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Scindia Kanya Vidyalaya’s low-cost sanitary napkins’ manufacturing unit, spearheaded by Principal Nishi Misra, has engendered a host of positive outcomes
SKV has established a manufacturing unit to produce low-cost sanitary napkins to provide an unbroken supply to 250 women in an impoverished village of snake-charmers in Madhya Pradesh. Alongside, the project has helped break taboos, improve standards of women’s hygiene…
It is heartening when schools fulfil their larger purpose as institutions of learning and change. The idealism of youth, powered by the proactive guidance of dynamic educators, can lead to dramatic social transformation. SKV – Sankalp, the initiative by Scindia Kanya Vidyalaya (SKV), Gwalior, is a classic example. SKV has established a manufacturing unit to produce low-cost sanitary napkins to provide an unbroken supply to 250 women in an impoverished village of snake-charmers in Madhya Pradesh. Alongside, the project has helped break taboos, improve standards of women’s hygiene, inculcate gender-sensitization, boost indigenous machines, provide jobs in an entrepreneurial venture, and encourage community service. Here is how they went about it…
Research
The girls at SKV Gwalior, under the guidance of Principal Nishi Misra, sought opportunities to provide meaningful community service in and around their city. With her help, they conducted research and surveys for over 15 months. Their data showed that a large population of Gwalior lives in slums, with no access to basic services like water and sanitation, imposing severe hardship, especially on the female population. Hygiene and cleanliness, which is vital to women’s health, is poor and on the lowest priority. Awareness and availability of hygiene products like sanitary napkins is absent. When satisfying the basic needs of life is a constant struggle, buying expensive sanitary napkins available in the market is out of the question. As a result, the women resort to unhygienic alternatives ranging from rags, to leaves and even sand!
Project Identification
The Principal and the students recognized this problem and applied themselves to finding a way to supply sanitary napkins to the underprivileged women of two villages. After intense brainstorming and research, they identified a low cost sanitary napkin manufacturing unit. This fully indigenous machine was designed, created and tested by A. Muruganantham of Jayaashree Industries, Coimbatore. The machine uses bio degradable materials like banana fibre to make low cost sanitary napkins and can be run by students after minimal training. The Principal travelled to Coimbatore to inspect the machine. Convinced of its efficacy, she set the ball rolling to procure it.
Funding
Excited at the prospect of this hugely meaningful service, the team set about finding ways to finance this machine and the first consignment of raw material. Funds were raised from funfairs, house sales, contributions from alumni and from The Friends of Round Square, an international organisation, of which the school is a member. The machine arrived and was installed amidst great curiosity and enthusiasm among the students and staff. The simple training for working the machines was imparted to a pioneering group of staff and students.
Manufacturing
The simple machines are laid out on 8 stations – each the size of a student’s study desk. The process begins with tearing the raw-cotton sheets and mixing with binding cotton in a Mixer Jar. The material is weighed and 12 grams of material is portioned into moulds, which are compressed under an air-powered stamp. After inserting a water-proof strip, this initial napkin is sealed into absorbent tissue-cloth. An adhesive is applied and covered with a strip of oil-paper which can be stripped off to set the napkin in place. A maternity version with longer ‘tails’ is also being manufactured. At the end of the assembly line, the napkin is sterilised in a UV chamber. Sets of 8 napkins are packed together with cling-film and are ready for distribution.
Distribution
The team targets the distribution of the napkins to 250 women in the village of Zagra on the outskirts of Gwalior with a sustained and unbroken supply. The Principal created batches of students whom she trained to spend time with the women to educate them about the use and disposal of the napkins.
Entrepreneurship Model
Many hospitals, NGOs and Missions have approached Principal Nishi Misra, expressing interest in purchasing this product on account of its unbelievably low cost. The huge demand for the product has set her thinking of working out a small scale industry model in order to make it self-sustaining. The Principal commissioned her Commerce students to develop a Business Model Summary to set up the unit in villages as an entrepreneurial venture. The women of the village are organised into Self Help Groups around this undertaking. They gain livelihood as well as raise the standards of hygiene over a larger area.
Outreach
The first unit has been set up in Jarga. The Davies Peace Project has recognised this initiative and funded units for one more village: Veerpur. Mrs Misra has been awarded the Alexander Award by the Common-wealth Association for Science, Technology, Mathematics & Education (CASTME) for this initiative.
Gender Sensitization
Though SKV is an all-girls school, Mrs Misra encourages students of both genders to contribute ‘shram-daan’ (service by labour) and earn ‘volunteer hours’. She has invited boys and girls of many schools in the country and abroad, to sign up for the ‘shram-daan’ by building it as an activity during Youth Festivals that are held at the school. She has trained the school Biology teacher to impart a briefing and sensitisation regarding the menstrual cycle of the human female and its implications to students of both genders. They work on manufacturing the napkins and assist in their distribution at the village. This will certainly go a long way in gender sensitization of the youth.
The initiative of setting up this unit to produce and distribute sanitary napkins to underprivileged women, is named SKV-Sankalp – which in Sanskrit means, a resolution taken by SKV to help women live with dignity.
Breaking Taboos
There are several taboos attached to menstruation in our country. Nishi Misra shares, “We experienced this first hand during the planning and roll-out of this project. Curiously, it was not the young students or the young village women who had issues regarding it. It was the middle-aged women, both in the village and at school, whose reactions ranged from hushed tones to outright derogatory comments. Some of my own female staff in our school spoke to me about it in hushed, almost conspiratorial tones, saying, ‘Why are we putting up this machine where men will be able to see it?’ At the village, an elderly woman shouted at me, ‘Don’t you have any shame at distributing items like this?’
“At first, I thought that this was the case only in our country. But when I was making a presentation on the project at an international conference in Johannesburg, South Africa, several women came up to me asking for more details. When we were planning a time slot for me to address their questions, a teacher from Australia said, ‘Let’s have the session when the men are not around!’
“The taboo is obviously present across classes and countries. But the most astonishing was the fact that this was the reaction only of the women, not the men. What’s more, the students and their parents have all been very open and excited about the project.”
This article was originally published in the July 2017 issue of ScooNews magazine. Subscribe to ScooNews Magazine today to have more such stories delivered to your desk every month.
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.
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.
In a significant follow-up to its earlier proposal, the Delhi government has officially cleared the Delhi School Education (Transparency in Fixation and Regulation of Fees) Ordinance, 2025, intensifying its push for greater accountability in private school fee structures. This move comes just weeks after the government’s initial announcement, which ScooNews previously reported in detail here.
The ordinance, approved during the cabinet meeting on Tuesday, introduces a first-of-its-kind three-tier regulatory mechanism in Delhi, comprising school-level fee regulation committees, district-level appellate bodies, and a state-level revision committee. The structure aims to address disputes, appeals, and grievances related to fee hikes more effectively and transparently.
With mounting pressure from parent groups over arbitrary fee increases and allegations of financial opacity, the government hopes this ordinance will bring much-needed relief to over 1,677 private schools operating in Delhi. According to officials, once it receives clearance from Lieutenant Governor VK Saxena, the ordinance will take immediate effect and remain in force until formal legislation is passed in the Delhi Assembly.
The ordinance also makes it illegal for schools to penalise students over fee non-payment by removing them from rolls, denying access to classes or online platforms, withholding exam results, or subjecting them to public humiliation—issues that parent associations have flagged repeatedly.
This policy intervention reflects the growing demand for systemic checks on private education providers and offers a model that other states may soon look to emulate as debates around school fee regulation continue to intensify nationwide.
Primary school teachers in Himachal Pradesh have ended their 43-day-long hunger strike following a consensus reached with the state’s Education Minister, Rohit Thakur, on Saturday. The teachers had been protesting against the state cabinet’s March 28 decision to restructure the education system by merging the Directorate of Elementary Education with the Directorate of School Education.
Under the proposed restructuring, a new Directorate of School Education was to oversee education from pre-nursery to Class 12, while the Directorate of Higher Education would handle colleges. However, primary teachers raised concerns that this move would dilute their representation, affect service matters, and compromise promotional opportunities.
In the meeting, Minister Thakur assured the teachers that the existing directorate structures for primary and higher education would remain intact. Importantly, a committee will be formed to assess the restructuring, and no changes will be implemented without its recommendations. The committee will also include representatives from the Primary Teachers’ Association, ensuring that teachers have a direct voice in shaping future decisions.
Additionally, Thakur confirmed that promotions of primary teachers would not be hindered and that the government would reconsider the suspension of 10 teachers who were earlier penalised for participating in the protest.
Jagdish Sharma, President of the Primary Teachers’ Association, confirmed that the strike had officially ended and expressed optimism about a collaborative resolution.
Education
OpenAI Academy Launches in India to Democratise AI Education for Students, Teachers, and Startups
In a landmark move to scale artificial intelligence education across India, OpenAI has officially launched its first international educational initiative—OpenAI Academy India—in partnership with the IndiaAI Mission under the Ministry of Electronics and Information Technology (MeitY). The initiative aims to equip a wide cross-section of learners with AI skills, from students and educators to civil servants, entrepreneurs, and nonprofit leaders.
As part of the collaboration, OpenAI and the IndiaAI Mission have signed a Memorandum of Understanding (MoU) outlining shared goals under the “FutureSkills” pillar of the national AI strategy. The curriculum will initially be available in English and Hindi, with future plans to expand into regional languages to enhance accessibility and inclusivity.
The Academy will offer a hybrid model of digital and in-person learning, combining on-demand modules, webinars, expert-led workshops, and peer-based collaboration. The content will also be hosted on platforms such as the FutureSkills portal and the iGOT Karmayogi platform, enabling central and state government officials to upskill in emerging technologies.
One of the initiative’s most ambitious goals is to train one million teachers in the practical use of Generative AI tools in education. This is aligned with OpenAI’s broader mission to empower educators to integrate AI into classrooms meaningfully.
OpenAI will also host hackathons across seven Indian states, aiming to reach 25,000 students, and conduct workshops in six major cities. Winners of these hackathons will earn the chance to attend OpenAI Dev Day events abroad. In addition, 50 startups or fellows selected by the IndiaAI Mission will receive up to $100,000 in API credits to support their AI-based innovation projects.
Union IT Minister Ashwini Vaishnaw called the initiative a significant leap forward in democratising access to cutting-edge technology. “This partnership makes the latest AI tools available to India’s startup ecosystem and government workforce alike,” he noted, adding that it will accelerate local innovation and adoption.
Jason Kwon, Chief Strategy Officer of OpenAI, praised India’s growing influence in the global AI landscape. “India is one of the most dynamic countries for AI development. We’re proud to launch OpenAI Academy India to help more people gain confidence and skills to use AI meaningfully,” he said.
The platform will host a free Knowledge Hub offering a variety of resources—video tutorials, virtual events, hands-on training modules, and community forums—designed to make AI literacy engaging and practical.
With inputs from PTI
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