Education
ScooReview: Watch ‘The Open Window’ to Sight The Differences Internet Has Made in Indian Students’ Lives
As India races to bring its entire population online, Deepa and Jaya, two girls from a low-income community in Delhi, are introduced to internet for the first time through an internet learning lab at their school.
Internet is called big because it has all the books on it.
These are the words of Jaya, a teen girl living in Delhi, who thinks very differently of the internet. After all, it’s opened a new window to the outer world for her. In fact, her friend from school, Deepa, has a similar experience to share. The girls go to a local govt. school that is enriched with a SOLE (Self Organized Learning Environment) Lab, inspired by Professor Sugata Mitra’s philosophies.
SOLE is a program designed to support self-directed education (a model of learning with no teacher whatsoever) by Prof. Mitra, an education scientist, who coined this term back in 1999. The documentary The Open Window is inspired by his research and experiences based on his TED-sponsored project called ‘School in the Cloud’ – an approach that he developed following his maiden ‘Hole in the Wall’ experiments.
In ‘Hole in the Wall,’ the Professor made holes in the wall in the Kalkaji area of Delhi and placed computers in them. The placements were just three feet above the ground so that only children could access them with ease. He found it amusing that kids were browsing and downloading cartoon websites on their own.
Consequently, he learned that children are self-learners and they could do anything if the right equipment is handed over to them. This experiment gave rise to ‘School in the Cloud,’ which installs computer labs in schools in India and powers them with the internet, letting students learn without the help of an actual teacher.
Filmed over a course of three years, The Open Window was strategically released on 29th October 2020, commemorating 51 years of the internet’s birth. It focuses on the continued growth of the internet and its impact on the future of education in an Indian set-up.
The film’s protagonists Deepa and Jaya come from a low-income community in Delhi. The first time they’re introduced to the world of the internet at a School in the Cloud’s lab, their lives begin to change…for all the questions their families had no answer to until now could be found on a computer screen with just a click.
Their respective families have always lived in poor conditions, they are illiterate and know very less about the resources and rights destined for them. Unlike a lot of low-income families in India, the parents of these girls want their children to study and come out of the prison of poverty.
As the film progresses, we see the camera chasing the girls, tearing through the narrow lanes of their respective shanties. The crew also follows them to their School in the Cloud’s lab, where we see Ritu, lab’s Project Co-ordinator. Ritu has previously worked with Prof. Mitra and is now working diligently to make his dream of building a school in the cloud a reality.
“Children are born very inquisitive and intelligent. If you’ve technology and groups of children, just give them freedom. Then see what happens. It’s like swimming, you just go into it and there’s so much. Either you become a part of it or get overwhelmed by it,” says Ritu.
For Deepa and Jaya, the internet is like a literal window, bigger than what they’ve seen in their home or school. It takes them to new ideas and gifts them new perspectives. The facts unknown to them to date are now details in their notebooks that they’ve remembered by-heart. For example, currently, Deepa is learning all about Japan. She shows off a notebook to the camera with a world map pasted in it and calls it her first world tour. The pages are filled with a lot of information about Japan, like how far it’s from India, its currency, capital, musical heritage, anime, and the famous Sumo wrestling. She’s read it up on the internet. In fact, she’s taught her class teacher how the famous magnetic trains of Japan function.
The film, simultaneously, also serves as a reality. It subtly reveals the fate of many girls in several parts of India, of how they're not sent to school and instead get married off as soon as they hit puberty. So, just when Deepa is talking to Ritu about her dreams, her mother requests her to leave everything and make tea for her father who’s returned from work. In the meantime, the father tells Ritu how, amidst making the ends meet, he’s struggling to get his ambitious daughter a good tutor and a fresh pair of reading glasses to his younger son.
India may be raving about being one of the fastest-growing economies in the world, but the truth is the percentage of children NOT benefitting from education is also aggregating. The Digital Divide is such that a majority of the families here don’t even have access to a smartphone, forget a good internet connection.
So when Prof. Mitra asks What is the future of learning?, our answers must come keeping the reality of all the Deepas and Jayas in mind.
Jaya’s family has seven members and when her father passed away, her mother took charge of the children’s education. She often takes up meagre jobs in order to feed her kids and save some money for their everyday schooling. “Children sometimes don’t understand the kind of efforts a parent makes. I have witnessed all kinds of days, sometimes I don’t eat in the evening so I can save some money. Hence, when my kids score low marks in exams, I feel sad,” she says with teary eyes.
13-year-old Jaya, who’s hoping to change the fate of her close-knit family, relies majorly on the School in the Cloud lab to educate herself on topics which are usually not included in her course books. “I enjoy going to the lab and searching for all the answers I’m looking for. The internet never tells me “Stop, I’m fed up,’” she shares.
Prof. Mitra says there are two skills that are very important in the 21st century. Reading comprehension and internet skills. Once you’ve achieved them, there’s no stopping. Professor strongly believes that access to the internet can help kids read efficiently at a young age. “Learners learn best if they want to.”
His observation seems accurate as Ritu shares the evolution of Deepa and Jaya who are no more shy and timid. They’ve grown into more expressive, confident and communicative individuals.
“I see Constructivism – children are constructing their learning environment. And in the process, not only are they picking up academically, but non-academic skills as well. For example, values like being honest, truthful, being able to regulate their behaviour, motivating others, sharing, team-building, etc.,” informs a happy Ritu.
According to the SOLE team (responsible for School in the Cloud labs), the absence of teachers in a classroom is a no big deal, all it may need is a coordinator to maintain the decorum. If there’s no hand-holding, the internet can easily come to the rescue of students, replacing teachers’ knowledge with an internet connection. As much as it may sound alarming, it’s the truth. It’s the future. Prof Mitra declares, “Schools are already obsolete. The education system is not broken, it’s, in fact, wonderfully constructed. However, it’s just that we don’t need it anymore.”
As the film reaches its end, Deepa and Jaya have already passed grade 8 and the funding for the School in the Cloud also ends in their govt. school. Sadly, their school’s principal doesn’t wish to continue the SOLE lab anymore. This means the girls and their friends will no longer be able to access a huge database of knowledge. And if this continues, Prof. Mitra is afraid where these girls are going to go. “Because our society is structured in a way, unfortunately, that will try to make a maid out of Jaya more than anything else. Because that’s her destiny,” he speaks with a heavy heart.
Professor continues, “Almost everyone in India has a device, almost everybody is connected. Given the fact that there are 1.2 billion people in India, it’s not really a question of what the internet will do to India, it’s more a question of what India will do to the internet.”
According to Deepa, internet, television, newspapers are those little windows that open a new world to less-privileged kids like her. While living inside the temporary, tarnished walls of her small house, Deepa wishes to break the stern bars of pedagogical limitation one day, which is dividing India based on one’s financial status and caste.
“In India, the family is the whole world of a girl. But she gets a new world through the internet. A girl can learn anything, a girl can do anything with that knowledge…” are Deepa’s last few words at the end of the film.
The Open Window film emerged as a part of a multi-year research and film project exploring the growth of the internet in India. Over the course of three years, the team of filmmakers and philosophers spent many months travelling across India, exploring stories and insights surrounding the country’s on-going internet revolution – as hundreds of millions of new internet users came online for the first time.
The Open Window is the second film in a trilogy exploring the collaborative culture in the internet age. The first film Collaboration premiered in 2014 and is available to view at collaborativesociety.org. The third film in the trilogy, Medicine For All (working title), explores Open Source Pharma – a global movement of scientists, lawyers, and technologists working to develop new cures for Tuberculosis and other neglected diseases through collaborative, “open-source” approaches to scientific research. For more info on the Collaboratorium, visit the website https://www.collaboratorium.net/
You can watch The Open Window here http://openwindow.cc/, free for public viewing.
Producer & Director: Will Sloan, Daniel Oxenhandler and Alfred Birkegaard
Editor: Tim Kaminsk
The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.
According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.
The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.
Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.
By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.
The Atal Innovation Mission (AIM), NITI Aayog, and the Indo-French Chamber of Commerce & Industry (IFCCI) have signed a Statement of Intent (SoI) to strengthen and expand the Atal Tinkering Labs (ATLs) network across India. The agreement, formalised at the French Embassy in New Delhi during IFCCI’s 3rd CSR Connect Day 2025, marks a significant step in fostering STEM education, digital literacy, and innovation among school students.
The event was attended by H.E. Thierry Mathou, Ambassador of France to India, who praised the partnership for deepening Indo-French collaboration in social development. He highlighted that 2026 will mark the India–France Year of Innovation, encouraging businesses from both nations to invest in sustainable, community-driven impact initiatives through Corporate Social Responsibility (CSR).
Through this partnership, IFCCI and AIM aim to mobilise CSR contributions from French and Indian companies to improve infrastructure, enhance hands-on learning experiences, and bridge the gap between industry and education. IFCCI, which has already executed over 86 CSR projects benefiting more than 15,000 people across India, will leverage its network to support ATL expansion, particularly in underserved schools.
Mission Director of AIM, Deepak Bagla, noted that over 11 million students have already benefitted from the ATL initiative, which he called “one of the world’s largest grassroots innovation programs.” He said, “From the northernmost village school to the southernmost, innovation is thriving everywhere. The real story lies not in the scale, but in the creativity of the ideas students are building.”
A Shared Vision for Inclusive Innovation
The collaboration aims to make innovation accessible to all students by promoting digital tools, teacher training, and student challenges that inspire curiosity and problem-solving. IFCCI Director General Payal S. Kanwar added, “This partnership is a step forward in empowering youth with 21st-century skills. We aim to bridge the gap between industry and education and make innovation accessible to every student, especially in underserved regions.”
However, as the Atal Tinkering Labs expand, addressing operational challenges remains crucial. Reports by UNICEF and The New Indian Express underscore that access to digital tools alone cannot guarantee innovation without inclusive design, mentorship, and ethical technology use. UNICEF’s SPARK Labs model, which links creativity with social change, offers a useful reference — encouraging schools to blend innovation with empathy, inclusion, and purpose.
Challenges and Areas for Improvement
Despite the ATL program’s remarkable reach, a 2023 assessment highlighted several gaps. Nearly 58% of ATL teachers lack a STEM background or structured training, resulting in inconsistent mentorship. In many schools, ATL sessions are not integrated into the timetable, limiting daily engagement. Moreover, less than 10% of schools report active student participation due to limited guidance and parental scepticism about its academic value.
Operational hurdles like irregular funding, defective equipment, and poor monitoring systems have also hindered consistent performance. Some schools struggle to maintain labs once initial grants are exhausted, while others lack a mechanism to track outcomes effectively.
The Way Forward
For the AIM–IFCCI partnership to achieve its full potential, a few key steps can strengthen impact:
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Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.
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Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.
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Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.
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Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.
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Community Awareness: Conduct parent and community outreach sessions to showcase how tinkering enhances academic learning and future employability.
If executed effectively, this Indo-French collaboration can redefine India’s innovation ecosystem by turning every school into a space where curiosity meets creation. The challenge now lies in ensuring that every student, regardless of background, not only has access to a lab but also the guidance and confidence to build something meaningful within it.
The Ministry of Education’s Department of School Education and Literacy (DoSEL) has joined the Government of India’s Special Campaign 5.0, running from 2nd to 31st October 2025. The campaign focuses on institutionalising cleanliness (Swachhata), improving efficiency in governance, and enhancing the physical environment of schools across India.
A key goal of the campaign is to ensure that schools provide a clean, safe, and engaging atmosphere for students. States and Union Territories have been encouraged to carry out whitewashing, repainting, and minor repairs such as maintaining functional toilets, fixing flooring, and replastering walls. Refurbishing name boards, reclaiming unused spaces, and improving campus aesthetics are also part of the drive.
To make school environments more vibrant, schools are being encouraged to create murals and wall art inspired by traditional Indian art forms such as Madhubani, Kalamkari, and Warli. These creative efforts will not only beautify campuses but also serve as Building as Learning Aid (BaLA) resources, helping students connect with India’s cultural heritage.
Community involvement forms a central part of Special Campaign 5.0. The Ministry is encouraging schools to involve alumni and local communities through the Vidyanjali platform — a DoSEL initiative that connects volunteers and supporters with government and aided schools. Panchayati Raj Institutions are also being engaged to help local schools upgrade and maintain their infrastructure.
Beyond school-level improvements, the campaign also aims to enhance efficiency in governance. Government offices are reviewing, categorising, and clearing obsolete physical and digital records, while systematically indexing and digitising important files. This process is expected to declutter offices, optimise space, and improve workflow management.
The Department of School Education and Literacy is coordinating with all stakeholders to make cleanliness, participation, and efficiency integral to school operations. The Ministry envisions the campaign as a step towards creating cleaner campuses, more efficient systems, and a stronger sense of ownership within the education ecosystem.
The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.
The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.
Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.
According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.
By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.
Saahas, a Delhi-based non-profit organisation founded by Class 11 student Navya Mrig of The Ram School, Moulsari, Gurugram, is creating awareness about organ donation and working to counter myths that prevent families from giving timely consent.
Established in 2024, Saahas focuses on every aspect of organ donation, particularly deceased organ donation where family approval must be granted quickly. The organisation highlights that hesitation and misinformation often stop families from making decisions that could save lives.
To address this, Saahas conducts workshops, myth-busting talks, and seminars in schools, resident welfare associations, hospitals, and workplaces. These sessions explain processes such as brain-stem death certification and the role of family consent in simple, clear terms. Each session concludes with practical guidance, ensuring participants leave with both knowledge and actionable steps.
The initiative has also developed resource kits with slide decks, facilitator notes, QR-linked checklists, and referral contacts to make it easier for schools and institutions to host repeatable sessions. Saahas partners with community groups and healthcare institutions to co-host Q&A sessions with clinicians and transplant coordinators, and also honours donor and recipient families through small ceremonies that highlight the impact of organ donation.
At its core, Saahas is designed to bring organ donation discussions into everyday spaces rather than waiting for the urgency of hospital decisions. By focusing on conversations in classrooms, community meetings, and staff rooms, the organisation aims to gradually build a culture where organ donation is better understood and more widely accepted.
Navya’s initiative reflects how young people are increasingly taking up important social causes and contributing to public awareness campaigns with structured, replicable models.
(News Source- ANI)
A recent report by India Today has put the spotlight on the deep contradictions in how India treats its teachers. While the profession is revered in public discourse and celebrated in ceremonies, the reality of poor pay, massive vacancies, and crushing workloads threatens the future of quality education in the country.
The report, authored by Megha Chaturvedi, shares the story of a government school teacher in rural Bihar who manages five grades, multiple subjects, administrative duties, and a long commute — all for a monthly pay of just ₹12,000. It is a picture that repeats across India, where respect is high but reward is missing.
Respect vs Pay
According to UDISE+ 2024–25 data, India’s teaching workforce has crossed 1 crore, with women making up 54.2%. Yet, over 1 million teaching posts remain vacant, concentrated in states like Uttar Pradesh (3.2 lakh) and Bihar (2.2 lakh). More than 1 lakh schools still run with just a single teacher, and some rural institutions report zero enrolment.
Teacher salaries are shockingly unequal. Permanent government teachers may earn ₹35,000 to ₹60,000 per month with benefits, but guest or contractual teachers often earn between ₹6,500 and ₹12,500, with delays stretching into months. Even in metro private schools, where parents pay lakhs in annual fees, teachers may take home just 2–10% of that amount.
International comparisons highlight the gap further. India ranks among the top 10 nations for respect towards teachers, yet falls to the bottom when it comes to pay and working conditions.
The Consequences
Low pay and insecure contracts drive talented graduates away from teaching. Those who stay face burnout from handling multiple grades or excessive administrative duties. Morale suffers when salaries are delayed, creating inequality between well-paid urban private school teachers and struggling rural counterparts. The result is a two-tiered system where students’ learning is directly compromised.
Policy Moves
Some states have taken steps. Karnataka recently raised guest teacher pay to ₹12,000–₹12,500, though teachers demand at least ₹30,000. Bihar and West Bengal have launched recruitment drives to fill thousands of vacancies. But reforms remain piecemeal. The India Today report makes it clear that modest hikes are not enough to match workload or cost of living, and insecurity continues to define contractual positions.
What Needs to Change
India may call its teachers “gurus” but without dignified salaries, stability, and recognition, the profession risks becoming even less attractive to young graduates. For education to thrive, teaching must be seen as a rewarding and respected career. ScooNews has been consistently working to spotlight teacher voices and celebrate educators who innovate against the odds. Yet change cannot come from media or policy alone. We need educators themselves to step up and demand better, and institutions to stop treating education as a business rather than a public service.
A practical way forward would include setting a national minimum pay scale of at least ₹30,000 per month for all full-time teachers, clearing the backlog of 1 million vacancies within the next three years, and ensuring strict timelines for salary disbursement. Governments and boards must invest at least 6% of GDP into education as repeatedly recommended, with a clear allocation for teacher training, well-being, and incentives. Schools must commit a fixed percentage of fee revenue directly to teacher salaries, while also offering pathways for career growth through research, leadership roles, and international exposure.
Teaching is perhaps the most undervalued profession in the nation today. If India is to build a future-ready generation, it must invest in its teachers with the same seriousness it reserves for infrastructure or defence. Respect in words is not enough. Teachers must be valued in pay, dignity, and opportunity.
You can read the full report here.
Education
NCERT to Grant Equivalence to Class 10 and 12 Certificates Across Boards for Admissions and Jobs
The Government of India has entrusted the National Council of Educational Research and Training (NCERT) with the responsibility of granting equivalence to Secondary (Class 10) and Senior Secondary (Class 12) certificates issued by different School Education Boards in the country. This equivalence will apply for admissions to higher education institutions and eligibility for employment under the Central and State Governments as well as Union Territories.
The notification, published in the e-Gazette on 6 September 2025 by the Department of School Education and Literacy, Ministry of Education, supersedes the earlier order of 15 November 2021 which had assigned this responsibility to the Association of Indian Universities (AIU).
Under the new arrangement, NCERT will discharge this responsibility through its National Assessment Centre, Performance Assessment, Review and Analysis of Knowledge for Holistic Development (PARAKH). Established under the provisions of the National Education Policy (NEP) 2020, PARAKH has been tasked with creating a robust, academically rigorous framework for determining equivalence while upholding the highest educational standards.
The system will apply to all recognised Indian School Boards established by an Act of Parliament or State legislature, by executive orders of the Central or State Governments, or by statutory bodies with the mandate to run school education. By placing the responsibility with NCERT, the government aims to streamline equivalence and reduce complications for students moving between boards.
The notification further clarifies that once NCERT grants equivalence, it will automatically be considered as inter-se parity among all recognised boards in India. This will smoothen student mobility across boards, ensuring that certificates are universally recognised for both academic progression and employment opportunities at the national level.
The Government is working on incorporating skill-based learning into the curriculum of Classes 11 and 12, in line with the recommendations of the National Education Policy (NEP) 2020. Union Education Minister Dharmendra Pradhan announced the move during the Dakshinapatha Summit 2025 held at the Indian Institute of Technology, Madras.
Pradhan emphasised that India’s education system needs a paradigm shift, moving beyond degree and certificate-oriented models to competency-based approaches. “We are on the job to introduce skill-based curriculum of Class 11 and 12,” he said, underlining the importance of preparing students for a rapidly evolving world of work.
According to the Minister, one of the central recommendations of the NEP 2020 is skill-based education. While previously optional, skilling will now become a formal part of schooling, starting as early as Class 6. The new curriculum will integrate areas such as computer coding, drone technology, and artificial intelligence, alongside conventional subjects like mathematics and languages. “Now, we are planning to introduce skilling also. It is a new era. We have to train our youngsters and align them with the new curriculum structure,” Pradhan explained.
The Minister highlighted examples of innovation emerging from IIT Madras, including student-led startups. He thanked IIT-M Director Kamakoti and his team for promoting and facilitating young talent. He also noted how the NEP has enabled students excelling in fields such as sports and music to access IIT programmes, which were previously out of reach.
Pradhan reiterated that languages play a crucial role in communication, adding that knowledge of multiple languages, including Tamil, reflects India’s cultural and intellectual vibrancy. On the same occasion, he interacted with students from Tamil Nadu government schools who had joined IIT Madras through the ‘IITM for All’ initiative, particularly its four-year online BS Data Science programme.
With over 1.75 lakh startups in India, Pradhan noted that the education system must support a shift from job-seeking to job-creating. He described the NEP 2020 as a philosophical document guiding the country towards the vision of Viksit Bharat by 2047.
Source: PTI
The Maharashtra state education department has announced an ambitious plan to send 51 finalists of its school-level science project competitions on an educational tour to the National Aeronautics and Space Administration (NASA) every year. The initiative, however, still awaits final approval despite having been cleared in principle by Chief Minister Devendra Fadnavis earlier this year.
Minister of State for School Education Pankaj Bhoyar explained that the move is designed to recognise the efforts of students beyond prize-winning entries. “The state education department organises science project competitions at various levels. While we extend prizes to the best projects, the efforts taken by students who do not win prizes should also be given their due recognition. Therefore, the plan to honour their efforts was formulated,” he said.
According to the proposal, students with the top 21 projects from the tehsil-level competition will be taken to visit a science centre at the division level. Winners of the top 51 projects at the district level will be taken to the Indian Space Research Organisation (ISRO) headquarters in Bengaluru. The final 51 students selected at the state-level competition will be taken on a study tour to NASA. The programme has been named the Chief Minister Vidyarthi Vigyan Vari.
Officials within the department have confirmed that the proposal requires an annual budget of around Rs 3 crore for the NASA trip. While the costs for tehsil and district-level visits will be met through District Planning and Development Council (DPDC) funds, the NASA tour requires state-level approval. “We hope to get clearance soon,” an official said.
The initiative aims to encourage students to pursue scientific research beyond one-off projects and to inspire them through exposure to advanced scientific institutions. “The aim is to encourage students not to stop at one science project but to push them further into the world of scientific research,” Bhoyar said.
In a related move, the state government has recently increased the prize money for the winner of the state-level science project competition from Rs 5,000 to Rs 51,000, underlining its commitment to promoting innovation among young learners.
Education
Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students
The Ministry of Education today launched the Viksit Bharat Buildathon 2025, a nationwide innovation movement aimed at engaging school students across India. Organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission, NITI Aayog, and AICTE, the initiative was formally unveiled with the release of its jingle and logo.
The event was attended by Secretary, Department of School Education & Literacy, Sanjay Kumar; Principal Director General, Press Information Bureau, Dhirendra Ojha; Chairman, AICTE, Prof. T. G. Sitharam; Vice Chairman, AICTE, Abhay Jere; Mission Director, AIM, NITI Aayog, Deepak Bagla; Additional Secretary, DoSEL, Dhiraj Sahu; along with senior officials of the Ministry, Kendriya Vidyalaya Sangathan, and Navodaya Vidyalaya Samiti.
Speaking on the occasion, the Education Minister said that the Viksit Bharat Buildathon, the largest-ever school hackathon, would further strengthen grassroots innovation by encouraging students to ideate and develop products around four themes: Vocal for Local, Atmanirbhar Bharat, Swadeshi, and Samriddhi. The initiative is expected to celebrate student-led innovations, drive a new wave of creativity in schools, and position the younger generation as key contributors to a self-reliant and developed India.
Sanjay Kumar, Secretary, DoSEL, presented a detailed overview of the Buildathon, outlining its potential to nurture innovation at scale across the country.
The Viksit Bharat Buildathon 2025 aims to inspire creative thinking for national development, foster self-reliance and sustainable growth, engage schools in synchronized innovation, and showcase India’s innovation capabilities globally. The event also aspires to set a potential world record while celebrating young problem-solvers at both national and international platforms. The initiative builds on the success of the School Innovation Marathon 2024, which resulted in programmes such as the Student Innovator Programme (SIP) and the Student Entrepreneurship Programme (SEP), along with patents and startups emerging from Atal Tinkering Labs.
The journey of the Buildathon begins today, September 23, with registrations open until October 6 on the Viksit Bharat Buildathon portal (https://vbb.mic.gov.in/). Schools will then undergo a preparation period from October 6 to October 13, during which teachers will guide student teams through the portal process. Students will subsequently submit their ideas and prototypes online. The highlight of the initiative, the Live Synchronized Innovation Event, will be held on October 13. Final entries will be accepted until October 31, followed by a two-month evaluation period from November 1 to December 31. The results and felicitation of the top 1,000 winners will be announced in January 2026.
A video on the Viksit Bharat Buildathon 2025 was screened during the launch, showcasing its themes and objectives.
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Atal Innovation Mission and IFCCI Join Hands to Scale Up Atal Tinkering Labs Across India
Ministry of Education to Promote Clean and Vibrant School Environments
NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools
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Maharashtra Education Department Plans Students’ Tour to NASA
Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students
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