle choices being modelled by the adults around them.
Right now, most EVS classes are like that school function where the Chief Guest arrives in a diesel SUV to plant a sapling. Ceremonial. Shallow. Slightly offensive.
But here’s the good news: children get it. Better than we think. They’re not too young to understand why the cafeteria needs to stop using plastic spoons. They don’t need a unit on climate change to know that the AC doesn’t have to be set to freezing for learning to happen.
They just need one thing: to see the grown-ups walking the talk.
Start small. Set up separate bins — label them, colour-code them, talk about them. Let kids bring waste from home and run a sorting drive. Make a habit of auditing your school’s paper usage. Assign class monitors for turning off switches. Let kids design posters that don’t end up in the bin — or better yet, design the bins themselves. And while you’re at it, stop calling it an EVS period.
Call it the lab of life.
If you really want children to learn how to care for the world, don’t just teach them the names of forests. Teach them how to keep their classrooms clean. Don’t just mention Greta Thunberg in a chapter. Ask what they would skip school for. Don’t say “reduce-reuse-recycle” like it’s a rhyme. Say it like it’s a revolution.
And show them the bin.
Despite India’s near-universal school enrolment at the primary level, the latest UNESCO Global Education Monitoring (GEM) Report 2024–25 paints a sobering picture of foundational learning and systemic leadership gaps in Indian education.
According to the report, over 95% of children in India are enrolled in primary school, yet basic learning outcomes remain dismal. ASER 2023 found that only 43% of Class 3 students could read a Class 2-level text, underscoring a national learning crisis.
While India boasts a 60% female workforce in elementary education, the leadership landscape tells a different story. Only 13% of vice-chancellors in central universities were women as of 2022, and formal principal training is absent in many Indian states despite NEP 2020’s mandate of 50 hours of annual professional development for school leaders.
This gender leadership gap reflects a global trend, with only 87 boys per 100 girls achieving minimum reading proficiency, and in middle-income nations like India, the number drops to 72 boys per 100 girls. The pandemic also reversed pre-COVID gains in gender parity for maths, with girls now underperforming in countries like Brazil, the UK, and Italy.
The GEM report also highlights bright spots. India’s policy commitment through NEP 2020 and innovative peer-mentorship pilots—like Delhi’s middle leadership model—demonstrate the potential of decentralised leadership to foster trust, collaboration, and improved school culture.
Global evidence cited by UNESCO shows that female-led schools in parts of Africa resulted in one full additional year of learning gain, proving that gender-inclusive leadership can enhance academic performance.
However, implementation remains inconsistent. Many leadership positions in India still lack transparent selection and promotion processes, and states fall short in meeting training targets. The digital divide, especially post-pandemic, has further deepened inequities, hitting girls in under-resourced regions the hardest.
What India Needs Next:
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Institutionalise mandatory leadership certifications.
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Accelerate women’s inclusion in senior roles.
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Shift focus from enrolment to outcome-driven learning metrics.
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Embed leadership training into teacher education.
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Scale up local mentorship models proven to work.
The UNESCO report is a reminder that enrolment alone cannot guarantee education quality. Bridging the gap between policy intent and on-ground implementation is critical if India is to transform its education system into one that is equitable, inclusive, and future-ready.
At a time when Artificial Intelligence (AI) headlines dominate global discourse, a quieter but more consequential conversation is unfolding in India’s education sector—one that cuts through the hype to explore whether AI is genuinely improving learning outcomes or just riding a wave of fascination.
In its latest article titled “Not Just Hype: What Investors Really Think About AI in Indian Education”, Entrepreneur India reported on insights shared by Ganapathy Venugopal, Co-founder & CEO of Axilor Ventures, at the IGIS 2025 forum. Offering a candid investor’s lens, Venugopal remarked, “We’ve seen plenty of hype around AI. But for us, it’s about where the real value lies—can it solve something fundamental, like India’s teacher-student gap?” According to him, the most investable AI tools are not the flashiest but the most functional—those that support teachers, amplify their effectiveness, and reach where human resources fall short.
Echoing this, Kobi Gal from Ben-Gurion University pointed out that while AI has democratised access to learning, it hasn’t yet changed the core of how we learn. “The education system remains rigid. AI can increase reach, yes, but transformation is still elusive,” he said.
India’s edtech sector is poised for growth with its vast K–12 student base and rapidly expanding internet access. However, a major challenge remains—only 24% of households have internet, per NSSO data. This makes Tier II–IV cities a key battleground for AI-powered learning tools. Investors are now shifting focus from “edtech” as a label to learning outcomes, engagement, and job-readiness, with AI viewed as an enabler rather than a product category.
Venugopal pointedly questioned current trends: “Are we building tools to complete homework, or to change how we learn?” His statement taps into the broader tension—between consumer-friendly shortcuts and pedagogically sound, scalable solutions.
At ScooNews Global Educators Fest (SGEF) 2023, this theme of AI with a conscience was also central. Held in Jaipur, the festival brought together educators, artists, and changemakers to discuss how artificial intelligence can serve—not replace—human values in education. Noted speakers like Lakshyaraj Singh Mewar, Rama Datt, and Padma Shri Anand Kumar reinforced the idea that technology must remain grounded in empathy, inclusivity, and purpose. A memorable moment was Anand Kumar’s speech on whether AI could ever truly replace a teacher’s role—a thought-provoking precursor to the investor sentiments voiced at IGIS 2025.
The conversation today is no longer about AI replacing the classroom, but enhancing it. With investor confidence growing in tools that support hybrid delivery models, regional customisation, and lifelong learning, the sector appears headed toward a more sustainable future.
Yet, Venugopal issued a final word of caution: “We look at sectors where demand is unquestionable and the cost of not solving the problem is high. Education in India fits that bill. But we must build with humility—and rigour.”
As India’s AI-powered education future unfolds, investors, educators, and innovators alike seem to agree: the goal is not disruption for disruption’s sake, but designing systems that serve learners in meaningful, measurable ways.
📌 Stay tuned for SGEF 2025 — This year, we gather under the theme: “Purpose-Driven Education: Designing for Future Realities.” Explore how we can reimagine school curricula to align with the evolving needs of our society and the professional world. Register here
The Department of School Education & Literacy (DoSEL), Ministry of Education, observed World No Tobacco Day on 31st May 2025 with a national workshop held at Rang Bhawan, Akashvani Bhawan. Inaugurated by Sanjay Kumar, Secretary, DoSEL, the event convened key stakeholders from the Ministries of Health, Home Affairs, NCERT, CBSE, UNODC, and State representatives, alongside students, civil society members, and domain experts.
During the workshop, Kumar launched the Nationwide School Challenge on Tobacco Awareness on the MyGov platform, set to begin on 10th June 2025. Aimed at student engagement, the initiative encourages schools across India to lead awareness campaigns. Participants also took the No-Tobacco Pledge, underscoring the shared responsibility of educators and communities in protecting students from tobacco exposure.
Kumar highlighted the alarming influence of tobacco advertising on youth and emphasised the importance of proactive involvement from School Management Committees (SMCs), parents, and local bodies to create tobacco-free campuses. Additional Secretary Anandrao V. Patil reinforced this message in his keynote, focusing on student health, well-being, and preventive education.
Other key speakers included CBSE Chairperson Rahul Singh, who spoke on the integration of health and wellness modules in schools, and Economic Advisor A. Srija, who stressed inter-sectoral collaboration for effective implementation of Tobacco-Free Educational Institutions (ToFEI) Guidelines.
Technical sessions covered mental health (Manodarpan), life skills education (Navchetna), the School Health Programme, and digital monitoring of ToFEI compliance. Experts from NCERT, CBSE, UNODC, and the Ministry of Health & Family Welfare contributed insights on embedding wellness in school ecosystems.
State nodal officers from Chandigarh, Maharashtra, Andhra Pradesh, and Puducherry presented best practices—from dental health drives to creative student engagement tools like comics and animation. Efforts to contextualise ToFEI manuals in regional languages were also shared.
The workshop concluded with a call for consistent monitoring, awareness campaigns, and holistic health education to build tobacco-free, safe learning environments.
A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”
In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.
This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.
Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.
The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.
Where Do Government Schools Go From Here?
The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.
But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.
Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.
Education
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
In a startling revelation, the Ministry of Education has flagged that over 10,000 unrecognised schools are operating in Bihar and Jharkhand, enrolling more than 1.6 million students and employing over 88,000 teachers—despite being in violation of the Right to Education (RTE) Act, 2009.
Jharkhand has the highest number of unrecognised schools in India, with 5,879 such institutions enrolling over 8.3 lakh students and staffed by more than 46,000 teachers. Bihar follows with 4,915 unrecognised schools, catering to over 7.7 lakh students and 42,000 teachers.
These figures emerged during the 2025-26 Project Approval Board (PAB) meetings under the Samagra Shiksha scheme, held earlier this year. The Ministry stated that the existence of these schools goes against Section 19 of the RTE Act, which mandates that all pre-existing schools meet prescribed norms within three years of the Act’s implementation. Failure to comply should lead to withdrawal of recognition and closure of the institutions.
The Ministry has directed both states to take appropriate action, either by recognising these schools through proper channels or by ensuring their closure in accordance with legal norms. Notably, Jharkhand’s education department has formed district-level recognition committees and claims that many of these schools began operations before the RTE Act came into effect.
Additionally, the Ministry raised concerns over discrepancies in data regarding Out-of-School Children (OoSC). For 2023–24, Jharkhand reported 37,409 OoSC on the PRABANDH portal, whereas the NSSO survey for 2022–23 recorded 1,07,639 ‘never enrolled’ children aged 6–14. In Bihar, the contrast was even more stark: 33,285 OoSC on PRABANDH versus 6.27 lakh ‘never enrolled’ according to NSSO.
To address this gap, the Ministry has advised strict data monitoring and called for special enrolment drives, with full support from School Management Committees (SMCs), to bring every child back into the education system.
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.
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.
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.
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
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.
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.
Education
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.
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.
World Environment Day: Why Your School’s Environmental Education Needs a Cleanup
UNESCO Flags Foundational Learning Crisis & Leadership Gaps in India’s Education System
Beyond the Buzz: Investors Call for Grounded AI Innovation in Indian Classrooms
Education Ministry Launches National Drive for Healthier, Safer Schools
Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
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Education3 months agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
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Education3 months agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
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Education3 months agoNagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
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Education2 months ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
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News2 months ago
CBSE Warns Dummy School Students May Be Barred from Board Exams
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Education2 weeks agoCBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
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Education2 months agoIs Your School Following These Mandatory CBSE Committees?
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Education1 month agoMaharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
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Education3 months agoSunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
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Education2 months agoRewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
