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Teachers: Leading In Crisis, Reimagining The Future

If we think about it, it was the COVID-19 outbreak that may have pushed us towards a common style of global learning that’s powered by technology, something some of us are yet to call the future of the education sector.

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Teachers: Leading in crisis, reimagining the future – is the theme of this World Teachers’ Day, held every year on October 5 since 1994. The day commemorates the anniversary of the adoption of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers. This Recommendation sets benchmarks regarding the rights and responsibilities of teachers and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions. 

The current crisis that we’re witnessing is the COVID-19 pandemic which has massively affected every sector. From the economy to education, nothing is spared from exiting their daily operations. In a recent survey conducted by the Melbourne Graduate School of Education at the University of Melbourne, the experts explored the impact of COVID-19 on teaching and learning. The study, led by Dr Natasha Ziebell from the Melbourne Graduate School of Education, received more than 1200 responses from teachers to understand how the rapid shift to online and distance learning has affected them.

Focusing on aspects like the challenges faced by the mentors and learners, teachers’ views on educational progress and social development, emotional impact due to isolation, the progress of students during online classes, and the experience of primary and secondary teachers, they found many interesting details.

  1. About 66% of teachers reported working more hours than usual.
  2. Nearly half of the teachers reported working almost an entire extra day while working from home. This equals to 20 hours extra per week.
  3. Visible mental health and wellbeing problems during this period were experienced.
  4. 15% primary and secondary school teachers reported that their students always attended the online class, while 16% said the students were present only half the time.
  5. Most importantly, 37% of teachers said their students failed to produce the same standard of work before remote learning.

According to Dr Ziebell, even though educators had it tough, they successfully managed to shift to remote learning platforms by improving their ability to deal with technology, something they weren’t equipped with earlier. It was made possible by perseverance and support from the fellow staff members. (Ref: https://ieusa.org.au/examining-the-impact-of-covid-19/)

While juggling reading, planning assignments, taking online classes, evaluating homework, and everything in between, teachers have undergone a massive psychological change they weren’t cautioned about in the beginning. With new adjustments that messed up with their personal space, teachers have reported experiencing anxiety and a loss of interest in work.

We might have gotten ourselves ten years to fulfil the vision we’ve set for the Sustainable Development Goal 4 on education towards 2030 but before that, we need to assess at what cost we’re going to declare this achievement. Recognising teachers and their hard work is a noble act but reflecting upon the severity of the current situation while they strive to reach our common goal is a far-fetched dream at the moment. So while we appreciate them leading in the crisis, we also need to open our eyes and delve deeper into how they’re leading us during the crisis.

As Audrey Azoulay, Director-General, UNESCO, recently said, “We have seen their dedication during this unprecedented situation but we have also witnessed their insecurity and deprivation, since the daily work of teaching literacy, however essential it is, receives too little recognition.”

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On the other hand, if we think about it, it was the COVID-19 outbreak that may have pushed us towards a common style of global learning that's powered by technology, something some of us are yet to call the future of the education sector.

Believe it or not, the digital transformation is here to stay and while it’s already begun to transform the expectation of the students and educators, we need to understand how it will affect our future in the long run. With so much competition in the ed-tech sector, manual methodologies that we don’t want to give up on, new assessment tools and different mindsets altogether, will we be able to reimagine a high-quality and equal learning experience in the future for all?

In Dr Ziebell words – “We saw many teachers get creative in delivering highly specialised lessons, to boosting their digital literacy, and increasing communication with parents and guardians about the needs of students. The switch to remote learning was rapid and the response from teachers and parents was remarkable, but what the teachers have identified are important considerations as the COVID-19 situation evolves and in the event that there is return to remote learning. It also exposed how vulnerable children can slip through the cracks of the system – particularly when some teachers reported students refusing to even turn on the camera and report for their classes.”

According to UNESCO’s recent figures, as of mid-April 2020, 1.5 billion children and youth were affected by school closures in 195 countries, from pre-primary to higher education.1.3 billion learners in 186 countries are still unable to attend school. Sadly, reimagining the future and designing a roadmap using technology as our main defence still looks like an exaggeration to many. Educators and guardians want to wait to get back to ‘normal,’ but does that mean we’re simply delaying our progress and widening the educational gap even more?

To visualise the SDG4 – “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” – according to UNESCO, we need to equip educators who lack basic ICT tools in their homes.

In many places, teachers also found themselves unable to continue education because many households lacked the technology and connectivity to allow students to learn online. Globally, for instance, approximately 50% and 43% of learners, respectively, lack computers or the internet in the home. Teachers themselves are under significant strain and many lack a network and system of psychosocial support from education leaders and the greater community. In many cases, teachers often have the double duty of looking after their own children at home while trying to teach online and facilitate the continuance of education and learning. (UNESCO)

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Right from their creativity to their individuality, everything is at stake in the teachers’ life. Until we find reliable solutions, we cannot expect our teachers to keep leading us and create a better future.

Interestingly, in Senegal, UNESCO and the Global Education Coalition members Microsoft and Huawei supported 82,000 teachers and 5,00,000 students to continue education. UNESCO is supporting training for 200 teachers to be ‘master trainers’ and Huawei is giving devices to improve their connectivity.

In Lebanon, UNESCO is supporting the production of communication and education resources targeting teachers and parents (brochures, videos and guides) and capacity building for the Ministry of Education in the fields of ICT and education benefitting 50 coordinators to date. 280 video lessons are being acquired for the online platform of the Ministry, which will reach 1,000 schools and 200,000 leaners throughout the country.

In Samoa, Vodafone is mobilizing US$7.5 million to offer free access to education data for 60,000 learners and teachers. Orange is providing free internet access to accredited learning platforms in Burkina Faso, Guinea, Mali, and the Democratic Republic of the Congo. Similar packages are forthcoming in Botswana, Cameroun, Côte d’Ivoire, Liberia and Madagascar, an initiative due to be extended to Egypt, Jordan, Morocco and Tunisia. (Source: https://en.unesco.org/news/unesco-showcases-education-responses-covid-19-crisis-general-assembly)

Closer home, we have got the Indian govt. that launched SWAYAM (Study Webs of Active Learning for Young Aspiring Minds), an integrated platform for online courses, using information and communication technology (ICT). It’s developed by the Ministry of Education and AICTE (All India Council for Technical Education) with the help of Microsoft and is equipped for facilitating 2,000 courses. The platform offers free access to everyone and hosts courses from class 9 till post-graduation.

In short, if we want to continue the education of our children during these unprecedented times and beyond, it’s wise to rely on online platforms today and tomorrow. Gone are the times when Facebook and WhatsApp were considered immoral online communities. Today, teachers, along with their students, have changed the ‘course’ and are utilising these media to get more innovative and intellectual.

Further, UNESCO suggests that the stakeholders and development partners should look into the recent crisis and see what they can do to better the current situation. This includes redefining the role of the teachers at classroom-level, school-level and community level. (source: https://en.unesco.org/sites/default/files/wtd-2020-concept-note-en.pdf)

Classroom-level leadership (Micro): This refers to both face-to-face and virtual classrooms. This leadership level considers the interaction of teachers with their learners where teachers’ authority and competence are central. The teacher makes decisions regarding teaching methods and pedagogical approaches, interpreting the curriculum, sequencing learning, facilitating learning, monitoring and assessing outcomes in specific subjects and other cross-curriculum learning outcomes, based on knowledge of students’ ability levels, talents and challenges. The teacher goes beyond adhering to narrow role definitions but leads the teaching-learning process by being innovative and making impactful decisions. Teachers’ leadership at this level also applies to their decisions about the selection of ICT tools, learning management systems and online learning platforms, OERs, social media, radio, or TV, to support the teaching-learning process and meet expected learning objectives, whether in distance learning situations or as part of a blended approach.

School-level leadership (Meso): Teacher leadership at school level represents additional responsibilities, such as performing administration and management tasks, serving on committees (e.g., improvement committee, patronage of clubs), and pedagogical experts. Teachers and others with responsibilities at this level lead on the identification and selection of virtual learning platforms, e-learning software, textbooks, and other teaching-learning materials to be used on a school- or district-wide basis. As pedagogical experts, headteachers and other classroom teachers are uniquely positioned to lead on articulation and implementation of distance learning preparation plans to enable continuity of education during times of crisis. Through these roles, teachers align professional goals with those of the school, share responsibilities for its success and contribute to shaping its culture. Senior and experienced teachers mentor or coach juniors and peers, participate in the local community of practice, and encourage students and colleagues to learn and do things differently, thus serving as catalysts of change, and confronting obstacles to achieve the school mission.

Community-level leadership (Macro): In addition to teachers’ leadership role to ensure internal coherence between curricular components (i.e., learning objectives, subject curriculum/syllabus, teaching methods, textbooks, assessment rubrics), they can also ensure external coherence between curriculum and societal needs. The notion of curriculum as a contract between society and education actors helps to ensure i) coherence between interdependent education sub-sectors; ii) consistency between different stages (early childhood to tertiary and lifelong learning), and iii) forms of education (general, TVET, non-formal, informal). This framework is important to define teachers’ leadership roles and the contribution they can make to achieve the community’s and society’s desired social, economic, and cultural aspirations. Teacher leadership at the community level is often demonstrated within district-level coordination structures that have been put in place for the purpose of school accountability efforts such as teacher appraisals, performance evaluations, and school inspections, as well as individual and whole school professional development opportunities and management of teacher career structures. During the COVID-19 crisis and school closures, community-level grassroots demonstrations of leadership can also emerge where teachers develop organic solutions to mitigate educational challenges confronting communities when classrooms and school-level arenas are compromised.

Conclusion: This World Teacher’s Day, let’s determine to protect our teachers and their right to teach, and guide them towards a better future while they're busy making their next class a productive and unforgettable experience. Presently, the solution is to empower them from the inside by providing moral support and appreciation and on the outside, loading them with digital weapons to combat distance/virtual classroom glitches.

Education

Beyond the Syllabus: School Teachers’ Insights on Project-Based Learning

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Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration. (Image Source- Pexels)

How classroom experiences are being reshaped through projects, inquiry, and authentic learning

As the classroom grows beyond the boundaries of textbooks and blackboards, so too does the role of the teacher, and the very meaning of learning. Project-Based Learning (PBL), once considered a niche innovation, is increasingly being embraced by educators across schools in India. But what happens when PBL moves from theory to practice?

To answer this, we turned to the people at the heart of the learning experience: teachers.
In conversations with educators from diverse school contexts, one theme was clear: PBL is not just a teaching strategy; it’s a transformation in how students learn, engage, and grow.

From Worksheets to Real-World Work: How PBL Differs from Traditional Homework

One of the clearest contrasts teachers observed was how PBL moves learning from repetition to relevance. Traditional homework often reinforces information through rote exercises. PBL, by contrast, asks students to apply their knowledge to solve problems, create products, or investigate issues that matter to them.

One teacher shared how using PBL to raise student awareness about water pollution was a hit in the class. Instead of just assigning problems, the students were made to create awareness posters, conduct surveys in their neighbourhood, and suggest solutions through group presentations. The teacher also noted how the students took the lead, and had an ownership over this project that they usually don’t showcase.

The shift from repetition to application fosters deeper engagement. Several teachers noted that students who previously struggled to stay motivated with homework showed renewed interest when asked to take on real-world challenges.

Changing Roles: Teachers as Facilitators, Not Just Instructors

Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration.

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One common change teachers noticed was on how they had to let go of control in the classroom. Naturally, the students now had to work on projects on their own, and could only come to the teacher for guidance and help. The teachers noted that they helped their students ask the right questions, find credible sources, and evaluate their work, instead of completely placing the burden of learning on the teacher themselves.

This change isn’t always easy. It requires a shift in mindset and in many cases, rethinking how time is used in class. But most teachers agree: the shift is worth it. PBL has encouraged interdisciplinary approaches, made space for collaborative learning, and created more meaningful student-teacher interactions.

Unlocking Student Potential: What PBL Offers Beyond Academics

Academic performance remains important, but a lot of teachers repeatedly pointed out that PBL nurtures a broader set of skills, like critical thinking, collaboration, communication, and creativity. One teacher particularly noted on how their quietest students became ‘leaders’, and became outspoken when it came to presenting their ideas and projects. While not directly, PBL helped these students find their voices, and find confidence in their effort and abilities.

Students learn to manage time, negotiate roles, and solve problems, skills that aren’t always reflected in exam scores but are vital for life beyond school. For many teachers, the most rewarding aspect of PBL was watching students take initiative, work through failure, and reflect on their learning.

Widening the Circle: Strategies for Scaling PBL in More Classrooms

While the benefits are clear, teachers acknowledged that implementing PBL at a large scale comes with challenges, like limited time, rigid curriculum structures, and unfamiliarity among teachers.

They offered a few practical suggestions for schools and educators considering wider adoption:

  • Start Small and Build Confidence: Starting with short projects aligned to the unit you are already teaching introduces PBL in an easy manner. This way, teachers do not have to worry about overhauling their curriculum, or for making huge changes to their current teaching methods.

  • Encourage Collaboration Among Teachers: Joint planning across subjects makes projects richer and more integrated. This also promotes interdisciplinary skills among students, and allows them to craft solutions using different subjects and skillsets.

  • Make Time for Reflection: Embedding opportunities for students to present, critique, and reflect helps solidify learning. By reflecting on their projects and mistakes, they can understand how they can improve their approach to PBL.

  • Support Professional Development: Teachers emphasized the need for ongoing training, not just one-off workshops but long-term spaces for peer sharing and mentorship. This continuous development would cement and solidify the methods and outcomes that will maximise using PBL for student benefits

Looking Ahead: Redefining Success in Education

PBL challenges traditional ideas of what learning looks like. It pushes students to move beyond memorization, and it challenges teachers to rethink their methods. But more than anything, it opens up the classroom to ideas, to communities, and to possibilities. No longer are students just preparing for exams, but also for the complex world outside school.

As educators continue to navigate the changing landscape of education, the insights from teachers point us toward a hopeful future, where learning is meaningful, relevant, and rooted in real-world experience.

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This article is authored by Mrs. Padmashini M Patro, Principal, Air Force School Bamrauli
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Over 1 Lakh Single-Teacher Schools Educate 33 Lakh Students Across India: MoE Data

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Over 1 lakh schools in India are run by a single teacher, educating 33 lakh students, reveals Ministry of Education data.

India’s education system continues to face a complex challenge — the prevalence of single-teacher schools. According to the Ministry of Education’s data for the 2024–25 academic year, more than 1,04,000 schools across the country are operated by just one teacher, collectively catering to over 33.7 lakh students. This translates to an average of 34 students per school, highlighting a pressing gap in teacher availability despite ongoing reforms under the Right to Education Act (RTE).

The data, reported by The Indian Express, shows that Andhra Pradesh leads the country with 12,912 single-teacher schools, followed by Uttar Pradesh (9,508), Jharkhand (9,172), Maharashtra (8,152), and Karnataka (7,349). Smaller regions such as Lakshadweep and Madhya Pradesh each report 7,217 such schools. In stark contrast, Delhi has only nine, while Puducherry, Ladakh, Dadra and Nagar Haveli and Daman and Diu, and Chandigarh report none.

In terms of student enrolment, Uttar Pradesh again tops the list with 6.24 lakh students, followed by Jharkhand (4.36 lakh), West Bengal (2.35 lakh), Madhya Pradesh (2.29 lakh), and Karnataka (2.23 lakh). The data also revealed wide disparities in the average number of students per single-teacher school. While Chandigarh (1,222 students) and Delhi (808 students) reported high averages, remote and hilly regions like Ladakh (59), Mizoram (70), and Meghalaya (73) reported much smaller class sizes.

Officials from the Ministry noted that while the total number of single-teacher schools has decreased from 1,18,190 in 2022–23 to 1,10,971 in 2023–24, the situation still calls for urgent intervention. The reduction, roughly six per cent year-on-year, has been achieved through a process of school mergers and rationalisation—a policy aimed at consolidating under-enrolled schools and redeploying teachers more efficiently.

A senior ministry official explained, “Single-teacher schools hinder the teaching-learning process. Efforts are being made to redeploy teachers from schools with zero student enrolment to single-teacher schools to ensure optimal teacher availability.” The official also added that states are working to maintain the RTE-mandated pupil-teacher ratio of 30:1 in primary schools and 35:1 in upper primary levels, though challenges persist in rural and remote areas.

As India works toward achieving the goals of Viksit Bharat 2047, addressing such foundational gaps in human resources remains crucial. Ensuring that every classroom has an adequate number of qualified teachers is not just a logistical challenge—it is central to improving learning outcomes and restoring balance to the public education system.

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(With PTI inputs)

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Over 3 Lakh Schools Join Hands for India’s Largest-Ever Innovation Challenge: Viksit Bharat Buildathon 2025

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Over 3 lakh schools participate in India’s largest-ever innovation challenge, Viksit Bharat Buildathon 2025

In a historic moment for Indian education, more than 3 lakh schools across the country came together to participate in the Viksit Bharat Buildathon (VBB) 2025, the largest live school innovation challenge ever organised in India. The nationwide event was inaugurated in New Delhi by Union Education Minister Dharmendra Pradhan, marking a significant milestone in the Government’s efforts to embed creativity, innovation, and problem-solving into the school ecosystem.

The Viksit Bharat Buildathon, organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission (AIM), NITI Aayog, and AICTE, saw over one crore students from Classes 6 to 12 working simultaneously during a 120-minute live innovation session. Students teamed up in groups of three to five to design prototypes and propose solutions under four themes — Atmanirbhar Bharat, Swadeshi, Vocal for Local, and Samriddhi.

While inaugurating the event, Minister Pradhan interacted virtually with students of PM SHRI Government High School, Khorda, Odisha, and later visited Delhi Public School, Mathura Road, and Kendriya Vidyalaya No. 2, Delhi Cantt. Commending students for their creativity, he said, “The vision of Viksit Bharat will be realised through the innovative spirit of our young learners. These ideas will not only address domestic challenges but also create global models for change.”

The event drew widespread participation, with Uttar Pradesh leading the numbers (78,206 schools), followed by Maharashtra (41,198), Gujarat (20,017), and Madhya Pradesh (18,129). Other states like Tamil Nadu (16,370), Bihar (15,732), Odisha (12,344), and Haryana (11,567) also recorded impressive engagement, showing the growing momentum for grassroots innovation across regions. Even smaller territories like Ladakh (358), Puducherry (149), and Andaman & Nicobar Islands (171) participated actively, reflecting the nationwide reach of the initiative.

According to Sanjay Kumar, Secretary, DoSEL, this unprecedented participation signals a transformation in how Indian students approach learning. “This one-of-a-kind movement strengthens innovative thinking and enhances the problem-solving capabilities of students across India,” he said. Deepak Bagla, Mission Director of AIM, called the initiative a “mass movement connecting schools in remote villages with those in metropolitan cities through innovation.”

A New Chapter for Indian Education

The Viksit Bharat Buildathon signifies more than just a hackathon — it reflects a systemic shift in Indian education towards experiential and innovation-led learning. As schools across the country engage in design thinking, tinkering, and collaboration, students are being equipped not just with knowledge, but with the mindset and skills needed to build a self-reliant India.

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By nurturing creativity from an early age and fostering partnerships between schools, government bodies, and industry, the Buildathon is shaping a generation ready to contribute to the vision of Viksit Bharat 2047 — a developed, empowered, and innovation-driven India.

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17-year-old Innovator Designs Learning Tools for the Visually Impaired

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17-year-old Innovator Ameya Meattle Designs Learning Tools for the Visually Impaired

At just 17, Singapore-based student Ameya Meattle is proving that age is no barrier to impact. What began as a small idea to make education more accessible has evolved into a mission that is transforming how visually impaired learners experience learning and skill development.

Ameya founded Earth First at the age of 14 — a social enterprise that helps visually impaired individuals “earn and learn” by creating sustainable, eco-friendly products. Working with eight NGOs across India and Singapore, the initiative has trained more than 100 visually impaired students and launched over 23 sustainable product lines, from tote bags and jute placemats to macramé planters. Each design is adapted to provide hands-on learning opportunities and help trainees gain confidence in both craft and enterprise.

Beyond social entrepreneurship, Ameya has focused deeply on education and technology. He led a Python programming course for 50 visually impaired students, designing custom training modules that made coding accessible through screen readers and tactile tools. By introducing technology as a viable career pathway, Ameya hopes to help students move from manual tasks to high-skill, digital opportunities.

His work also extends into assistive technology research. Under the mentorship of Dr. Pawan Sinha at MIT, Ameya developed a VR-based diagnostic game to assess visual acuity in children — turning the process into an interactive experience rather than a clinical test. The tool is being piloted at MIT’s Sinha Lab and with Project Prakash in India, helping doctors evaluate and track visual development before and after eye surgeries.

In addition, during his internship at the Assistech Lab at IIT Delhi, Ameya worked on designing tactile STEM teaching aids, such as accessible periodic tables and coding tutorials for visually impaired learners. His goal, he says, is not just to innovate but to make scientific learning inclusive and joyful for all.

Ameya’s work highlights how education, empathy, and innovation can intersect to create a more equitable future — one where technology serves not just progress, but people.

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Empowering Young People to Champion Neuro-Inclusion

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Inspired by Aamir Khan’s Sitaare Zameen Par, learn how schools can nurture young allies to champion neurodiversity and build inclusive learning communities. (AI generated representational image)

Aamir Khan’s recent film Sitaare Zameen Par has brought neurodiversity into the mainstream, and sparked important conversations about inclusion and rethinking what we consider ‘normal’. These cultural moments help raise awareness, but they also remind us that there is still a long way to go in making inclusion a lived reality

It is estimated that 1 in 8 children in India have a neurodevelopmental condition such as ADHD, autism, learning disabilities and intellectual disability. Many of these children often face social isolation, bullying and exclusion often the earliest of these experiences begin during school. 

At the same time, today’s young people indeed carry with them a deep sense of social justice and openness to diversity. The energy, empathy and bold creativity of young people can be harnessed – if nurtured in the right way, at the right time – to make them equal partners in cultivating inclusive cultures in schools and communities. 

We need young allies – people who are not only informed, but who engage meaningfully with neurodivergent peers, actively support the cause, and drive inclusivity. The key lies in equipping them with the knowledge, skills, and ultimately the mindset needed for inclusion. Schools must invest in nurturing young allies who can champion neurodiversity and take ownership of inclusion in spaces they belong to. 

Our experience and work on youth allyship has shaped our understanding of what it takes to make this happen. Here are some of our most important insights: 

  • From awareness to active allyship: We need to move beyond awareness about neurodiversity, by equipping students with the knowledge, skills, confidence, and opportunities to take meaningful action as allies for neuro-inclusion.
  • A personalised journey: Allyship is a lifelong journey which is most authentic when it grows organically from curiosity, dialogue, self-initiative and experiences. It cannot be imposed, and must be led by the individual.
  • Student autonomy: When students have the autonomy to choose how they contribute, their commitment deepens. We should give students a mix of structure and freedom to help – guidance to shape their efforts, alongside the space to decide how they want to step up for meaningful change.

So how can schools nurture students as young allies? 

  1. Create safe, relatable spaces led by students, for students Peer-led conversations give students space to reflect on diversity, challenge stereotypes, and share personal experiences. When peers lead, the power dynamics shift – students listen more openly, express without fear of judgment, and begin to see inclusion as something that belongs to them, not just a directive from authority figures. Our Inclusive Duniya Circles are one example of such spaces. Students are primed and empowered to sensitively facilitate conversations about disability, neurodiversity and inclusion.
  2. Explore connections to students’ interests and strengths
    Students should be given the opportunity to discover how they feel about the cause and how they want to contribute. At the end of each Circle, we often ask, How do you want to step up for an Inclusive Duniya?” The answers vary, but what matters most is that the initiative comes from the students themselves. Our role as adults and educators is to support them in making it happen.

Some take the route of advocacy – sparking conversations and campaigning for the cause with schoolmates. Others channel creativity through music, art, or theatre that challenges stereotypes.

For instance, the song Inclusive Duniya (available on Spotify), was written, composed and produced by students on their own from carefully crafting lyrics which invited listeners to imagine a world where everyone feels like they belong to picking melodies that convey warmth. Students used their creative talents to make a gentle but compelling call to action for allyship. Helping students tap into their personal strengths and interests enables authentic engagement and contribution to the cause.

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  1. Embed into academic and co-curricular pathways
    Linking students’ inclusion initiatives and projects to existing academic opportunities, such as CAS projects in the IB curriculum, allows them to merge personal passion with academic commitment. Framing these initiatives as co-curricular activities also strengthens students’ profiles for college applications. This dual recognition provides a formal recognition to their efforts and ensures students’ efforts are sustained – adding motivation, depth and commitment to their efforts.

The voices of young people not only impact their peers, but also have a ripple effect in shaping how families talk about disabilities, and, in due course, how communities and workplaces open themselves up to inclusion. 

With the right support, our young generation can become a driving force for an inclusive world. Schools, as microcosms of society, provide the most conducive space for young people to explore sensitive concepts, question biases, and practice inclusion in meaningful ways. By nurturing young allies who truly value and celebrate diverse ways of thinking and being, we can lay the foundation for a more Inclusive Duniya

This article is co-authored by: 

Pooja Sharma, Founder and CEO, Inclusive Duniya

Srushti Patel, Manager- Schools Programme, Inclusive Duniya

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Ministry of Education Urges Schools to Adopt UPI for Digital Fee Payments, Promoting Ease of Schooling

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Ministry of Education encourages schools to adopt UPI for digital fee submission to enhance ease of schooling across India.

In a move to strengthen the Government’s Digital India vision, the Ministry of Education has urged schools across India to integrate Unified Payments Interface (UPI) and other digital payment systems for fee collection and administrative transactions. The directive, issued by the Department of School Education and Literacy (DoSEL), is part of broader reforms aimed at promoting Ease of Schooling and improving transparency in educational administration.

The Ministry has written to all States, Union Territories, and autonomous educational bodies — including NCERT, CBSE, Kendriya Vidyalaya Sangathan (KVS), and Navodaya Vidyalaya Samiti (NVS) — encouraging them to adopt digital payment mechanisms such as UPI, mobile wallets, and net banking for collecting school admission, examination, and other fees.

The transition from cash-based to digital transactions, the Ministry said, will significantly reduce administrative burden while improving efficiency, security, and accessibility. For parents and students, this means being able to make school payments directly from their phones without the need to physically visit schools or handle cash.

According to the Ministry, integrating digital payments in schools will not only simplify fee submissions but also promote financial literacy among students and families. By making digital transactions a part of everyday life, schools can play a key role in familiarising future citizens with the country’s growing digital economy.

The initiative aligns with India’s larger goal of becoming a digitally empowered, inclusive, and transparent society by 2047 under the vision of Viksit Bharat. It also complements the government’s push toward Digital Transformation in Education, ensuring administrative systems are modern, accountable, and user-friendly.

By encouraging UPI integration, the Ministry is promoting a more efficient and transparent school ecosystem — one where technology reduces red tape, supports better governance, and enhances convenience for families. This initiative represents not just a financial reform but a cultural shift toward digital readiness in India’s school education system.

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Supreme Court Calls for Early Sex Education in Schools: “Not from Class IX, But from a Younger Age”

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Experts believe that inclusive discussions about puberty, consent, and emotional health must begin before adolescence (Image Source- Pexels/Markus Winkler)

In a landmark observation, the Supreme Court of India has emphasised the urgent need to introduce sex education at a younger age, rather than waiting until Class IX as is the current norm. The apex court stated that children should be informed and sensitised about the physical and emotional changes that accompany puberty — and taught the necessary care and caution that come with it.

The observation came from a Bench comprising Justice Sanjay Kumar and Justice Alok Aradhe, which noted that the absence of early sex education leaves children vulnerable to misinformation and misunderstanding during their formative years.

“Sex education should be provided to children from a younger age and not Class IX onwards. It is for the authorities concerned to apply their mind and take corrective measures so that children are informed of the changes that happen after puberty,” the court stated.

The Bench made the remarks while hearing an appeal filed by a 15-year-old boy, who had been denied bail by the Allahabad High Court in a case under Sections 376 and 506 of the Indian Penal Code (IPC) and Section 6 of the Protection of Children from Sexual Offences (POCSO) Act. Recognising that the accused was himself a minor, the Supreme Court had earlier granted him bail in September 2025.

In the same case, the Court had directed the Government of Uttar Pradesh to submit an affidavit explaining how sex education is currently implemented in schools. The state responded that sex education is introduced only in Classes IX to XII, following NCERT guidelines. However, the Bench expressed concern over this delayed introduction and urged policymakers to revisit the framework to ensure children receive age-appropriate education much earlier.

The Court set aside the High Court’s order and made the juvenile’s bail permanent until the completion of the trial. More importantly, its remarks have reignited the national debate on the need for comprehensive sexuality education in India, which many experts argue is crucial to preventing abuse, reducing stigma, and promoting healthy development among adolescents.

Education experts have long maintained that early, factual, and inclusive discussions about puberty, consent, and emotional health must begin before adolescence — ideally in primary school — to prepare children for real-world experiences and relationships. The Supreme Court’s observation is expected to prompt renewed policy discussions on revising the sex education curriculum nationwide.

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Delhi Government Launches Online First Aid Training Programme for Teachers

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Delhi government launches an online first aid training programme for teachers in schools. (Image Source- Pexels)

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.

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Education

Atal Innovation Mission and IFCCI Join Hands to Scale Up Atal Tinkering Labs Across India

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Atal Innovation Mission and IFCCI partner to expand Atal Tinkering Labs across India, promoting STEM education and youth innovation at the grassroot level

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.

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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:

  • Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.

  • Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.

  • Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.

  • Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.

  • 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.

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Education

Ministry of Education to Promote Clean and Vibrant School Environments

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Ministry of Education launches Special Campaign 5.0 to execute Swachhata drives and school beautification (AI generated representational image)

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.

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