Education
Tech travails of a CHIRPY SIXTH GRADER
Tech travails of a chirpy sixth grader, Pragyanshu Dhyani
Published
6 years agoon

Technology is a fantastic thing. It excites, it engages, it entertains, it educates. Especially for kids like me, it has become an important part of our daily life. But using technology in almost everything around us, are we going too far from our real human side? The funny thing is that if you know technology too well, you are stamped as a geek and if you fear it, you are old fashioned. Living with or without it is not a choice. It’s a compulsion. It is a need. There are a few observations I have made and I would like to confess it to you today. Student life is very hard these days. Stress, depression, mood swings are many of these nuisances. But there are more roots to them, which are further elucidated in my point of view as a student.
BOMBARDED WITH INFORMATION
The internet is full of information but having access to information is not enough for students. There are many difficulties I face while using technology.
• How to find right information In my one hour of studying science, 45-50 percentage of the whole hour goes into searching for the right link. It consumes both my time and energy. For example, while searching for “photosynthesis for grade 6”, I don’t know which link is relevant. Then I’ll have problems with websites, which either have paid files with no info or useless info (for me at least) and it turns out to be just an advertisement. I really feel sorry for the ones reading and swatting off advertisements from their screen in the article. Then at some point of time I will get bored and then I see a familiar icon (videogame icon) and I tell myself, “Oh, just a few minutes will not make much difference”. One hour passes with a blank notebook heading
PHOTOSYNTHESIS and I might end up playing some game on screen.
• Too many resources, too much confusion There are Byjus and Khan Academy and YouTube videos. So many resources are available but do they all have the same information for the same thing? No, and how do I find what suits my curriculum’s work or any specific project?
• Difficult to select age appropriate information As I said, all things are not relevant for me on the Internet. As far as education is concerned, I wouldn’t get info for my grade easily.
• How to control screen time When too much is happening on screen, I don’t know how to control my screen time. There are guidelines made for me as far as using screen is concerned – that is half an hour per day or maximum one hour on weekends. Whereas whatever is mentioned below is possible on screen only. I really need suggestions as to where and what can be reduced as everything looks important to me.
• Study material on screen My worksheets, assignments, revisions and answer-keys are all on the screen as they are sent by the school and I have to use them.
• Extra information on screen There is so much beyond curriculum on the screen, like if I need extra information related to my curriculum or if I have to make any project, I have to surf the net. Source of information and research material for extracurricular activities is on the internet again. Apart from these, there are many WhatsApp groups for school and class groups and different activity groups which keep us updated about day to day happenings and God help us if we miss out on any class or event.
• Books on screen I love reading books. My library is already overloaded but that can’t stop me from reading. In a city like Mumbai where distances are huge and commuting has become difficult, visiting the library regularly is not possible. So here comes Kindle, another gadget. Now I can read books anytime anywhere, as the advertisement says.
• Entertainment on screen In contrast to my parent’s times, when they had one black and white box to watch one movie in a week that too of someone else’s choice, I have Netflix, set top box, and YouTube to watch movies and shows of my choice. But then it’s on screen.
• Games on screen I know most parents dread this screen time but when all my friends are playing online games, why shouldn’t I? But it is screen, right? I understand how much my parents hate it but I love it, after all, you can now play sports or race or even be in the middle of a war without breaking a sweat!
• Less real life experience! I have no qualms admitting that I have difficulty in connecting technological information and real life experience. Honestly, I couldn’t figure the working of screwdrivers without the help of YouTube. Big deal!
DIFFICULTY IN STRIKING A BALANCE
It has become very difficult for me and my fellow students to create a balance between…
• Study • School • Travelling • Social life • Screen time
THERE IS A POSITIVE SIDE TO IT
Let’s move to a positive side now. You wouldn’t be able to read this article without me keying it in. There was an online storytelling competition long back, the Story-weaver competition. It was a competition where I had to tell a story. I illustrated my story on save the earth. The best part about it was, I applied online, I relaxed and drew it sitting in a cozy corner of my bed and submitted it online. There was one more aspect to it which is the most important one: I learnt to draw with the help of a YouTube channel. So, it all happened with the help of technology.
Recently I reached the international level of Spelling Bee. I won the Storyweaver competition and Spelling Bee both, but while participating in Storyweaver I was relaxed and during the Spelling Bee competition at the state and national level I felt intimidated looking at the environment around me. Despite winning both, I was nervous at the Spelling Bee and unperturbed and chilled at the online competition.
TECHNOLOGY MAKES ME LAZY!
Technology is helping me at different levels but at the same time it is making me lazy as well…
• Writing on paper is boring while on computer it looks easy and cool. All of us can have beautiful handwriting that is neat and properly aligned. Well, I typed this as well!
• Autocorrect keeps us away from learning the right spellings. One can keep typing without even realising that many of the spelling mistakes have been corrected by software, while some just got a red underline. We click on a wrong spelling and there are suggestions for right spellings. We don’t feel like memorising them; one more click and the right spelling is replaced over the wrong one.
• Technology makes us postpone our activities. You go to a library, and restlessly finish a book. But when you have Kindle or gadgets, you take it easy and then don’t finish it in the end.
• The virtual world is easy to handle. Of course, I still can’t remember whom Porus was defeated by but I do remember all the skill variations for my FIFA game.
• Watching hobby ideas and DIY makes me happy and satisfied. DIY is the abbreviation of Do It Yourself. But the only inspiration I am getting from watching someone else’s pair of hands fold a simple piece of origami is – ‘Oh, if they can do it, why can’t I’ But then when I mess it up I tell myself, ‘It’s better and more relaxing to just watch it’.
You may like
-
India Bids Farewell to NEP Architect Dr K. Kasturirangan
-
Trump Signs Executive Order to Promote AI Integration in U.S. K-12 Education
-
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
-
Harvard University Sues Trump Administration Over $2.2 Billion Funding Freeze
-
Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too
-
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
-
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
-
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
-
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
-
Delhi CM Rekha Gupta Warns Private Schools Against Arbitrary Fee Hikes and Student Harassment
Education
India Bids Farewell to NEP Architect Dr K. Kasturirangan
Published
1 day agoon
April 25, 2025
India mourns the loss of one of its brightest minds today—Dr Krishnaswamy Kasturirangan, who passed away in Bengaluru at the age of 84. A scientist, reformer, statesman, and visionary, Dr Kasturirangan’s legacy spans the infinite stretches of space to the heart of Indian classrooms. His passing marks the end of an era—but his vision will continue to chart the path for generations.
From Cosmos to Curriculum: A Life of Purpose
Born in Ernakulam, Kerala, on 24 October 1940, Dr Kasturirangan’s intellectual journey began with a degree in Physics from Bombay University, followed by a PhD in high-energy astronomy under the legendary Dr Vikram Sarabhai. His career soon took flight—literally—when he joined the Indian Space Research Organisation (ISRO).
As Chairman of ISRO from 1994 to 2003, he led India’s rise as a formidable space power. Under his stewardship, landmark achievements such as the operationalisation of PSLV, the debut of GSLV flights, and the launch of Earth-observation satellites like IRS-1C/1D and OCEANSAT-1 were realised. He laid the groundwork for India’s future moon missions, nurturing the dream of Chandrayaan long before it became a reality.
Yet it was not enough for Dr Kasturirangan to reach for the stars. After conquering the cosmos, he turned his formidable energies towards shaping the minds that would define India’s future on Earth.
The “NEP Man of India”
If ISRO made him a legend, it was education reform that cemented his place as a national architect. Appointed Chairperson of the Drafting Committee of the National Education Policy (NEP) 2020, Dr Kasturirangan led one of the most participative and transformative policy-building exercises in independent India’s history.
Under his leadership, the NEP was reimagined not just as a curriculum document but as a vision for an equitable, flexible, and 21st-century-ready education system. His reforms focused on holistic learning, critical thinking, foundational literacy, and most importantly, inclusion. It was no surprise that he earned the affectionate title: “NEP Man of India.”
His work championed the belief that India’s young minds must be nurtured with curiosity, not just conformity—a philosophy that will live on in every reformed classroom and every empowered student.
Beyond Science and Education
Dr Kasturirangan’s contributions extended into governance and policy-making. He served in the Rajya Sabha (2003–2009), advised the Planning Commission, and participated in numerous national scientific initiatives. His accolades include the Padma Shri (1982), Padma Bhushan (1992), and Padma Vibhushan (2000), some of the highest civilian honours India bestows.
A Tribute from a Grateful Nation
In his condolence message, Prime Minister Narendra Modi described him as “a towering figure in India’s scientific and educational journey, whose vision will guide generations to come.” Indeed, his life’s work remains a lighthouse for India—both in outer space and within its classrooms.
I am deeply saddened by the passing of Dr. K. Kasturirangan, a towering figure in India’s scientific and educational journey. His visionary leadership and selfless contribution to the nation will always be remembered.
He served ISRO with great diligence, steering India’s space… pic.twitter.com/GPdFKPU7b5
— Narendra Modi (@narendramodi) April 25, 2025
Dr Kasturirangan is survived by two sons and a deeply grateful scientific and educational community that pledges to carry forward his twin passions: exploration and enlightenment.
At ScooNews, we believe that every student sitting in a vibrant, inquiry-driven classroom today is walking a path illuminated by Dr Kasturirangan’s vision. May his journey among the stars continue, and may his dream of an educated, empowered India always shine bright.
Education
Trump Signs Executive Order to Promote AI Integration in U.S. K-12 Education
Published
2 days agoon
April 24, 2025
In a significant development aimed at reshaping the educational landscape in the United States, President Donald Trump has signed a new executive order to promote artificial intelligence (AI) integration in K–12 schools. The order, signed on April 23, mandates several federal agencies to prioritise AI education and training as part of the national push to prepare a future-ready workforce.
The directive instructs the U.S. Departments of Education and Labor to expand AI learning opportunities for high school students, introduce certification programmes, and work closely with states to implement AI-focused curricula. As part of this move, the Education Department has been directed to prioritise AI in discretionary grant programmes for teacher training, while the National Science Foundation will step up research on AI in education.
This executive order also establishes a White House Task Force on AI Education. Chaired by Michael Kratsios, head of the Office of Science and Technology Policy, the task force will spearhead a “Presidential AI Challenge” and foster public-private partnerships to strengthen AI infrastructure in American classrooms.
The move highlights a bipartisan recognition of the urgent need to develop AI literacy among students, especially in the face of rising global competition from countries like China. However, opinions differ on how deeply the federal government should be involved in regulating and rolling out AI in educational settings.
While some argue that AI can transform learning through customised and interactive methods, others caution that its use must be carefully aligned with existing labour and antidiscrimination laws.
For India and other global education systems, the move presents an opportunity to observe how large-scale AI integration plays out across one of the world’s most influential education ecosystems. It underscores a shared urgency among nations to prepare learners for an AI-driven future—while also navigating the complex social, ethical, and institutional implications.
(Parts of this article are based on a story done by USA TODAY)
Education
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
Published
2 days agoon
April 24, 2025
The Maharashtra government has announced that all private kindergartens and anganwadis in the state will soon come under a formal regulatory framework. This development aligns with the National Education Policy (NEP) 2020, which recommends bringing children aged three to six into the formal education system.
School Education Minister Dada Bhuse confirmed that a new legislation is currently being drafted and will soon be tabled in the state assembly. “We are working on a comprehensive law to mainstream pre-primary education. The draft has been sent to the law and judiciary department for review,” said Bhuse on Wednesday.
Until now, formal schooling in India officially began at age six. However, NEP 2020 proposes an expanded foundational stage covering ages 3 to 8. To facilitate this transition, the state has introduced two digital platforms—the Maha School GIS Mobile App and the Pre-School Registration Portal—launched virtually by Chief Minister Devendra Fadnavis.
These platforms aim to create a unified data repository of all pre-primary institutions, including anganwadis and privately-run kindergartens, offering early childhood care and education (ECCE). The move will help in mapping facilities, teacher qualifications, student enrolment, and overall infrastructure. The registration process can be accessed through the ECCE tab on the official website: education.maharashtra.gov.in.
Why This Registration Drive Matters:
-
Centralised data for policy planning and resource allocation.
-
Transparency for parents seeking quality ECCE centres.
-
Improved monitoring of facilities and staff qualifications.
-
Accurate workforce estimation in the pre-primary education sector.
As India moves forward with implementing NEP 2020, Maharashtra’s decision could become a model for other states. By formalising pre-primary education, the government aims to ensure equal access, quality control, and early learning preparedness.
Education
Harvard University Sues Trump Administration Over $2.2 Billion Funding Freeze
Published
4 days agoon
April 22, 2025
In a bold move to defend their academic freedom, Harvard University has filed a lawsuit against the Trump administration, challenging the federal government’s freeze on over $2.2 billion (approx. ₹18,350 crore) in grants. The funding block was enacted after Harvard refused to comply with sweeping demands that included curbing student activism, overhauling leadership, and auditing campus views on diversity and inclusion.
Filed in a federal court in Boston, Harvard’s lawsuit argues that the freeze violates its First Amendment rights, as well as provisions under Title VI of the Civil Rights Act and the Administrative Procedure Act. The university has called the move “arbitrary and capricious,” citing the significant damage it could cause to ongoing research efforts across medicine, technology, and national security.
In its filing, the university stated, “The Government has not — and cannot — identify any rational connection between antisemitism concerns and the medical, scientific, technological, and other research it has frozen.” The administration’s actions, Harvard added, threaten not just its own academic integrity but the autonomy of American universities as a whole.
The standoff began after the Trump administration issued a letter on April 11, 2025, demanding that Harvard implement stricter disciplinary measures on campus protesters, reform its admissions process, revoke recognition of certain student clubs, and audit faculty and students for political diversity. It also urged the university to screen international students for “hostility to American values.”
Harvard President Alan Garber responded firmly, refusing to compromise on the institution’s independence. “We stand for the truth that universities can fulfill their essential role in society without improper government intrusion,” he stated in a message to the Harvard community.
Following Harvard’s public defiance, the administration quickly enacted the funding freeze. Trump himself took to his Truth Social platform to question whether the university should lose its tax-exempt status, accusing it of promoting “political, ideological, and terrorist-inspired” views.
Support for Harvard’s legal action has come from several quarters. The American Council on Education, which represents over 1,600 higher education institutions, commended the lawsuit, calling it a necessary defence of scholarship and scientific research. “We applaud Harvard for taking this step and look forward to a clear and unambiguous statement by the court rebuking efforts to undermine academic integrity,” said council president Ted Mitchell.
Anurima Bhargava, a Harvard alumna and civil rights advocate, added, “This is a reckless and unlawful attempt at power and control. Harvard has once again stood firm against dangerous and escalating demands.”
This legal battle marks one of the most high-profile confrontations between higher education and the federal government in recent times. At its core lies the question of whether public funding can be used as leverage to reshape the ideological and governance structures of academic institutions—a precedent that could have implications far beyond Harvard.
As the case unfolds, educators and students around the world will be watching closely. In a time when the autonomy of educational institutions is increasingly under scrutiny, Harvard’s lawsuit could become a defining moment in the global conversation on academic freedom.
(This article has been generated with supporting information as reported by The Hindu)
Education
Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too
Published
5 days agoon
April 21, 2025
“You cannot teach a hungry child,” said Donald Bundy, one of the world’s foremost school nutrition experts. Yet the gap between education and nutrition literacy is wider than we’d like to admit.
According to the 2025 Global Education Monitoring Report, only 60% of countries have any form of teacher training on nutrition within their national policies. And when it comes to actual implementation? That number drops even further in low-income regions. This silent gap in our education system is not just about school meals—it’s about a missing pedagogy that influences how students think, behave, and learn.
Why Teacher Training in Nutrition Matters
We often discuss nutrition as a public health issue. But nutrition is equally an educational concern—and teachers are at its frontline. Unfortunately, as the report points out, only 27% of global school meal programmes employ trained nutritionists to support meal design or delivery. In such scenarios, teachers unknowingly become the default guides on what’s “healthy”—without any professional preparation.
This is problematic on two fronts. First, without foundational training, teachers may unintentionally reinforce poor food habits or remain unequipped to link nutrition with classroom performance. Second, their lack of training undermines the full impact of initiatives like PM POSHAN (India’s flagship school meal scheme) or garden-based learning efforts.
As the GEM report underscores, “Learning about nutrition requires intentional integration of school meal delivery with nutrition education, careful assessment of nutritional intakes, and monitoring and research around shaping healthy eating habits.”
The Global Picture: Policy, But No Practice
In a policy mapping across 68 countries, nutrition education was often included in school curricula, but teacher training remained sporadic and weak. High-income countries reported only 58% coverage, and low-income countries—despite facing the brunt of malnutrition—had to depend on NGOs, development partners, or overburdened community workers to plug the gap.
Even where policies exist, operational challenges persist. For example, in India, while most rural schools under PM POSHAN serve mid-day meals, only 18% of schools reported daily on meal access due to low engagement with real-time tracking systems (Kapur et al., 2023). With such inconsistent reporting, training teachers to monitor, educate, and flag issues becomes all the more critical.
From Curriculum to Cafeteria: The Case for ‘Nutrition Pedagogy’
The report introduces a powerful idea: that food literacy must be embedded in formal, informal, and non-formal learning. This includes not only textbook-based curriculum but also experiential learning—like cooking classes, food label literacy, or classroom discussions around body image and media portrayal.
Yet, without empowered educators, these remain half-baked concepts.
Take this line from the report:
“Nutrition education has become a cornerstone of school health initiatives worldwide, designed to instil habits that endure for life.”
That longevity depends on consistent adult role models—especially teachers—who understand both the science of food and the psychology of student behaviour. It’s not just about knowing what to teach but how to teach it sensitively, especially during adolescence when issues like body image, peer pressure, and social media influence food choices deeply.
A Missed Opportunity in Pre-Service Education
In a rather concerning statistic, the report reveals that in 2022, only 14% of countries adequately covered the topic of infant and child nutrition in the pre-service curriculum for doctors, nurses, and midwives. If this is the case for healthcare professionals, it raises an important question—how many B.Ed or teacher training colleges meaningfully cover food, nutrition, and health in their pedagogy courses?
This is where reform is urgently needed. Nutrition training must be embedded into teacher education institutions, not offered as an afterthought in in-service workshops.
What Needs to Change?
The report outlines three major shifts that could address this blind spot:
-
Develop a structured nutrition module for pre-service teacher education.
-
Integrate nutrition literacy into school improvement plans and co-curricular activities.
-
Collaborate across departments—from health to agriculture—to support interdisciplinary teacher training.
Some countries are showing the way. Finland’s food education programme, for instance, includes school meals, nutrition classes, and teacher-led discussions on sustainability, right from primary to vocational levels. It’s time more countries, especially India, followed suit—not just in policy, but in practice.
The Bottom Line
To feed a child is to free their mind. But in schools today, we are expecting teachers to do this job without giving them the training they need. It’s akin to asking someone to teach coding without a computer.
As we march toward the goals of NEP 2020 and SDG 4, we must recognise that education and nutrition are not parallel pursuits—they are intertwined pathways. And it begins not in the cafeteria, but in the staffroom.
Education
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
Published
5 days agoon
April 21, 2025
In line with the implementation of the National Education Policy (NEP) 2020, a significant curriculum reform has been rolled out in Chhattisgarh, where CBSE and NCERT have introduced a mandatory bridge course for students from Classes 6 to 12, starting from the academic session 2025–26.
This strategic change aims to strengthen conceptual understanding, sharpen skills, and enhance subject connectivity for students transitioning between academic years. The bridge course is designed as a foundational segment to reinforce key learnings from the previous class, enabling smoother adaptation to new academic content—especially in subjects like Mathematics, Science, Social Science, and Languages.
What is a Bridge Course?
A bridge course is essentially a learning support module that helps students revise and reinforce previous class concepts before delving into the new syllabus. By bridging the learning gap, it prepares students mentally and academically for the demands of their new grade. The initiative is particularly aimed at strengthening continuity in learning and reducing academic stress.
Teacher Training and Implementation
To ensure effective integration, teachers in CBSE-affiliated schools across Chhattisgarh are undergoing dedicated training in both online and offline formats. The training focuses on how to incorporate the bridge course within the regular curriculum and adapt pedagogy to meet individual learner needs.
Changes in NCERT Textbooks
Alongside the bridge course implementation, NCERT has revised textbooks for Classes 3 and 6. The new editions lay emphasis on activity-based learning, life skills development, and project work. In particular, the Class 6 Science and Social Science books feature innovative activities and experiential modules aimed at enhancing student engagement and practical understanding.
With this move, CBSE and NCERT aim to create a more inclusive and progressive academic structure, staying true to NEP 2020’s vision of competency-based learning and reduced content load. As this model takes shape in Chhattisgarh, it could serve as a blueprint for nationwide adoption in the coming years.
Education
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
Published
1 week agoon
April 18, 2025
In a significant move towards enhancing teacher capacity in alignment with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has issued fresh guidelines mandating 50 hours of annual training for all educators in its affiliated schools. The 2025 annual training theme has been declared as STEM Education, reflecting India’s push towards innovation-driven learning.
According to CBSE notifications TRG-2/2025 and TRG-3/2025, 25 hours of training must be delivered by CBSE or a recognised government training body, while the remaining 25 hours can be conducted in-house or at the school complex level. This framework has been structured in line with the National Professional Standards for Teachers (NPST) and aims to ensure continuous professional development and improved student learning outcomes.
The CPD (Continuous Professional Development) hours are categorised as follows:
-
Core Values and Ethics – 12 hours
-
Knowledge and Practice – 24 hours
-
Professional Growth and Development – 14 hours
CBSE has also clarified that academic responsibilities such as assessment duties for board exams, practical examiner roles, content creation, curriculum review, and participation in CBSE-led conferences will be recognised as valid CPD hours.
The board has instructed schools to organise District Level Deliberations (DLDs) focused on STEM pedagogy. These sessions are designed to encourage peer discussions, sharing of best practices, and localisation of innovative teaching strategies.
Heads of institutions have been called upon to act as leaders of change, ensuring the effective implementation of this framework within their schools and nurturing a culture of continuous learning.
With this move, CBSE reaffirms its commitment to building a future-ready teaching workforce, equipped to deliver education that is both engaging and globally relevant.
Education
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
Published
1 week agoon
April 17, 2025
China has unveiled a comprehensive education reform strategy aiming to integrate artificial intelligence (AI) across all levels of its education system. This initiative is a cornerstone of the nation’s broader “Strong Education Nation” plan, targeting significant advancements in educational quality and innovation by 2035.
The Ministry of Education announced plans to embed AI applications into teaching methodologies, textbooks, and curricula spanning primary, secondary, and higher education. This move is designed to cultivate essential skills such as independent thinking, problem-solving, communication, and collaboration among students and educators. By fostering these competencies, China aims to enhance the core competitiveness of its innovative talent pool (Reuters).
This AI integration aligns with China’s broader educational blueprint, jointly issued by the Communist Party of China Central Committee and the State Council. The plan outlines a two-phased objective: establishing a high-quality educational system by 2027 and achieving global leadership in education by 2035. Key goals include expanding free education, increasing enrollment in high-quality undergraduate and postgraduate programs, and addressing regional disparities in educational access.
To support this vision, Chinese universities are expanding AI-related courses and enrollment. Institutions like Peking University and Shanghai Jiao Tong University have announced plans to increase undergraduate spots in fields such as information science, engineering, and AI. This expansion is closely linked to the national strategy of developing a robust digital-era talent pool (Reuters Education Expansion).
Moreover, the Ministry of Education has mandated that primary and secondary schools intensify their science education to drive scientific and technological innovation. Schools are required to implement comprehensive science curricula, enhance teaching capabilities, and integrate science education resources effectively.
China’s commitment to integrating AI into education reflects its broader ambition to become a global leader in technological innovation and education. By embedding AI into the fabric of its educational system, China aims to prepare its citizens for the challenges and opportunities of the digital age.
Education
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
Published
1 week agoon
April 17, 2025
In a sweeping inspection drive aimed at curbing malpractice in private educational institutions, the Delhi Government has inspected over 600 schools across the national capital, issuing show-cause notices to more than 10 schools and initiating the process of derecognition in serious cases. The crackdown follows mounting complaints from parents about arbitrary fee hikes, dummy admissions, and neglect of Economically Weaker Section (EWS) students.
The Directorate of Education (DoE) formed district-level committees—headed by Sub-Divisional Magistrates (SDMs) and comprising deputy directors of education, accounts officers, and principals of government schools—to investigate complaints on a priority basis. These inspections are being closely monitored, with more schools likely to be reviewed in the coming days.
The inspection drive also revealed that 20 schools were allegedly engaging in dummy admissions—a practice where students are enrolled only on paper while attending private coaching institutes instead of regular classes. In such cases, the government has invoked provisions under the Delhi School Education Act and Rules (DSEAR), 1973, and has begun derecognition procedures.
Chief Minister Rekha Gupta, responding to concerns raised during a Jan Samvaad public hearing, stated, “It is completely unacceptable for any school to mentally harass parents or students, threaten expulsion, or raise fees without due process.” She reaffirmed the government’s commitment to transparency, accountability, and ensuring access to quality education for every child.
The DoE confirmed that some schools have also failed to submit mandatory financial disclosures and fee statements as per Section 17(3) and Section 180(3) of DSEAR, which will invite legal action. Schools violating EWS guidelines—such as failing to provide free textbooks, uniforms, and writing materials under Rule 8 of the Delhi RTE Rules—are also under scrutiny.
The crackdown also comes after Queen Mary School in Model Town was accused of fee-related misconduct and expulsion threats. The Chief Minister had instructed the education department to take immediate action against such institutions, promising a “zero-tolerance” approach.
Delhi’s education authorities have reiterated that private schools must adhere strictly to rules governing fee regulation, student welfare, and inclusive access. Institutions found guilty of flouting these norms will face stringent penalties, including derecognition and possible takeover of management.
Education
Delhi CM Rekha Gupta Warns Private Schools Against Arbitrary Fee Hikes and Student Harassment
Published
1 week agoon
April 16, 2025
Amid growing parental concerns about rising school fees and student expulsions, Delhi Chief Minister Rekha Gupta has issued a stern warning to private schools across the capital. Emphasising a “zero tolerance” approach, the CM stated that any institution found violating rules—whether by imposing arbitrary fee hikes or harassing students and parents—will face strict action.
Addressing media following a public dialogue programme on Tuesday, Gupta shared that her office had received multiple complaints from concerned parents alleging wrongful fee practices and threats of expulsion. One such case involved Queen Mary School in Model Town, where families accused the school of unjust fee collection and punitive action against students.
“No school has the authority to harass parents or children, threaten expulsion, or hike fees arbitrarily,” said Gupta in a statement to ANI. “There are rules and laws in place. Compliance is not optional—it’s mandatory.”
The Chief Minister confirmed that notices have already been issued to several schools named in formal complaints. She further stated that relevant officials have been directed to conduct immediate investigations and take necessary legal and disciplinary action.
Taking to X (formerly Twitter), Gupta reiterated the Delhi Government’s stand on education, writing,
“The Delhi Government is fully committed to transparency, equal opportunity, and the protection of children’s rights in education. A zero-tolerance policy has been adopted towards any kind of injustice, exploitation, or irregularity—no laxity will be tolerated in this. Our resolve is clear—every child should have access to justice, respect, and quality education.”
VIDEO | Delhi CM Rekha Gupta (@gupta_rekha) on the issue of fee hike by some private schools, says, “Parents have been meeting me with their grievances… that is for sure… no school has any right to harass parents and children. They have no right to threaten children and hike… pic.twitter.com/QqGTYHrf7r
— Press Trust of India (@PTI_News) April 15, 2025
The Chief Minister’s response signals a growing shift toward regulatory vigilance in private education, especially around affordability and student welfare. As rising school fees become a point of national concern, particularly after a recent survey reported a 50–80% hike across schools in three years, Delhi’s move to crack down on irregularities could serve as a template for other states to follow.
Newsletter

India Bids Farewell to NEP Architect Dr K. Kasturirangan

Trump Signs Executive Order to Promote AI Integration in U.S. K-12 Education

Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020

Harvard University Sues Trump Administration Over $2.2 Billion Funding Freeze

Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too

CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020

CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme

China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035

Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices

Delhi CM Rekha Gupta Warns Private Schools Against Arbitrary Fee Hikes and Student Harassment

MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET

Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands

Is Your School Following These Mandatory CBSE Committees?

Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution

Delhi Schools Act Swiftly to Protect Students as IMD Issues Heatwave Alert

Punjab Launches ₹2,000 Crore ‘Sikhiya Kranti’ Campaign to Upgrade Government Schools

This World Health Day, Let’s Prioritise Mental Wellness for Teachers and Students Alike

In a Shocking Move, US Supreme Court Backs Trump’s Cuts to Teacher Training Grants

Private School Fees Surge by 50–80% in Three Years, National Survey Finds

Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education

Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru

On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India

Supreme Court Flags Basic Needs as Priority Over Libraries in Rural India

Postgrad Interest in US Falls by 40% in 2025: Are Students Finally Prioritising Skills Over Degrees?

SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions

Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years

Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028

India Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations

Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation

Union Budget 2025-26: A New Dawn for India’s Education Sector

Saudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize

Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti

Union Budget 2025-26: An Opportunity to Revolutionise India’s Education and Skilling Landscape

“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020

CBSE Warns Dummy School Students May Be Barred from Board Exams

Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education

AI Creating Personalised Learning Pathways for Students

Nurturing Creative Confidence: The Power of ‘Yes’ and ‘Yet’

IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?

‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners

PM Modi Leads ‘Pariksha Pe Charcha’ with Deepika Padukone & Sadhguru

Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools

Rajasthan Cabinet Approves Bill to Regulate Coaching Centres Amid Rising Student Suicides

The Scindia School Students Launch Three Groundbreaking Startups in Record Time

Kerala to Introduce Anti-Ragging Cells in Schools to Tackle Bullying

Stonehill International School Students Shine in Spectacular Performance of In the Heights

Kala Ka Karawaan Empowers Mumbai Govt School Students via Arts & Media Education

Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices

Rethinking Education: Why High Schoolers Are Opting Out of Traditional Degrees for Skill-Based Learning

The Year of Global Education: How Student Exchange Programmes Build Global Citizens
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur

ScooNews | After Movie | ScooNews Global Educators Fest 2023

Aftermovie | NIES2 UP Chapter | 21 Jan 2023

WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement

ScooNews | WEBINAR| Importance of Physical Activity for Children at School | Plaeto

SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT

Keynote Address | Lakshyaraj Singh Mewar

Anurag Tripathi, Secretary, CBSE at SGEF2022

How schools can nurture every student’s genius

Aftermovie | SGEF2022 | Jaipur

Li Andersson | Minister of Education | Finland

Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020

ScooNews | Early Ed Asia 2019 | Aftermovie

#PodarECEconf : Pursuing quality ECE

#CBSE Class XII #Results #Highlights

The interesting story of India’s educational system | Adhitya Iyer

A young scientist’s quest for clean water

The Danger of Silence: Clint Smith

National Digital Library of India is an initiative by HRD Ministry

Remembering Kalpana Chawla on her birthday!

Message from Sadhguru for Students!

Message from Sadhguru for Students!

The Untapped Genius That Could Change Science for the Better

Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon

#TEDxCanberra : What if every child had access to music education…
Trending
-
Education2 months ago
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
-
Education2 months ago
Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
-
Education3 months ago
India Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
-
Education2 months ago
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
-
Education3 months ago
Union Budget 2025-26: A New Dawn for India’s Education Sector
-
Education2 months ago
Saudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
-
Education2 months ago
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
-
Education3 months ago
Union Budget 2025-26: An Opportunity to Revolutionise India’s Education and Skilling Landscape
-
Education1 month ago
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
-
News4 weeks ago
CBSE Warns Dummy School Students May Be Barred from Board Exams