News
The 21st century safe school addresses school safety from a holistic perspective
When it comes to the safety of students, it is infinitely better to err on the side of caution.
The shock remains but the panic is replaced by a growing resolution: Enough is enough. The recent gruesome incidents (rape/ murder) targeting children in schools, compels a complete relook and rethink of where we are going wrong and what exactly can be done to ensure and secure the safety of our children. Keeping students safe and in an environment where they can flourish is becoming more and more difficult. Children spend a large percentage of their time at school and it is imperative that we make sure that we implement every possible measure to keep them safe.
A new kind of rigorous education is now a must for all children as well, maybe from the very moment they learn to understand the word “safety”. It is not only the parents’ responsibility to make sure their child is safe but also the duty of the school that we equip the minds of our children to do everything in their power to protect themselves from the monsters that roam in society.
Sexual Abuse
A difficult topic but one which demands we shed inhibitions and educate children about the issue and their rights.
In most cases the sexual predator is usually someone the child knows and has interacted with. A teacher, a family member, a neighbour, a friend… any of these people who we come to trust may violate our children.
The concept of ‘Your mind, your body’ should be taught to a child. A child must know that they and only they own their bodies and it is okay for them to say ‘NO’ if they don’t want to be touched. Even if it’s as simple as a hug or a kiss, a child should have the right to say no if it makes them even slightly uncomfortable. They have certain areas as ‘private’ which are off limits to everyone else, including members of the family.
Pushpendra Kumar, Principal, RM Public School, Bijnor
Says Pushpendra Kumar, Principal, RM Public School, Bijnor, “It should be made mandatory for school children to be educated about sex. Since I am from a rural area, I see a lot of parents hesitating to discuss sex with their child. As society leaders we have to take up these responsibilities as sex education is not only for the children of the big cities; it is very important for the children of the rural areas as well to understand and shed inhibitions around the topic.”
Using appropriate terminology is important. It ensures that the child is correctly informed and can talk about it if there is a situation. Making the child feel comfortable during this conversation is a must.
Sonal Ahuja, Director, Shri Ram Foundation Preschool
Sonal Ahuja, Director, Shri Ram Foundation Preschool and Shri Ram Bal Bharti School emphasises on the fact that, “Once we cross the barrier of our own apprehensions, only then will we be able to share many more secrets of ‘sex education beyond the physical act’, with children.”
The mouth, chest area, stomach area, area between the legs, buttocks are off limits to anyone and everyone. That doesn’t mean that everywhere else is okay. Illustrated books on sex education can be used to explain these concepts to children simply and effectively.
Kavita Sanghavi, Principal, MET Rishikul, Mumbai
Sex education is mandatory. According to Kavita Sanghavi, MET Rishikul, “Sex education is imparted through regular sessions by the school counsellor and expert talk on the subject is delivered to students by gynaecologists, psychologists and sexologists from outside.” This awareness goes a long way in keeping children safe.
Bullying
Bullying, one of the largest problems in schools, is a form of abuse that usually occurs when a child or a group of children target another individual and exercise their power over them. It usually happens in areas that have less supervision by the staff or teachers of the school – bathrooms, deserted hallways, cafeterias, at the school bus areas or even in the bus. Bullying comes in many forms – fighting, name calling, teasing, excluding someone repeatedly…. Bullying can be physical or an emotional trauma for the child who is at the receiving end of it.
Bullying isn’t considered a big problem as compared to drug abuse, so most parents and teachers tend to make light of it, but it can have long lasting effects on the child being bullied and on the bully as well.
Sunny Mahajan, Joint Secretary, Pratap World School
If signs of bullying are seen, a parent or teacher must address it immediately. A child disclosing an incident of bullying must be taken seriously. Sunny Mahajan, Joint Secretary, Pratap World School says, “Workshops are conducted with students and there is an Anti-Bullying committee also in place. Statements like these are also highlighted at various places in school. Bullying is strictly prohibited inside the school premises and no such act should go unnoticed or unpunished.”
Don’t brush it away. Certain tell-tale signs can be seen if a child is a victim of bullying. They might withdraw from people and from friends, lose interest in activities they previously used to enjoy, display physical injuries, and show a drop in grades, etc.
If a child is being bullied, they can be helped, first by talking to the parents of the bully, teaching kids to take the non-violent approach to deal with a bully by walking away, talking it out or just by moving away to play with a group of friends. They need to be helped to restore their confidence. The first thing that bullies usually do is to break the self-confidence of a person.
Taruna Kapoor, Vice Principal, The Wisdom Valley Global School, Palwal
Vice Principal, The Wisdom Valley Global School, Palwal, Taruna Kapoor says, “We conduct assessments in our school as to how often bullying occurs, when it occurs and how students and adults intervene. Parents are also made aware of these problems and encouraged to handle them properly. Awareness campaigns and workshops are conducted for the benefit of students. A thorough code of conduct, rules and reporting system is established. Also, a general school culture of acceptance, tolerance and respect is encouraged. Positive social interactions among school staff, students and parents is reinforced. Bullying prevention materials are introduced in the school curriculum and activities.”
She adds, “Bullying can threaten students’ physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to STOP before it starts.”
Children who are bullies must also be helped as it can cause severe behavioural problems later in life. Children normally turn out to be bullies when they don’t empathise or sympathise with others, they usually like to be the centre of attention, enjoy aggression and love to pick fights. A counsellor at school could talk to the child, and may help get to the root cause of the problem. They might have anger issues, or some changes that are happening at home or they might feel insecure. Counselling may help solve these problems. Children who usually bully have, at some point, been victim themselves.
Learning Disabilities
How receptive are our schools and teachers to kids who have learning disabilities? These kids are most vulnerable and are at a risk for long term academic and social problems. Children who find it difficult in classrooms be it with reading, writing, comprehending, paying attention, proper coordination, memory, and staying organised could be facing learning disabilities. These disabilities can manifest in varying degrees of severity. Some students may struggle with more than one. Proper diagnosis is extremely important, followed by remedial measures to correct their situation. Solutions for children with learning disabilities must focuses on individual achievement, progress and learning to ensure they are successful.
Depression
Although depression is classified as an adult disorder, children are also susceptible to it. When depression is recognized early and treatment is provided, young people can feel and function better in school and life. Schools play a pivotal role in in identifying depression and intervening. School staff must be knowledgeable about depression as the disorder can seriously impair academic and interpersonal behaviour. Some of the signs teachers must look out for are: low tolerance for frustration and negative patterns for thinking, giving up on tasks quickly which they find daunting, doubting their ability to independently complete tasks and solve problems, lethargy, speaking laboriously, difficulty in completely expressing thoughts and ideas, decreased self-esteem and self-worth, and separation anxiety from parents.
In cases where the child is going through depression a home-school communication system has to be developed to share information on the student’s academic, social and emotional behaviour. The best approach taken is often individualised. Children, when helped to overcome their depressed state with patience and perseverance from school staff, home and peers, tend to lead happy and normal lives.
Corporal Punishment
A common disciplinary measure in schools is corporal punishment. Hitting with the hand or with an object like a cane, pinching, excessive physical exercising, twisting of the ear, etc are some forms of corporal punishment. There have been instances where children have lost their lives or have been gravely injured. In most cases the physical hurt can be treated but the psychological and emotional effects can have severe consequences in the future. Mental harassment is also a form of corporal punishment.
There is no excuse to resorting to corporal punishment. It is important to treat every student with respect and care. Children can lose their confidence and self-esteem. With a child being continuously subjected to corporal punishment, the dire consequences could be children developing aggressive or destructive behaviour. They start to think that it is okay to hit someone if not listened to, or they may show cowardice, learning to obey without asking questions or having opinions.
It is the collective responsibility of all to abolish corporal punishment completely. Teachers and educators need to form mutual agreements with students, motivating them and giving them a sense of belonging to the school. It is the right of every human to live a peaceful life without having to face violence in any form.
Online Abuse
Technology cannot be eradicated from children’s lives; it is here to stay. Monitoring them every second of everyday is impossible. So, when they get sucked into the big bad world of virtual reality what do we do? How do we cope with the fact that our kids can be hurt by someone who is sitting thousands of miles away?
The Blue Whale game, which is a 50-task game culminating in a suicide order, is a classic example of children being ensnared online. Developing trust and openness is the way to combat such dangerous influences. Children should be educated to talk openly about things that concern them, whether it is internet related or otherwise. Adults in a child’s life should make sure they don’t blow things out of proportion or overreact to situations but understand the needs of the child so that, in any situation, they feel comfortable to come up and speak to an adult, regardless of the issue.
We need to speak to children, develop their self-worth and give them the confidence that life is not about letting someone or something influence us into the wrong behaviour, and that there are alternatives to combat stress and confidence issues.
Countering the sinister Blue Whale challenge is the Pink Whale challenge or the Baleia Rosa game, which aims to spread not anguish and harm but love and happiness. While the Blue Whale is about depressing messages, self-harm and suicide, Baleia Rosa promotes positivity and encourages people to save lives.
Eventually, youngsters must realize that online challenges are not the ultimate game-changers, and that we all have our inherent traits of strengths and weaknesses – it is up to us to work on them.
Internet Safety
Internet usage has to be monitored continuously as today’s youngsters tend to use the internet heavily these days. It is important to provide kids with safety and protection from online predators.
We must keep an eye out on what they surf online. Children should be taught not to trust everything that they hear or see on the internet and to never reveal any personal information like their real name, which school they go to, their address or even frequent places they hang out. They must also be told not to share their family or friends’ information either.
Most internet browsers have parental controls that can be easily used to set up security safeguards and content filters for language, nudity, sex and violence. Special browsers can also be set up that are kid-friendly. You can allow your child to only have access to this browser.
Children also get sucked into online chats where identity thieves or child predators pose as friends. A constant vigilance has to be maintained to their chat activity.
Children must be allowed to play age appropriate games. Check gaming websites that list the ratings of each game.
Do not allow children to do online shopping by themselves, we never know if they are going into insecure sites to make purchases and could be left vulnerable to online thefts.
School Safety
Schools must ensure that there is CCTV coverage in all corners of the school to ensure that the kids are monitored. When hiring staff and teachers, the school must ensure that they go through the proper channels of hiring, because these are the people who are responsible for a child’s safety and wellbeing. Schools must develop guidelines regarding the hiring process. It shows that the institute has done their homework and that they are a serious organisation and not just a money-churning machine.
Says Kusum Kanwar, Principal, Billabong High International School – Santacruz, “The 21st Century Safe School is a forward-thinking comprehensive approach addressing school safety from a holistic perspective of mental, emotional, physical and social safety. It is much more than physical threats. However, schools at times have a false understanding of school security and poor training and not following best practice guidelines for safety programs, leaves schools vulnerable to threats.
“Students deserve quality education in a learning environment where they feel safe and secure. Ensuring safety training for stakeholders prepares and empowers school administrators, educators and staff to effectively plan and train for a multitude of potential threats risks. It begins with planning and an increased level of awareness of potential threat indicators.
“Safety Training includes creating safe learning environments which are emotionally and psychologically safe, have situational awareness and other critical social and behavioural topics and simulation drills and safety exercises. Many schools have a mindset that training a small number of staff who can train the rest of employees can help, however the outcome will probably not be favourable. Parents need to be a collaborative partner in this endeavour by heightened awareness.
“Safety Training programs need to merge mental health and security practices for creation of a safe school.”
“If a school is aware about the facts related to raising sensible children, then parents automatically start following the culture of the school,” points out Sonal Ahuja, Director, Shri Ram Foundation Preschool and Shri Ram Bal Bharti School. “We hold sessions and make sure that each one of them attend. School activities are not done just as formalities. We make sure that raising a child is a triangular effort: Teacher-Child-Parent. We all have to play our roles equally to reach a set standard or a goal.
“Schools are expected to address behavioural issues, minimize absences, reduce or eradicate mistreatment and bullying, prevent abuse cases and also fully prepare all students regardless of family circumstances or community characteristics. Given these demands, schools may find it difficult to be successful if they are operating in a reactive stance.
“Quality and character of school life can also be improved by welcoming partnerships, which aim at mutual trust and respect, responsiveness, research, reflections and introspections. In this partnership, school, staff, principal, parents, neighbourhood school representatives can develop a plan of action that is responsive to the needs of the school towards safety and security. The goal is not to provide the ‘one size fits all’ set of prescribed action. Schools should now step out of the so called, self-centred approach and bring a more community driven approach, by collaborating and welcoming partnerships – more brains, more reflections and hence most appropriate action plans leading to safe schools.”
Sunny Mahajan, Joint Secretary, Pratap World School also adds, “More personalized care by every member of the school can help in spreading positivity and protection for students. Mobile jammers can be introduced so that children do not become a victim of the Blue Whale game in school premises, particularly boarding schools. CCTV cameras should be present in every nook and corner so that everyone is alert. Police verification of each staff member must be conducted and anyone found with a record should not be kept in school. Psychometric assessment of each and every employee is essential. There should be security guards in school premises at various points as a physical presence always has an edge over any technology. Meditation activities for non-teaching and teaching staff help to maintain a positive balance of energies. Negative thoughts can be channelized. Ensuring more technology driven checks and balance can also help.”
Kalpana Chaudhary, Director, NH Goel World School, Raipur
Kalpana Chaudhary, Director, NH Goel World School, Raipur, says that apart from the regular norms of school safety, “We also do not encourage children driving their own two or four wheelers to school. We encourage children to use school transport. The children who come by their own vehicles have been issued I-cards to the drivers. Their names and phone numbers have to be registered with the school and they have to sign a register and a gate pass while leaving the school. Random and regular breath checking of the support staff specially the transport department is also essential.”
Stay Prepared
Life is full of surprises, not all of them pleasant. It is better that the organisation is prepared for fewer surprises. Institutes must continuously sensitise staff and enhance security measures in all possible ways. Some schools have already increased their security detail. Some of the measures that these schools have taken are:
The school staff and teachers are in the premises much before the students enter the school. After dispersal the building is secured by security staff.
CCTV cameras are installed at strategic points across the school and are regularly monitored by dedicated personnel. Regular maintenance is done to ensure functionality is strictly implemented.
Entry and movement of all adults in the school campus is recorded. The school is secured and the gates are manned by security guards all the time.
Students toilets are clearly demarcated and separate toilets are used by the support staff.
The GPRS system has been incorporated for school buses, while CCTV cameras, first aid and fire extinguishers have been placed in every bus.
Students board and alight from the buses within the school premises under the supervision of the school transport in charge.
Teachers are assigned duties on vantage points during school hours.
The school medical team comprising of doctors and counsellors conduct regular sessions with students on various subjects on safety and otherwise.
Bullying is strictly dealt with. Corporal punishment is not permitted and the physical safety of each child is of utmost importance.
An ambulance is stationed at the campus at all times for any medical emergencies.
Adding to these measures, Kavita Sanghvi, MET Rishikul, recommends that profiles are very clearly outlined to all so that every stakeholder is aware of their roles and responsibilities. Regular monitoring and recording, working closely with parents and earn their support and trust, informing parents of the school safety measures, holding meetings with staff members on child protection policy and their need to look into every aspect of students’ safety, recording of regular inspection by school safety officer, and the Police Clearance Certificate (PCC) of male staff members, are all essential steps.
When it comes to the safety of students, it is infinitely better to err on the side of caution.
This story features as the cover story in our October 2017 issue.
In a significant follow-up to its earlier proposal, the Delhi government has officially cleared the Delhi School Education (Transparency in Fixation and Regulation of Fees) Ordinance, 2025, intensifying its push for greater accountability in private school fee structures. This move comes just weeks after the government’s initial announcement, which ScooNews previously reported in detail here.
The ordinance, approved during the cabinet meeting on Tuesday, introduces a first-of-its-kind three-tier regulatory mechanism in Delhi, comprising school-level fee regulation committees, district-level appellate bodies, and a state-level revision committee. The structure aims to address disputes, appeals, and grievances related to fee hikes more effectively and transparently.
With mounting pressure from parent groups over arbitrary fee increases and allegations of financial opacity, the government hopes this ordinance will bring much-needed relief to over 1,677 private schools operating in Delhi. According to officials, once it receives clearance from Lieutenant Governor VK Saxena, the ordinance will take immediate effect and remain in force until formal legislation is passed in the Delhi Assembly.
The ordinance also makes it illegal for schools to penalise students over fee non-payment by removing them from rolls, denying access to classes or online platforms, withholding exam results, or subjecting them to public humiliation—issues that parent associations have flagged repeatedly.
This policy intervention reflects the growing demand for systemic checks on private education providers and offers a model that other states may soon look to emulate as debates around school fee regulation continue to intensify nationwide.
Primary school teachers in Himachal Pradesh have ended their 43-day-long hunger strike following a consensus reached with the state’s Education Minister, Rohit Thakur, on Saturday. The teachers had been protesting against the state cabinet’s March 28 decision to restructure the education system by merging the Directorate of Elementary Education with the Directorate of School Education.
Under the proposed restructuring, a new Directorate of School Education was to oversee education from pre-nursery to Class 12, while the Directorate of Higher Education would handle colleges. However, primary teachers raised concerns that this move would dilute their representation, affect service matters, and compromise promotional opportunities.
In the meeting, Minister Thakur assured the teachers that the existing directorate structures for primary and higher education would remain intact. Importantly, a committee will be formed to assess the restructuring, and no changes will be implemented without its recommendations. The committee will also include representatives from the Primary Teachers’ Association, ensuring that teachers have a direct voice in shaping future decisions.
Additionally, Thakur confirmed that promotions of primary teachers would not be hindered and that the government would reconsider the suspension of 10 teachers who were earlier penalised for participating in the protest.
Jagdish Sharma, President of the Primary Teachers’ Association, confirmed that the strike had officially ended and expressed optimism about a collaborative resolution.
Education
OpenAI Academy Launches in India to Democratise AI Education for Students, Teachers, and Startups
In a landmark move to scale artificial intelligence education across India, OpenAI has officially launched its first international educational initiative—OpenAI Academy India—in partnership with the IndiaAI Mission under the Ministry of Electronics and Information Technology (MeitY). The initiative aims to equip a wide cross-section of learners with AI skills, from students and educators to civil servants, entrepreneurs, and nonprofit leaders.
As part of the collaboration, OpenAI and the IndiaAI Mission have signed a Memorandum of Understanding (MoU) outlining shared goals under the “FutureSkills” pillar of the national AI strategy. The curriculum will initially be available in English and Hindi, with future plans to expand into regional languages to enhance accessibility and inclusivity.
The Academy will offer a hybrid model of digital and in-person learning, combining on-demand modules, webinars, expert-led workshops, and peer-based collaboration. The content will also be hosted on platforms such as the FutureSkills portal and the iGOT Karmayogi platform, enabling central and state government officials to upskill in emerging technologies.
One of the initiative’s most ambitious goals is to train one million teachers in the practical use of Generative AI tools in education. This is aligned with OpenAI’s broader mission to empower educators to integrate AI into classrooms meaningfully.
OpenAI will also host hackathons across seven Indian states, aiming to reach 25,000 students, and conduct workshops in six major cities. Winners of these hackathons will earn the chance to attend OpenAI Dev Day events abroad. In addition, 50 startups or fellows selected by the IndiaAI Mission will receive up to $100,000 in API credits to support their AI-based innovation projects.
Union IT Minister Ashwini Vaishnaw called the initiative a significant leap forward in democratising access to cutting-edge technology. “This partnership makes the latest AI tools available to India’s startup ecosystem and government workforce alike,” he noted, adding that it will accelerate local innovation and adoption.
Jason Kwon, Chief Strategy Officer of OpenAI, praised India’s growing influence in the global AI landscape. “India is one of the most dynamic countries for AI development. We’re proud to launch OpenAI Academy India to help more people gain confidence and skills to use AI meaningfully,” he said.
The platform will host a free Knowledge Hub offering a variety of resources—video tutorials, virtual events, hands-on training modules, and community forums—designed to make AI literacy engaging and practical.
With inputs from PTI
Despite India’s near-universal school enrolment at the primary level, the latest UNESCO Global Education Monitoring (GEM) Report 2024–25 paints a sobering picture of foundational learning and systemic leadership gaps in Indian education.
According to the report, over 95% of children in India are enrolled in primary school, yet basic learning outcomes remain dismal. ASER 2023 found that only 43% of Class 3 students could read a Class 2-level text, underscoring a national learning crisis.
While India boasts a 60% female workforce in elementary education, the leadership landscape tells a different story. Only 13% of vice-chancellors in central universities were women as of 2022, and formal principal training is absent in many Indian states despite NEP 2020’s mandate of 50 hours of annual professional development for school leaders.
This gender leadership gap reflects a global trend, with only 87 boys per 100 girls achieving minimum reading proficiency, and in middle-income nations like India, the number drops to 72 boys per 100 girls. The pandemic also reversed pre-COVID gains in gender parity for maths, with girls now underperforming in countries like Brazil, the UK, and Italy.
The GEM report also highlights bright spots. India’s policy commitment through NEP 2020 and innovative peer-mentorship pilots—like Delhi’s middle leadership model—demonstrate the potential of decentralised leadership to foster trust, collaboration, and improved school culture.
Global evidence cited by UNESCO shows that female-led schools in parts of Africa resulted in one full additional year of learning gain, proving that gender-inclusive leadership can enhance academic performance.
However, implementation remains inconsistent. Many leadership positions in India still lack transparent selection and promotion processes, and states fall short in meeting training targets. The digital divide, especially post-pandemic, has further deepened inequities, hitting girls in under-resourced regions the hardest.
What India Needs Next:
-
Institutionalise mandatory leadership certifications.
-
Accelerate women’s inclusion in senior roles.
-
Shift focus from enrolment to outcome-driven learning metrics.
-
Embed leadership training into teacher education.
-
Scale up local mentorship models proven to work.
The UNESCO report is a reminder that enrolment alone cannot guarantee education quality. Bridging the gap between policy intent and on-ground implementation is critical if India is to transform its education system into one that is equitable, inclusive, and future-ready.
At a time when Artificial Intelligence (AI) headlines dominate global discourse, a quieter but more consequential conversation is unfolding in India’s education sector—one that cuts through the hype to explore whether AI is genuinely improving learning outcomes or just riding a wave of fascination.
In its latest article titled “Not Just Hype: What Investors Really Think About AI in Indian Education”, Entrepreneur India reported on insights shared by Ganapathy Venugopal, Co-founder & CEO of Axilor Ventures, at the IGIS 2025 forum. Offering a candid investor’s lens, Venugopal remarked, “We’ve seen plenty of hype around AI. But for us, it’s about where the real value lies—can it solve something fundamental, like India’s teacher-student gap?” According to him, the most investable AI tools are not the flashiest but the most functional—those that support teachers, amplify their effectiveness, and reach where human resources fall short.
Echoing this, Kobi Gal from Ben-Gurion University pointed out that while AI has democratised access to learning, it hasn’t yet changed the core of how we learn. “The education system remains rigid. AI can increase reach, yes, but transformation is still elusive,” he said.
India’s edtech sector is poised for growth with its vast K–12 student base and rapidly expanding internet access. However, a major challenge remains—only 24% of households have internet, per NSSO data. This makes Tier II–IV cities a key battleground for AI-powered learning tools. Investors are now shifting focus from “edtech” as a label to learning outcomes, engagement, and job-readiness, with AI viewed as an enabler rather than a product category.
Venugopal pointedly questioned current trends: “Are we building tools to complete homework, or to change how we learn?” His statement taps into the broader tension—between consumer-friendly shortcuts and pedagogically sound, scalable solutions.
At ScooNews Global Educators Fest (SGEF) 2023, this theme of AI with a conscience was also central. Held in Jaipur, the festival brought together educators, artists, and changemakers to discuss how artificial intelligence can serve—not replace—human values in education. Noted speakers like Lakshyaraj Singh Mewar, Rama Datt, and Padma Shri Anand Kumar reinforced the idea that technology must remain grounded in empathy, inclusivity, and purpose. A memorable moment was Anand Kumar’s speech on whether AI could ever truly replace a teacher’s role—a thought-provoking precursor to the investor sentiments voiced at IGIS 2025.
The conversation today is no longer about AI replacing the classroom, but enhancing it. With investor confidence growing in tools that support hybrid delivery models, regional customisation, and lifelong learning, the sector appears headed toward a more sustainable future.
Yet, Venugopal issued a final word of caution: “We look at sectors where demand is unquestionable and the cost of not solving the problem is high. Education in India fits that bill. But we must build with humility—and rigour.”
As India’s AI-powered education future unfolds, investors, educators, and innovators alike seem to agree: the goal is not disruption for disruption’s sake, but designing systems that serve learners in meaningful, measurable ways.
Stay tuned for SGEF 2025 — This year, we gather under the theme: “Purpose-Driven Education: Designing for Future Realities.” Explore how we can reimagine school curricula to align with the evolving needs of our society and the professional world. Register here
The Department of School Education & Literacy (DoSEL), Ministry of Education, observed World No Tobacco Day on 31st May 2025 with a national workshop held at Rang Bhawan, Akashvani Bhawan. Inaugurated by Sanjay Kumar, Secretary, DoSEL, the event convened key stakeholders from the Ministries of Health, Home Affairs, NCERT, CBSE, UNODC, and State representatives, alongside students, civil society members, and domain experts.
During the workshop, Kumar launched the Nationwide School Challenge on Tobacco Awareness on the MyGov platform, set to begin on 10th June 2025. Aimed at student engagement, the initiative encourages schools across India to lead awareness campaigns. Participants also took the No-Tobacco Pledge, underscoring the shared responsibility of educators and communities in protecting students from tobacco exposure.
Kumar highlighted the alarming influence of tobacco advertising on youth and emphasised the importance of proactive involvement from School Management Committees (SMCs), parents, and local bodies to create tobacco-free campuses. Additional Secretary Anandrao V. Patil reinforced this message in his keynote, focusing on student health, well-being, and preventive education.
Other key speakers included CBSE Chairperson Rahul Singh, who spoke on the integration of health and wellness modules in schools, and Economic Advisor A. Srija, who stressed inter-sectoral collaboration for effective implementation of Tobacco-Free Educational Institutions (ToFEI) Guidelines.
Technical sessions covered mental health (Manodarpan), life skills education (Navchetna), the School Health Programme, and digital monitoring of ToFEI compliance. Experts from NCERT, CBSE, UNODC, and the Ministry of Health & Family Welfare contributed insights on embedding wellness in school ecosystems.
State nodal officers from Chandigarh, Maharashtra, Andhra Pradesh, and Puducherry presented best practices—from dental health drives to creative student engagement tools like comics and animation. Efforts to contextualise ToFEI manuals in regional languages were also shared.
The workshop concluded with a call for consistent monitoring, awareness campaigns, and holistic health education to build tobacco-free, safe learning environments.
A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”
In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.
This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.
Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.
The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.
Where Do Government Schools Go From Here?
The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.
But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.
Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.
Education
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
In a startling revelation, the Ministry of Education has flagged that over 10,000 unrecognised schools are operating in Bihar and Jharkhand, enrolling more than 1.6 million students and employing over 88,000 teachers—despite being in violation of the Right to Education (RTE) Act, 2009.
Jharkhand has the highest number of unrecognised schools in India, with 5,879 such institutions enrolling over 8.3 lakh students and staffed by more than 46,000 teachers. Bihar follows with 4,915 unrecognised schools, catering to over 7.7 lakh students and 42,000 teachers.
These figures emerged during the 2025-26 Project Approval Board (PAB) meetings under the Samagra Shiksha scheme, held earlier this year. The Ministry stated that the existence of these schools goes against Section 19 of the RTE Act, which mandates that all pre-existing schools meet prescribed norms within three years of the Act’s implementation. Failure to comply should lead to withdrawal of recognition and closure of the institutions.
The Ministry has directed both states to take appropriate action, either by recognising these schools through proper channels or by ensuring their closure in accordance with legal norms. Notably, Jharkhand’s education department has formed district-level recognition committees and claims that many of these schools began operations before the RTE Act came into effect.
Additionally, the Ministry raised concerns over discrepancies in data regarding Out-of-School Children (OoSC). For 2023–24, Jharkhand reported 37,409 OoSC on the PRABANDH portal, whereas the NSSO survey for 2022–23 recorded 1,07,639 ‘never enrolled’ children aged 6–14. In Bihar, the contrast was even more stark: 33,285 OoSC on PRABANDH versus 6.27 lakh ‘never enrolled’ according to NSSO.
To address this gap, the Ministry has advised strict data monitoring and called for special enrolment drives, with full support from School Management Committees (SMCs), to bring every child back into the education system.
Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.
In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.
The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”
He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.
The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.
Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.
The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.
In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.
This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.
Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.
Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.
In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.
History, Identity, and Pride: Books That Make Sense of Being You
Delhi Government Clears Ordinance to Regulate Private School Fees After Protests
Of Formulas and Frames: Why India Must Stop Dividing Science and Art
43-Day Hunger Strike Ends as Govt Backs Teachers’ Demands
OpenAI Academy Launches in India to Democratise AI Education for Students, Teachers, and Startups
World Environment Day: Why Your School’s Environmental Education Needs a Cleanup
UNESCO Flags Foundational Learning Crisis & Leadership Gaps in India’s Education System
Beyond the Buzz: Investors Call for Grounded AI Innovation in Indian Classrooms
Education Ministry Launches National Drive for Healthier, Safer Schools
Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
Mizoram Declared First Fully Literate State in India
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
Human (Soft) Skills: The Missing Piece in School Curriculums
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
India-Turkey Relations Sour: Indian Universities Suspend Academic Ties Over National Security Concerns
Geopolitics in Classrooms: Why India’s Students Need to Understand the World Beyond Borders
UK’s New Immigration Rules: What They Mean for Indian Students
-
Education3 months agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
-
Education3 months ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
-
Education3 weeks agoCBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
-
News3 months agoCBSE Warns Dummy School Students May Be Barred from Board Exams
-
Education2 months agoIs Your School Following These Mandatory CBSE Committees?
-
Education2 months agoMaharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
-
Education3 months agoSunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
-
Education2 months agoRewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
-
Education2 months agoChina Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
-
Education3 months ago‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
