Mumbai, 26 March 2025: In a commendable outreach initiative, Target Learning Ventures, a leading publishing house, recently conducted a comprehensive career counselling session for students of Matrubhoomi High School in Kandivali. The session, aimed at 9th and 10th-grade students from economically weaker backgrounds, was held in collaboration with INSEED NGO, which works to provide essential academic support to the school.

The session was led by Mr Sachin Kodolikar, Executive Director of Target Learning Ventures, who introduced students to various personality types—communicative, reflective, analytical, and assertive—and their relevance in different career paths. The approach helped students understand how their personal traits could align with diverse professional opportunities.

Mr Kodolikar also introduced students to skill-based career options, drawing attention to government-recognised courses and platforms such as the National Skill Development Corporation (NSDC). He encouraged the students to participate in the India Skills competition and explore non-traditional career paths that could lead to long-term growth and self-reliance.

“We are obliged by INSEED NGO for giving us this opportunity,” said Mr Kodolikar. “This initiative is about more than career guidance—it’s about broadening horizons and helping students make informed decisions.”

Sangeeta Shirname, Founder of INSEED NGO, expressed her appreciation for the session, noting its significance in inspiring students to look beyond conventional careers such as engineering and medicine. She added that many students were excited about the upcoming opportunity to visit the Target Learning Ventures office for hands-on exposure.

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In an important stride towards implementing the National Education Policy (NEP) 2020, the Ministry of Education has launched the “Baalpan ki Kavita” initiative—an ambitious project to restore and revive Indian rhymes and poems for young children across the country. Spearheaded by the Department of School Education & Literacy (DoSE&L), this initiative aims to build a vibrant compendium of age-appropriate, culturally resonant poems in all Bharatiya Bhasha (Indian languages) and in English, for pre-primary to Grade 2 learners.

The initiative recognises the powerful influence of rhymes and poems in early childhood education—offering not only linguistic development but also cultural grounding. Through the “Baalpan ki Kavita” contest, DoSE&L and MyGov are inviting educators, parents, poets, and language enthusiasts to contribute existing or original rhymes under three categories: Pre-primary (ages 3–6), Grade 1 (ages 6–7), and Grade 2 (ages 7–8). The entries can be submitted from 26 March to 22 April 2025 on the MyGov website, and should reflect joyful, child-friendly content rooted in India’s diverse cultural milieu.

While the initiative has been widely welcomed, it has also sparked necessary conversations around what it means to restore “Bharatiya” poems in a truly pluralistic and inclusive India. Critics and educators alike are cautioning that while returning to linguistic and cultural roots is commendable, it is equally essential to ensure that the selected rhymes reflect progressive values, diversity, and regional representation.

For decades, Indian children have grown up reciting foreign nursery rhymes like Twinkle Twinkle Little Star or Jack and Jill, with little exposure to traditional Indian poetic forms. While some schools have occasionally included regional gems such as Nani Teri Morni Ko Mor Le Gaye (Hindi) or Chanda Mama Door Ke (widely popular in Hindi and Telugu), these have rarely found a standard place in national curricula.

The absence of Indian rhymes in mainstream education can be attributed to colonial hangovers, lack of standardisation across states, and an education system that long prioritised English-medium content. However, the NEP 2020 has made a strong case for multilingualism and cultural rootedness in foundational education—opening the door to such initiatives that celebrate India’s linguistic diversity.

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That said, educationists emphasise that inclusion must go hand-in-hand with critical curation. Rhymes must reflect the India of today—not just folklore, but stories that uphold gender equality, environmental awareness, and kindness. We must move beyond simplistic moral binaries or caste-laden tales that have occasionally crept into traditional literature.

In fact, there’s an opportunity here to revive some of India’s lesser-known literary treasures—folk rhymes from the hills of Himachal, tribal lullabies from Odisha, Malayalam couplets about the monsoon, Marathi riddles, and more. Rhymes like Appa Amma (Kannada) or Kokila Kokila (Tamil) can be powerful vehicles for language immersion, identity formation, and emotional development.

Still, romanticising the past without scrutiny is not ideal. While the intent to preserve Bharatiya Bhasha is commendable, there is a fine line between celebration and cultural imposition. This initiative must not become a tool to homogenise or politicise early education. India’s strength lies in its diversity—and that diversity and representation must be reflected in the poems our youngest citizens grow up reciting.

As “Baalpan ki Kavita” moves forward, stakeholders must approach the process with sensitivity, balance, and a deep commitment to building a generation that cherishes its heritage while dreaming with open, inclusive minds.

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​India’s escalating environmental challenges, particularly concerning air pollution, have reached alarming levels, posing significant threats to public health and the nation’s sustainable development. Recent data underscores the severity of the situation:​

• Widespread Air Pollution: A report by IQAir indicates that only 17% of the world’s cities meet air pollution guidelines, with countries like Chad, Congo, Bangladesh, Pakistan, and India having the dirtiest air. India alone accounts for six of the nine most polluted cities, with Byrnihat being the worst. ​AP News+1The Guardian+1

• Life Expectancy Impact: Fine particulate air pollution (PM2.5) shortens an average Indian’s life expectancy by 5.3 years, relative to what it would be if the World Health Organization (WHO) guideline of 5 µg/m³ was met. In the National Capital Territory of Delhi, this figure rises to 11.9 years. ​AQLI

• Severe Smog Events: In January 2025, New Delhi experienced dense smog, significantly reducing visibility and threatening to disrupt flights. The city’s air quality index (AQI) reached 351, categorizing it as “very poor” according to India’s top pollution control body. ​Reuters

In response to these pressing environmental concerns, the National Curriculum Framework (NCF) 2023 has strongly advocated for the inclusion of environmental education as an interdisciplinary area of study within the school curriculum. This initiative aims to instill environmental awareness and sustainable practices among students from an early age, fostering a generation equipped to tackle environmental challenges.​

Environmental education has been seamlessly integrated into various subjects across different educational stages. For instance, topics such as “Forests: Our Lifeline” in Class VII Science and “Our Environment” in Class X Science provide students with a comprehensive understanding of ecological systems and the importance of conservation. Additionally, the National Council of Educational Research and Training (NCERT) has developed supplementary materials, including project books and activity guides, to further enrich environmental learning.​

Beyond the classroom, initiatives like Eco Clubs have been established in schools to promote practical engagement with environmental issues. Aligned with the Mission LiFE (Lifestyle for Environment) campaign, these clubs encourage students to participate in activities such as optimizing water usage, reducing waste, recycling, and conducting plantation drives. By actively involving students in these initiatives, Eco Clubs aim to cultivate a sense of responsibility and proactive behavior towards environmental stewardship.​

The National Education Policy (NEP) 2020 further emphasizes the critical importance of integrating environmental awareness and sustainability principles into education. By sensitizing students to environmental and climate change concerns, the policy seeks to inculcate values, attitudes, behaviors, and skills essential for addressing environmental challenges, thereby preparing them to contribute to a sustainable future.​

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Addressing India’s environmental crisis requires a multifaceted approach, with education playing a pivotal role. By embedding environmental studies into the curriculum and fostering active participation through initiatives like Eco Clubs, schools can empower students to become informed and engaged citizens. This educational foundation is crucial for developing innovative solutions and driving collective action towards a cleaner, healthier environment for future generations.​

Chandigarh: In a move that signals the strengthening of education reform in Punjab, Chief Minister Bhagwant Mann on Saturday hailed the contribution of foreign-trained teachers as catalysts in the state’s ongoing “education revolution.” Speaking at a flag-off ceremony in Chandigarh, Mann dispatched a new batch of 72 teachers to Turku, Finland for training in modern pedagogical practices, marking yet another step towards globalising the state’s education system.

According to the Chief Minister, a total of 234 principals and education officers have already undergone a five-day leadership development programme in Singapore, while 152 headmasters and officers have been trained at IIM Ahmedabad, across three batches. The initiative, Mann said, is designed to expose educators to global best practices and bring those methodologies back to their classrooms in Punjab.

“This out-of-the-box idea is giving major thrust to the education revolution in the state by bringing the much-needed qualitative change in the education system,” he said. “These teachers are acting as agents of change, ensuring quality education for our students.”

Mann further explained that teachers for the programme are selected purely on merit, with a unique eligibility condition: they must be recommended by at least 10 students they have taught. This, he noted, ensures that only genuinely deserving and impactful educators get the opportunity to benefit from the exposure.

The programme equips teachers with modern teaching techniques, including student-centric learning, digital integration, critical thinking development, and classroom management strategies. Upon their return, these teachers share their learnings with peers and students, thereby cascading the training across the state’s education ecosystem.

A National Model in the Making?

Punjab’s approach to foreign teacher training programmes may well serve as a template for other Indian states. Much like student exchange programmes that help pupils gain global exposure, a teacher or faculty exchange programme could enrich teaching methods and uplift educational standards across the country.

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Introducing cross-cultural learning for teachers can lead to better understanding of global educational trends and foster innovation in curriculum and teaching methodologies. By encouraging other state governments to adopt similar strategies, India can empower its teaching workforce and help meet the goals of the National Education Policy (NEP) 2020, which strongly emphasises professional development for educators.

As India continues to navigate the challenges of 21st-century learning, investing in teachers is key to shaping future-ready learners. Punjab’s efforts underline the transformative power of global exposure and the ripple effect well-trained teachers can create in society.

News Source- PTI

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The Prime Minister’s Young Authors Mentorship Scheme (PM-YUVA) has returned for its third edition, promising to shape the future of young Indian writers once again. Launched by the Ministry of Education (MoE) and the National Book Trust (NBT) of India on March 11, 2025, YUVA 3.0 seeks to nurture creative talent among individuals under 30, providing them with a structured mentorship programme that equips them with the skills to document India’s past, present, and future through literature.

With themes such as the contribution of the Indian diaspora in nation-building, the Indian knowledge system, and the makers of modern India (1950-2025), this year’s programme encourages participants to explore diverse facets of India’s rich cultural and intellectual heritage. But while the initiative continues to gain traction, can its implementation be optimised in Indian schools to truly create a lasting impact?

YUVA 3.0: A Gateway for Young Indian Writers

Following the success of YUVA 1.0 and YUVA 2.0, which saw young authors explore themes of India’s freedom movement and democracy, YUVA 3.0 aims to build a stream of writers who can articulate India’s contributions across time and disciplines.

Aspiring authors can apply via MyGov India’s portal, submitting a 10,000-word book proposal that is evaluated by a selection panel constituted by NBT India. 50 candidates will be selected for a six-month mentorship programme, during which they will:

• Receive financial assistance of ₹50,000 per month
• Attend workshops, training sessions, and mentorship meetings
• Have their books published in multiple Indian languages
• Participate in literary festivals and international book fairs

The New Delhi World Book Fair 2026 will serve as a launchpad for these young authors, offering them an opportunity to showcase their work on a national stage.

Bringing YUVA 3.0 into Indian Schools: The Need for Institutional Support

While PM-YUVA 3.0 is a well-structured initiative, a significant gap exists in its reach at the school level. Despite India being home to one of the largest youth populations globally, creative writing as a discipline remains largely underdeveloped in most school curriculums. Integrating this scheme into secondary and higher secondary education could be a game-changer.

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How Schools Can Leverage PM-YUVA 3.0 for Maximum Impact:

1. Creative Writing Programmes in Schools: Schools should introduce structured creative writing workshops as an extracurricular activity or an elective subject to familiarise students with long-form writing.

2. Dedicated Literary Mentorship: Schools should facilitate teacher-led mentorship programmes, where educators guide students in conceptualising, drafting, and refining their manuscripts before submission.

3. Regional and Vernacular Writing Initiatives: Since YUVA promotes multilingual literature, schools should encourage students to write in their mother tongue, ensuring that India’s literary landscape remains diverse and inclusive.

4. Early Introduction to Research and Storytelling: To cultivate young authors, schools must integrate storytelling, history-based research projects, and structured writing exercises from middle school itself.

5. Engagement with Past YUVA Winners: Schools can invite previous winners for interactive sessions to inspire students, helping them understand the nuances of writing, editing, and publishing.

Lessons from Past Editions: How YUVA Has Transformed India’s Literary Scene

Since its inception in 2021, PM-YUVA has empowered young authors across India, producing literature that adds to the country’s intellectual and historical archives. The impact of the scheme is evident:

• 41 books published under YUVA 2.0 were launched at the New Delhi World Book Fair 2025.
• Books produced under YUVA 1.0 and YUVA 2.0 were translated into multiple Indian languages, broadening their accessibility.
• Participants have received national and international recognition, with some works included in academic and government libraries.
• Young authors have interacted with historians, policymakers, and scholars, gaining real-world insights into writing and research.

However, the lack of structured creative writing programmes in schools has meant that the initiative remains largely restricted to university students and independent writers. Expanding YUVA 3.0’s footprint within school education systems will ensure that a younger demographic benefits from this transformative programme.

Creating India’s Next Generation of Writers

With India ranked third in global book publishing, there is an urgent need to nurture homegrown literary talent that can represent the nation’s historical and contemporary narratives on an international stage. PM-YUVA 3.0 is a step in the right direction, but to fully optimise its potential, it must become more accessible to students at the school level.

By encouraging structured creative writing curriculums, mentorship programmes, and regional language engagement, Indian schools can help cultivate the next generation of authors, historians, and literary scholars, ensuring that India’s rich literary heritage continues to thrive.

The Indian Institute of Technology (IIT) Guwahati is set to develop India’s first VR-enabled metaverse platform for PM SHRI schools, transforming how students engage with complex subjects like mathematics, science, and social studies. The initiative, named “Gyandhara,” is being developed in collaboration with the Ministry of Science and Technology and the Department of Education, Assam Government and will be piloted in 56 PM SHRI Adarsh Vidyalayas across Assam later this year.

However, as India moves towards metaverse-driven education, a pressing question remains—is the metaverse still the future? Once touted as the next big thing in digital transformation, the metaverse has seen declining interest in several sectors globally. While education may provide a new space for its application, questions remain about its long-term sustainability.

The Gyandhara Metaverse is designed to bridge gaps in conceptual learning by creating interactive, immersive 3D environments where students can visualise complex topics in their local languages. The metaverse will use virtual reality (VR) technology to create a dynamic learning experience that goes beyond traditional methods like blackboards and textbooks.

Dr Keyur Sorathia, Associate Professor at IIT Guwahati and the project’s lead, explained that the initiative will help students develop creativity, critical thinking skills, and global collaboration opportunities.

“At Gyandhara, we are developing an educational metaverse that will provide students aged 13 to 18 with engaging, immersive learning experiences. Our goal is to create an interactive and dynamic learning environment that fosters deeper understanding and critical thinking,” Sorathia told PTI.

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He further emphasised that the metaverse will eventually expand beyond Assam to cover schools across North East India and later to the rest of the country. The project aims to support students in classes 8 to 12, focusing on subjects that require high levels of visualisation and engagement.

“The idea is to transform how students engage with complex topics by creating a metaverse environment where lessons are delivered in local languages,” he added.

Can the Metaverse Survive Beyond the Hype?

While IIT Guwahati’s initiative is a significant leap in edtech, globally, the metaverse has faced setbacks. What was once projected to be the future of the internet, workspaces, gaming, and education has now struggled to maintain relevance.

A 2024 report by EM360 Tech highlighted how Meta (formerly Facebook), which had invested billions in the metaverse, failed to gain mainstream adoption. The company’s ambitious Horizon Worlds platform, designed to bring people into virtual spaces, fell short of its expected user engagement. Even Microsoft, Disney, and other tech giants quietly scaled back their metaverse projects, pivoting towards more practical AI-driven applications.

A key reason behind this decline is high costs, lack of consumer adoption, and unclear monetisation models. The educational sector, however, remains an area where the metaverse could still thrive, as VR-based learning platforms provide interactive experiences that traditional teaching methods cannot replicate.

Experts believe that while corporate-driven metaverse applications are shrinking, education, healthcare, and industrial training may keep the concept alive. India’s adoption of VR-based learning through initiatives like Gyandhara could provide a real-world use case for the metaverse, ensuring its continued development despite its waning popularity in other sectors.

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If Gyandhara succeeds, it could revolutionise learning in India, making STEM subjects more accessible and engaging. However, challenges remain, including:

• Infrastructure gaps: Not all schools have access to high-speed internet and VR-compatible hardware.
• Teacher training: Educators must be equipped to integrate VR tools effectively into the curriculum.
• Affordability: VR technology remains expensive; scaling up across public schools could be financially challenging.

Despite these obstacles, India’s willingness to explore metaverse-based education signals a strong commitment to digital transformation. Whether the metaverse remains the future of education or becomes another tech trend that fades away will depend on the success of projects like Gyandhara and their ability to deliver real learning outcomes.

Jaipur, 9 March 2025: As a crucial step to address the challenges faced by students and curb rising suicides in coaching hubs, the Rajasthan Cabinet has approved the Rajasthan Coaching Centre Control and Regulation Bill 2025. The bill aims to regulate coaching institutes across the state, ensuring structured policies to safeguard student welfare and mental health. Additionally, the cabinet has given the nod to the Rajasthan Skill Policy 2025, focusing on upskilling youth, reskilling workers, and fostering entrepreneurship to enhance employment opportunities.

Tackling Student Suicides in Kota

The decision comes at a time when Rajasthan, particularly Kota—the country’s coaching capital—has witnessed an alarming surge in student suicides. Last year alone, 17 students died by suicide in the city, while in 2023, the number was 23. The most recent case involved 18-year-old NEET aspirant, Ankush Meena, who was found dead in his PG accommodation. His death, reportedly the seventh case in Kota this year, has reignited concerns about the intense pressure faced by students preparing for competitive exams.

Addressing the issue, parliamentary minister Jogaram Patel said, “Students sometimes commit suicide due to stress, which is unfortunate. We want them to study, compete, and succeed, but not at the cost of their mental health.” He added that the proposed bill will introduce strict regulations for coaching institutes, covering those with more than 50 students. Penalties and cancellation of registration will be enforced for institutions violating the new rules.

Rajasthan Skill Policy 2025: Addressing Employment Challenges

Alongside regulating coaching centres, the Rajasthan government has also introduced the Rajasthan Skill Policy 2025, a comprehensive strategy to bridge the skill gap among youth and create employment opportunities.

“There are around 20 lakh youth in Rajasthan who are employable but lack the right skills,” Patel said. “The government has committed to creating four lakh jobs in five years, and through the right skill programmes, we want young people to contribute to the state’s development.”

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This initiative aims to equip students with industry-relevant skills, promote entrepreneurship, and ensure that graduates are job-ready, reducing dependency on competitive exams as the sole career pathway.

Urgent Need for Change in Student Welfare Policies

The rise in student suicides in Kota and across India highlights the urgent need for systemic reforms in the education sector. While coaching centres play a vital role in helping students prepare for competitive exams, the immense academic pressure, isolation, and lack of emotional support are pushing many to breaking point.

The new regulation in Rajasthan is a step towards accountability—ensuring that coaching institutes prioritise student well-being alongside academic success. However, mental health awareness, counselling services, and alternative career pathways must also be actively promoted to change the toxic culture of extreme academic pressure.

With India striving for educational excellence, the nation must not overlook the mental and emotional well-being of its students. The Rajasthan Coaching Centre Control and Regulation Bill is a welcome move, but its implementation and enforcement will determine its true impact in preventing further tragedies.

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