News
Folk Fitness combines Dance with Fitness in a Scientifically Suitable Manner
Folk Fitness now has over 700+ fitness trainers across 18 tier I and tier-II cities in India with a presence in Australia. Aarti embraces all forms of Indian folk dances and has taken our Indian culture places. Her idea is unique, her passion inimitable and her love for fitness unmatchable.
When Aarti Pandey enters a room, she manages to light it up in an instant with her aura and persona. A quirky young woman who is intensely passionate about Indian folk dances decided to take it to the next level by incorporating it as a way to improve fitness for all age groups of people. Her passion for dance and fitness gave birth to Folk Fitness, a strong platform for young girls, working women, homemakers, fitness enthusiasts and aspiring fitness trainers irrespective of gender, age and region to join the fitness regime.
Folk Fitness now has over 700+ fitness trainers across 18 tier I and tier-II cities in India with a presence in Australia. Aarti embraces all forms of Indian folk dances and has taken our Indian culture places. Her idea is unique, her passion inimitable and her love for fitness unmatchable. Aarti manages to get everyone – the young and the old, tapping their feet and jumping out of their chairs to follow her dance moves. In an exclusive with ScooNews, she explains how she does it with so much ease and style.
How did you come up with the idea of integrating Folk Dance with Fitness?
All three of us partners of Folk Fitness are sports and fitness enthusiasts. We left our corporate careers to spread and inspire fitness lifestyle across age groups. We were in the fitness industry for three years before we even thought of Folk Fitness. We had three key observations as fitness entrepreneurs and enthusiasts – every fitness concept/ programme was from the western world, there were a need and demand for group workout programmes and there were no structured programmes for school children. This prompted the thought of creating a group workout programme which is holistic and effective and will connect and motivate people across age groups to take up a fitter lifestyle. I had a strong folk dance background and experience and a good understanding of functional movements in folk dance steps and the natural connect to folk music across age groups. Thus, Folk Fitness started to take shape. We pursued extensive research and development to create India’s First Holistic Dance Fitness programme on authentic Folk Music/Songs: Folk Fitness – YUVA, NANHE and PRANAM programmes for different age groups.
What forms of Folk Dance do you incorporate into your regimen and do you have any personal favourites?
There are 122 registered Indian folk and tribal dances, and many, many more which are not registered. The folk and tribal dances are our cultural heritage and they are influenced and inspired by the primary occupation of people, the topography of that region and the occasion/ celebration/ festival when these dances are performed. In essence, despite some commonalities, each folk dance has its own form. I love all folk dances but the most popular with enthusiasts are Bhangra, Garba, Bihu and Koli.
What were some of the challenges you faced while setting up a novel idea like Folk Fitness and how did you overcome them?
We did face some conditioned biases/ opinions like folk music is slow or that people prefer Bollywood/ Western music and this is just dance class. We overcame these by conducting and publishing a third-party case study for impact, delivered hundreds of education and experience workshops at events/ fitness centres/ schools and got the programmes accreditation from the Aerobics and Fitness Association of America, National Academy of Sports Medicine and Fitness and Early Childhood Association. We also have a special mention in the LIMCA book of world records.
How has the response been to Folk Fitness, especially from Schools?
Overall, we have had very positive responses from schools. We have more than a thousand instructors certified across India for conducting Folk Fitness YUVA sessions. The response is very encouraging for NANHE school curriculum. We service more than 100 schools in Pune and Mumbai. We have also expanded outside Maharashtra, with 14 schools in Goa starting NANHE curriculum and recently we onboarded a prestigious boarding school at Dehradun. We are humbled and inspired that we are reaching out to more than 10,000 children currently.
What is the importance of Fitness for student’s Physical and Emotional Well-being?
In India, only 17 per cent of school-going children are engaged in at least 60 minutes of physical activity on a daily basis.
Regular physical activity helps develop a child’s movement skills. It also, of course, helps bones become stronger and builds a healthy heart and stronger muscles. Physical activity also helps a child maintain a healthy weight. Moderate-intensity exercise can even help to relieve some chronic (long-term) pain conditions by maintaining physical function and decreasing fatigue. Aside from providing general physical benefits, regular activity can also help ease symptoms of premenstrual syndrome in girls. This is because moderate exercise helps the body produce hormones called endorphins. These are natural painkillers that can ease abdominal and back pain as well as improve mood.
While it may not seem obvious, physical activity plays an important role in developing the brain and supporting essential mental functions. Research shows that regular moderate-intensity exercise can increase the size of the hippocampus, an area of the brain involved with learning and memory. Exercise also helps release growth factors, chemicals in the brain that affect the growth and survival of new brain cells as well as blood vessels in the area. Exercise leads to improved motor skills (such as hand-eye coordination), better thinking and problem-solving, stronger attention skills and improved learning. These combine to benefit school performance.
Physical activity can help greatly with maintaining mental wellbeing. The endorphins that the brain releases during exercise help to improve mood, energy levels and even sleep. Together, these positive effects help improve self-confidence and resilience. Through exercise, an anxious child can break the cycle by focusing on the demands of the physical activity, developing new skills and achieving a sense of accomplishment. If a child or teen is feeling lonely and unable to make friends, shared physical activities can give them a sense of belonging and companionship. When the child sees how fun it is to be able to dance, jump, walk, run, stretch and play they are more likely to want to continue enjoying being active throughout their life. Seeing and appreciating what their body can do, rather than how it looks, is a great way for a child to build a positive body image. It is important to help children develop this awareness as early as possible. The desire to look lean or muscular often becomes stronger during the pre-teen and teen years. The child is less likely to take any harmful paths towards a so-called physical ideal if they have a healthy perception of what ‘looking good’ means, and understand that it comes from healthy, balanced habits that start in their early years.
How is it achieved in a planned yet fun manner?
The NANHE curriculum design and execution has the central mantra of structure with maximum fun.
Movement on music is very appealing to children – they experience many positive emotions like enthusiasm, joy, euphoria etc. This is the reason why we choose the dance fitness approach for the curriculum. Queuing for steps in each class is done in an engaging and fun way using hand and sound signals which the kids follow and repeat. To add more fun and engagement for the pre-primary and primary age groups, we have puppet fitness characters stories and sing along NANHE anthem in every class. Another fun quotient is variety. Although repetition is very important for younger kids, we do keep a balance with variety, each routine is done for 8 weeks which has 7-8 folk dance-inspired steps. Also, for major festivals/occasions special theme-based classes are conducted e.g. Dandiya week.
Could you take us through the Fitness Programme briefly?
Design of the NANHE curriculum and each 35-minute class is focussed on holistic development of the child. The programme is based on "HIIT" (High intensity interval training) elements which enables children to utilise and channelise their energy in a positive way. The use of smaller muscle groups like fingers and wrists enhances fine motor skills and movements for bigger muscle groups like arms and legs which in turn help in the development of gross motor skills. A repetitive approach increases memory and the variation in steps helps in agility and strength. Cardio movements are used as energy busters to challenge the heart to reach the THR – (Target Heart Rate) and this helps highly energetic children to release their energy in a positive way. Each class has meditation, warm up, cool down and the NANHE anthem which help children to be more relaxed, focused and responsible for their own well-being. The soothing music during cool down and stretching segments have therapeutic value.
Younger children also become more aware of the Indian cultural through interesting stories of Folk Fitness animated characters – Sher Singh, Champion Champak and Chotta Chetak. Parents are engaged through weekly online fun assignments to practice and celebrate with their children. Children also demonstrate the Folk Fitness routines to parents/ teachers to celebrate the holistic development.
Do you plan to expand your horizons and take Folk Fitness to other countries too?
We are India-focussed for the next couple of years and as we strengthen our foundation, we will explore opportunities to serve as many lives across different countries.
What are your plans going forward?
All our plans are single-mindedly focussed on holistic development and wellness of children.
● We are enhancing the NANHE curriculum based on experience and feedback e.g. puppet stories for better engagement of pre-primary children.
● We are engaging the ecosystem of children – physical and emotional fitness programmes for teachers and parents.
● We are developing an integrated curriculum for children e.g. Integrated STEAM BEATS curriculum.
● We are developing healthy habit creation and emotional fitness programmes for children.
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.
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)
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.
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
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
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.
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
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
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
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.
Education
MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
15 April 2025: In a step to move towards equitable education, the Mahatma Jyotiba Phule Research & Training Institute (MAHAJYOTI), an autonomous body under the Government of Maharashtra, is set to distribute free study materials to over 7,000 students from Other Backward Classes (OBC) under its Pustak Sanch Watap Yojana. The initiative aims to aid students in preparing for competitive exams such as JEE, NEET, and MHT-CET.
Beneficiaries—spread across all 36 districts of Maharashtra—have registered under MAHAJYOTI’s training programmes and will receive comprehensive preparation books for their respective entrance examinations. The Jalgaon region saw the highest number of registrations, followed by Amravati, Dhule, Buldhana, and Ahmednagar.
This large-scale effort underscores MAHAJYOTI’s ongoing mission to empower students from OBC, Deprived Castes-Nomadic Tribes, and Special Backward Classes by ensuring they are not left behind in the pursuit of higher education due to economic constraints.
Voices from the Government and Ground
Honourable Minister Atul Save, from the Other Backward and Bahujan Welfare Department, commended the scale of the scheme, stating,
“It is inspiring to witness the tremendous response from students. Our commitment to providing such opportunities for OBC students remains steadfast. We strongly encourage them to leverage these important government initiatives designed for their progress.”
Echoing his sentiments, Shri Prashant Wawge, Managing Director of MAHAJYOTI, remarked,
“This overwhelming response reinforces our mission. We urge every eligible OBC student to take full advantage of this scheme. We wish these bright young minds success in their entrance examinations.”
Changing Lives One Book at a Time
Families of beneficiaries have also expressed heartfelt gratitude. Kiran Nimje, mother of Aaryan from Nagpur, shared,
“Purchasing expensive JEE books was beyond our means. This scheme has been a lifeline. My son, who scored 94% in SSC, can now prepare for engineering with confidence.”
Similarly, Sheetal Nagargoje from Amravati, whose son Aditya also benefited, added,
“We are incredibly thankful. This support came to us at the right time and will help my son, who scored 80% in SSC, get closer to his dream.”
As education costs continue to rise, especially in the realm of competitive exam preparation, government-supported initiatives like MAHAJYOTI’s book distribution scheme play a pivotal role in bridging the opportunity gap for students from marginalised communities. With a robust outreach and strong public response, this programme is a timely reminder that access to quality education must remain a priority.
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
Rajasthan Cabinet Approves Bill to Regulate Coaching Centres Amid Rising Student Suicides
Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools
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
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
Kala Ka Karawaan Empowers Mumbai Govt School Students via Arts & Media Education
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…
-
Education2 months agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
-
Education2 months agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
-
Education3 months agoIndia 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 agoUnion Budget 2025-26: A New Dawn for India’s Education Sector
-
Education2 months agoSaudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
-
Education2 months agoNagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
-
Education3 months agoUnion 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
-
News1 month ago
CBSE Warns Dummy School Students May Be Barred from Board Exams