Education
Teachers: Leading In Crisis, Reimagining The Future
Teachers: Leading in crisis, reimagining the future – is the theme of World Teachers’ Day 2020, held every year on October 5 since 1994. Let’s discover how our educators have led us so far and what we can do to support their mission.

Teachers: Leading in crisis, reimagining the future – is the theme of World Teachers’ Day 2020, 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.
- About 66% of teachers reported working more hours than usual.
- Nearly half of the teachers reported working almost an entire extra day while working from home. This equals to 20 hours extra per week.
- Visible mental health and wellbeing problems during this period were experienced.
- 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.
- 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.”
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)
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
Over 4.7 Lakh Pirated NCERT Books Seized Since 2024, Govt Reports

More than 4.7 lakh counterfeit NCERT textbooks have been confiscated across India since 2024, the Ministry of Education revealed in the Rajya Sabha this week. The large-scale crackdown is part of NCERT’s renewed efforts to combat textbook piracy and safeguard access to authentic, affordable learning materials for students nationwide.
Responding to a written query in the Upper House, Minister of State for Education Jayant Chaudhary stated that textbook piracy has been rampant across multiple states, driven primarily by commercial interests of unauthorised entities. Between 2024 and 2025, over 4.71 lakh fake NCERT books were seized during enforcement operations.
In a series of raids across 29 locations suspected of producing or distributing counterfeit books, NCERT officials also uncovered stocks of fake watermarked paper and high-end printing equipment — collectively worth over ₹20 crore. These raids aimed not only to halt the illegal printing supply chain but also to reinforce the credibility of NCERT materials.
“NCERT textbooks are printed on a no-profit, no-loss basis to reach every child in the country,” Chaudhary reiterated in his reply.
To further stem the piracy tide, NCERT has taken several preventive steps, including reducing textbook prices by 20%, modernising printing methods, and making books more widely available through e-commerce platforms. These steps are aimed at reducing dependency on black-market sources by ensuring affordable and timely textbook access.
In collaboration with IIT Kanpur, NCERT also piloted a tech-based anti-piracy solution using a patented mechanism in one million copies of a Class 6 book. This innovation allows books to be tracked and authenticated, potentially creating a digital trail to curb piracy in the future.
Education
Student Suicides Account for 7.6% of All Cases in India: What the Govt Is Doing Next

Education
CBSE Makes CCTV Cameras with Real-Time Audio-Visual Recording Mandatory in Schools

In a notification issued on Monday, to enhance student safety and ensure accountability on school campuses, the Central Board of Secondary Education (CBSE) has mandated the installation of high-resolution CCTV cameras with real-time audio-visual recording across all affiliated schools.
According to the notification, the board has amended its Affiliation Bye Laws-2018, requiring the installation of CCTV cameras at all critical points within school premises, including classrooms, corridors, libraries, staircases, and other key areas—excluding washrooms and toilets. The footage must have a minimum backup of 15 days and should be made available to authorities upon request.
This directive is part of CBSE’s broader commitment to ensuring students’ physical and emotional well-being. It aims to create safer learning environments by preventing bullying, intimidation, and other implicit threats. The move also aligns with the National Commission for Protection of Child Rights (NCPCR)’s ‘Manual on Safety and Security of Children in Schools’, released in 2021, which outlines safety protocols for creating secure and supportive school settings.
In the official circular, CBSE Secretary Himanshu Gupta stated, “Children have a constitutional right to live with dignity and access education in a safe and supportive environment. The safety has two aspects — from unscrupulous, un-societal elements and from implicit threats like bullying. All such threats can be addressed using modern surveillance technologies.”
The board noted that bullying significantly impacts student self-esteem and mental health. “Children require a healthy and nurturing environment to thrive. This decision is part of our effort to foster that environment,” the notification read.
While many private schools have welcomed the move, citing improved monitoring and security, several government school representatives expressed concern over the implementation. They highlighted the need to repair existing non-functional cameras before investing in new technology.
As implementation begins, the directive reinforces CBSE’s stance on prioritising student safety through proactive and tech-enabled solutions.
Education
In Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre

For Sandhya Ukkalkar, the path to becoming an educator in the field of special education was never just a professional decision — it was deeply personal. It began in the quiet, determined moments of motherhood, as she searched for a school that could truly understand her son’s unique needs. Diagnosed with Autism and Intellectual Disability, he required more than care — he needed acceptance, structure, and a nurturing environment.
In 1996, a compassionate doctor guided her to Jai Vakeel School. From the moment her son was enrolled, Sandhya witnessed a transformation that brought not only relief, but hope. Encouraged by the school’s doctor, she enrolled in a special education course, and by June 2000, she returned to the same institution — this time as a teacher. Over the years, she grew into the role of Principal of the Autism Centre at Jai Vakeel, dedicating her life to children who, like her son, simply needed to be seen, understood, and supported.
What sets the Autism Centre apart is not just its experience or legacy, but its guiding philosophy: a child-led, strengths-based approach that celebrates neurodiversity. Here, each learner follows an Individualised Education Plan (IEP), supported through small groups, one-on-one sessions, and methodologies that include Applied Behaviour Analysis (ABA), Sensory Integration, and Visual Supports. The goal isn’t to fit children into a mould but to honour their unique ways of engaging with the world.
Serving children aged 3 to 18, the centre focuses on early intervention, functional academics, and pre-vocational training — all grounded in a multisensory curriculum aligned with NCF and NCERT. For the 31 students with Autism and Intellectual Disability who currently attend, the emphasis lies on building communication and sensory skills that can translate into real-world independence.
Sandhya believes collaboration is the cornerstone of success. At the centre, therapists, educators, parents, and healthcare professionals work as a unified team. Over 75% of the children served come from low-income families, and many receive free or subsidised education and therapy through rural camps and outreach programs.
“These aren’t luxuries,” Sandhya insists, referring to tools like sensory rooms and assistive tech. “They’re essentials.”
And the results are deeply moving. Children who once struggled with attention now engage joyfully in sessions. Some who were non-verbal begin to use gestures, visuals, and eventually words. Others transition into mainstream schools. One student, now preparing for CA exams, once needed foundational classroom readiness support. These are not isolated cases — they are the product of consistent, individualised attention and belief.
For Sandhya, the real victories come in the smallest moments: a child pointing to a picture to communicate, another who finally sits through a full session, or a parent whispering “thank you” with tears in their eyes. These everyday breakthroughs are everything.
Her personal experience as a parent gives Sandhya a unique lens. She understands the fears, hopes, and quiet triumphs families carry. That’s why parental involvement is not optional at the centre — it’s essential. Families regularly participate in progress meetings, classroom observations, and hands-on training. Home goals — practical and doable — are shared, and customised visual aids help ensure continuity beyond school hours. Emotional support is offered just as readily as academic strategies.
Still, the challenges are real. There is a pressing shortage of professionals trained in autism-specific interventions, especially for students with high support needs. Assistive communication tools are expensive and often out of reach. Space is limited, even as demand grows. Sandhya dreams of expanding — with dedicated sensory rooms, inclusive playgrounds, and classrooms designed for neurodivergent learners. “These help children feel safe, calm, and ready to learn,” she says.
Her vision for the future is clear: inclusion that goes beyond tokenism. She dreams of classrooms where neurodivergent children aren’t merely accommodated, but genuinely valued — where belonging is a given, not a gift. To get there, she believes we must build on three pillars: Mindset (a shift from awareness to true acceptance), Capacity (training educators, therapists, and families), and Belonging (where every child is emotionally safe and socially included).
As she looks ahead, Sandhya hopes to increase enrolment, offer structured training for parents and teachers, partner with inclusive schools for smooth transitions, and support students well into adulthood — through vocational training, community participation, and self-advocacy.
Her journey is a reminder that special education isn’t just about what children need — it’s about what they deserve.
Because, as Sandhya says,
“In every smile, there’s a victory. And every child deserves to smile.”
Read the full story in our issue of Teacher Warriors 2025 here.
Education
CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility

The Central Board of Secondary Education (CBSE) is considering the introduction of a two-level system for Science and Mathematics in Classes 11 and 12. The plan is aimed at offering students the flexibility to choose the difficulty level of STEM subjects based on their future academic or career aspirations.
As reported by India Today and originally learnt through The Sunday Express, the proposal is an extension of an existing model implemented in Classes 9 and 10. In Class 10 Mathematics, for instance, students currently choose between Basic and Standard versions during board exams—a move that has allowed students not pursuing Mathematics further to pass with confidence and reduced stress.
The upcoming shift aligns with the broader vision of the National Education Policy (NEP) 2020, which encourages flexible, multidisciplinary learning and student-centric academic pathways.
What the Two-Tier System Means
Under the proposed system, students eyeing careers in fields like engineering or medicine could opt for advanced-level Mathematics or Science, while those focused on the arts, commerce, or vocational pathways could select a standard or foundational version of these subjects.
This customisation acknowledges the diversity of learner needs and aims to reduce the one-size-fits-all pressure that has long characterised India’s board exam-driven system.
Changes Ahead for Schools
If approved, the shift would require significant operational changes in schools—ranging from separate classes for the two levels to revised textbooks, updated assessments, and teacher training. CBSE is expected to issue detailed implementation guidelines after further consultation.
While still under consideration, this move marks a progressive step toward making STEM education more accessible, relevant, and aligned with students’ interests and life goals.
Education
Indian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor

In a heartwarming gesture of gratitude, the Indian Army has pledged to fully sponsor the education of 10-year-old Shvan Singh, a young boy from Punjab’s Ferozepur district who supported troops with food and water during the intense gunfire of Operation Sindoor.
During the cross-border conflict in early May, Shvan—then mistakenly reported as ‘Svarn’ Singh—fearlessly stepped up to help soldiers stationed near Tara Wali village, just 2 km from the international border. With lassi, tea, milk, and ice in hand, the Class 4 student made repeated trips, delivering supplies to the troops amid ongoing shelling and sniper fire.
Moved by his courage, the Golden Arrow Division of the Indian Army has now taken full responsibility for Shvan’s educational expenses. In a formal ceremony held at Ferozepur Cantonment, Lt Gen Manoj Kumar Katiyar, General Officer Commanding-in-Chief of the Western Command, felicitated the boy and applauded his spirit of service.
“I want to become a ‘fauji’ when I grow up. I want to serve the country,” Shvan had told media in May. His father added, “We are proud of him. Even the soldiers loved him.”
Shvan’s actions during Operation Sindoor—India’s strategic missile strike on nine terror camps across the border in retaliation to the Pahalgam attack—have now turned him into a symbol of quiet heroism and youthful patriotism.
In a world where headlines are often dominated by despair, Shvan’s story reminds us that bravery has no age—and that the seeds of service can bloom early.
Education
State Boards Empowered to Offer Skilling & Assessment Under New NCVET Model

A national workshop was held on July 18, 2025, at Kaushal Bhawan, New Delhi. Organised jointly by the Ministry of Education (DoSE&L), the Ministry of Skill Development and Entrepreneurship (MSDE), and the National Council for Vocational Education and Training (NCVET), the event brought together more than 150 delegates, including senior officials from 24 State and Union Territory education boards.
The central aim of the workshop was to help State Boards apply for recognition as Dual Category Awarding Bodies under NCVET. This status enables boards to both conduct training and assess students in vocational courses aligned with the National Skills Qualification Framework (NSQF), particularly up to Level 4 — which includes critical entry-level skill training linked to employment.
The initiative is part of the government’s broader effort to implement the National Education Policy (NEP) 2020 and ensure vocational education is deeply integrated within the school system.
Officials from MSDE and NCVET emphasised that becoming a Dual Category Awarding Body places greater responsibility on State Boards — not just to conduct assessments, but to maintain quality standards in vocational pedagogy and learner outcomes.
A highlight of the workshop was a hands-on session where States received live technical support to complete their applications. As a result, all 24 participating States began their onboarding process, while six States — Goa, Maharashtra, Himachal Pradesh, Assam, Madhya Pradesh, and Nagaland — completed and submitted their applications. The Goa Board also shared its experience through a case study.
Education
Lighting the Way, One Beam at a Time – Monika Banga

In the stillness of the COVID-19 lockdown—when the world hit pause and uncertainty gripped communities—Monika Banga quietly sparked something radical. Not radical in funding or scale, but in spirit. Born out of a moment of global stillness, The LightBeam Project wasn’t launched with loud declarations or big grants. It began as something far more intimate: a bridge between continents, classrooms, and possibilities.
But Ms. Monika’s journey didn’t start there. It began over a decade earlier, in under-resourced classrooms where she worked with children who had never known structured learning, or imagined speaking with someone from another country. With over 12 years of experience, she didn’t just teach—she listened. And what she heard, again and again, was a hunger not for food, but for discovery, belonging, and expression.
When the Granny Cloud initiative—a volunteer-driven project that connected retired educators with children—came to a close, Monika felt the silence it left behind. Along with her friend and fellow educationist Lesley Keast from Spain, she wondered: What if that spark of connection could be reignited? That one idea gave birth to The LightBeam Project. It began modestly: a handful of volunteers, one school, a few curious children, and shaky internet. But it carried a powerful belief: every child has the right to dream, and someone, somewhere, will listen.
Unlike traditional education interventions, LightBeam didn’t come with a manual. It came with open-ended conversations. Sessions inspired by SOLE (Self-Organised Learning Environments) nudged children toward self-discovery. Initially, the children were hesitant.
“They were used to answers, not questions,” Monika recalls.
But soon, wonder took over. They began asking: Why do we age? What if all insects disappeared? These weren’t sessions—they became rituals of curiosity.
As their questions deepened, so did their digital skills. Devices once used for distraction turned into tools of creation. Children began making digital presentations, recording videos, and sharing local traditions with volunteers across the globe. One girl proudly made a Canva slideshow introducing her Beamer to her village’s customs. These weren’t just projects. They were windows into identity.
Lesley Keast, one of LightBeam’s earliest volunteers, reflects on the transformation she’s seen. “The children now have SOLE sessions in their learning DNA. They own the enquiry. They direct the wonder.” For her, the project isn’t just about teaching—it’s about being part of a global community stitched together by purpose. “Our WhatsApp and Facebook groups are more than admin tools. They’re our digital campfires,” she smiles.
Sometimes, it’s the smallest moments that leave the biggest marks. In one session disrupted by technical issues, Lesley recorded a video and sent it to the students with a few questions. They responded with videos of their own. One came from Ruby, a student who had never spoken during any session. With support from her peers, she sent a video back—radiant with confidence. “That’s when the ice cracked,” Lesley said.
In another session, students chose their own topics and returned with insights on dark matter and Freud. “We thought those were far beyond them,” Lesley said. “But with no ceilings, they soared.”
The LightBeam Project has no classrooms. And that’s its strength. By embedding itself into existing schools—like DIKSHA in Gurgaon—it stays grounded. DIKSHA, Monika shares, has been a pillar, ensuring support, space, and safety for these sessions. The absence of fixed walls creates a flexibility rare in educational systems. Sessions can happen anywhere children and curiosity meet.
The project’s growth depends on sustained partnerships—with schools, funders, and storytellers. “Support in storytelling,” Monika says, “goes a long way. Stories beam us into places we’ve never been.”
For teachers who feel trapped by rigid systems, Monika’s advice is gentle: Start small. Ask students what they’re curious about. Let them explore. Joy isn’t the enemy of rigour—it fuels it. And agency doesn’t create chaos. It creates connection.
Through The LightBeam Project, Monika Banga has redefined what education looks like in a post-pandemic world. Not transmission, but transformation. Not instruction, but invitation. Each call is a candle lit. Each question, a door opened. Each child, a beam of light—brighter than the last.
Education
University of Southampton Opens First Full-Fledged Foreign University Campus in India

The University of Southampton has launched its fully operational campus in Gurugram, becoming the first foreign university to do so under the University Grants Commission’s (UGC) regulations.
The UK-based institution received its Letter of Intent last year and completed the campus within 12 months. Union Education Minister Dharmendra Pradhan and Haryana Chief Minister Nayab Singh Saini inaugurated the campus on Wednesday, calling it a milestone for NEP 2020 and the India-UK Roadmap 2030.
“This sets a precedent for internationalisation at home and for India’s vision of becoming a global knowledge hub,” Pradhan said.
Beginning in 2025, the campus will offer UK-aligned undergraduate and postgraduate programmes, including BSc degrees in Computer Science, Economics, Business Management, and Accounting & Finance, as well as MSc degrees in Finance and International Management. Students will also have the option to study up to one year at Southampton’s UK or Malaysia campuses.
Pradhan urged the university to introduce strong STEM offerings and focus on global challenges. Haryana CM Saini welcomed the initiative as a boost to Gurugram’s emergence as an education and innovation hub.
The university will recruit 75+ faculty members with international credentials. The inaugural student cohort includes candidates from India, the UAE, and Nepal.
Higher Education Secretary Vineet Joshi added that the UGC’s streamlined guidelines are enabling more such collaborations, helping position India as an attractive destination for international education.
The University of Southampton is a Russell Group institution and ranks among the top 100 universities worldwide. Its Gurugram campus is expected to strengthen India’s global academic ties and offer students a world-class, locally accessible education.
Education
Dancing Beyond Boundaries – The Story of Krithiga Ravichandran

In the heart of Puducherry, where colonial buildings wear salt stains and stories, lives a woman quietly orchestrating a revolution — barefoot, graceful, and defiant. Krithiga Ravichandran, a Bharatanatyam dancer and Assistant Professor of Computer Science, moves between two seemingly different worlds. But look closer, and both are bound by the same rhythm — teaching, nurturing, and transforming.
Born into a family where the arts were heritage, not hobby, Krithiga was raised by the sounds of mridangam, violin, and Carnatic ragas. Her earliest memories? Her grandmother reciting jathis while tapping on a steel plate. “That was my first dance class,” she recalls. “No stage. Just the veranda and a heart full of movement.” By five, she was training formally in Bharatanatyam. And yet, even then, she saw how exclusionary the classical arts could be. The costs — of costumes, jewellery, music recordings — kept so many young girls out.
In 2014, on her birthday, Krithiga founded the Veer Foundation of Arts and Culture Trust, inspired by her father’s values of service. With it, she began offering free Bharatanatyam classes to underprivileged girls. These weren’t just lessons in movement, but in identity. Under temple porticos, community halls, and now small studios, these girls train rigorously — not to perform for others, but to discover themselves.
When she’s not dancing, Krithiga teaches Computer Science at Indira Gandhi Arts and Science College.
“Whether I’m breaking down a loop or a mudra, it’s the same joy — watching a student’s eyes light up.”
Her days begin with code and end in abhinaya. Yet, this rhythm energizes her — it’s how she lives her purpose.
Over the years, shy girls who once hesitated to speak now take the stage with confidence. Dance has offered them more than grace — it has given them resilience. “They come unsure,” Krithiga says. “But they bloom. They plan rehearsals, mentor juniors, manage logistics. They lead.” What begins as dance becomes training in leadership, storytelling, budgeting, and cultural memory.
Dancers in the Making, Leaders in the Wings
In a pioneering move, Krithiga introduced Bharatanatyam as a therapeutic tool inside Puducherry’s Central Prison. “It was experimental,” she admits. “But we saw remarkable change — calmness, awareness, even hope.”
Some questioned her decision. “Why offer sacred art to prisoners?” But she insists: “Who better to understand longing and repentance?” To Krithiga, art must include. Art must heal.
Creating safe, inclusive spaces for marginalised girls remains central to her vision. “They don’t just need a guru. They need a safe adult.” She counsels, supports, and makes sure no girl feels alone. From arranging transport to lending jewellery, she builds a circle of trust around them. Much of it runs on her own earnings. “If you believe in something, you fund it — with time, energy, and soul.”
Though she receives small donations — old costumes, music books — she’s kept the work intimate and rooted. “Every piece of jewellery on stage has a story,” she says. “Someone’s daughter outgrew it, someone remembered their Arangetram. It’s a circle of generosity.”
“Dance Doesn’t Ask Who You Are. It Asks, How Do You Feel?”
Krithiga’s vision is to build a holistic centre for classical arts — with a stage, library, wellness wing, and space for reflection. “I don’t want to just train dancers. I want to raise artists — those who know the pulse of the past and can choreograph the future.”
To her, Bharatanatyam isn’t ornamental. It’s essential. A language of liberation — especially for those the world forgets to watch.
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China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
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Education3 months ago
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
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Education3 months ago
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
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Education3 months ago
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
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Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
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Education3 months ago
NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage
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India Bids Farewell to NEP Architect Dr K. Kasturirangan