Education
The lunacy and the uniqueness of English is what piques our interest to keep learning this language!
The English language is a little daunting to learn for people who are learning it for the first time. You can be sure even in a lifetime it would be pretty impossible to learn all of its intricacies. But the lunacy and the uniqueness of it is what piques our interest to keep learning this language.
We should be grateful that we have been introduced to the English language from an early age. One of the most widely spoken languages in the world is a bit of a muddle, from the pronunciations, accents, word meanings and their spellings. Once the basics are in place then it’s a breeze to comprehend this language. Well almost. Most middle class families in India want their kids to be educated in an English medium school, so they have the liberty and ease to explore the world at a later time and date without having too much of a constraint on language, as most of the world knows the language English and even if they don’t know it fluently a fair amount of knowledge is present.
HISTORY OF ENGLISH
English was first brought to Britain in the mid-5th and 7th centuries AD with the arrival of three Germanic tribes who invaded Britain. The Tribes being The Angles, The Saxons and the Jutes. Before this invasion, Britain spoke a Celtic language. The Angles came from “Englaland” and their language was called “Englisc”, and it is from this that the words “England” and “English” were derived.
Old English
Old English doesn’t sound like the language we speak today. Even their alphabet was different. But the most common words used in modern English have roots from the language of this era. For eg. Words like be, strong and water were derived from old English. This dialect was spoken from 400 AD till about 1100 AD.
Middle English
The Duke of Normandy, William the Conqueror in 1066 invaded and conquered England. With them ruling Britain they brought in a type of French that became the language of the Royal Court, the ruling and the business classes. There was a language barrier during this time where the lower classes spoke English and the upper classes spoke French. By the 14th century English became dominant in Britain again but with the addition of many French words. This dialect came to be known as Middle English. It was the language of the great poet Chaucer. It remained present from 1100 AD to 1500 AD.
Early Modern English
By the end of the era of Middle English there was a change in pronunciation. From 1500 AD – 1800 AD the Early Modern English came into being as the British had connections with people from all over the World. Vowels were pronounced shorter and shorter. This meant that many new words and phrases entered the language. And with the invention of printing there came about a standard for spelling and grammar. Hence the first dictionary was printed in the year 1604. This English existed from 1500- 1800 AD.
Late Modern English
Since the British Empire at its height covered one quarter of the earth’s surface, the English embraced foreign words from many countries into its own. The late Modern English has many more words due to the Industrial Revolution and the emergence of technology for which new words were created. This was spoken from the 1800’s to present.
When we study a language, say our mother tongue we find it extremely simple. That’s because we have learnt it growing up and is wired in our brains. Learning a new language takes getting used to. English is such a vast language which is complex due to the use of certain words, phrases and their spellings used in different contexts.
Some interesting examples of the language complexities are:
There are Homonyms, same sounding words with different meanings and spellings eg: rise and rice. Synonyms a substitute word for another word, eg: shut and close have the same meanings. Antonyms are opposites of the word, eg: the opposite of tall is short. These are just a few. We also have the different tenses, singular and plural, masculine and feminine, etc.
If you have a rough cough, climbing can be tough when going through the bough on a tree!
And did you know that there is no ham in hamburger and no egg in eggplant (brinjal) or that English muffins were not invented in England, or the French fry was not invented in France.
Then there are paradoxes, where we say that quicksand works slowly and the guinea pig is not from a guinea or from a pig. A boxing ring is square then why is it called a ring? Have you heard that noses run when you have a cold and that your feet can stink?
Did you ever have a feeling that the English language was out to test you or get you? It makes us rack our brains to be sure that we don’t make errors in the usage of words and their spellings. Why are there same sounding words in the first place? Why can’t different words have different spellings? Why do some words have letters in them that are not even used when pronouncing it?
Their, there and they’re three words with the same pronunciation but different usage. Where, were and wear again the same thing. Boggles your mind every time doesn’t it? No matter how well versed we are with the language all of us at some point or the other have committed the error of using these words in our sentences.
Don’t get me started on the words that use silent letters of the English alphabet. I’m sure that you’ll are also asking the same question “If it’s silent then why is it there?” The history of the English language says that it used to be phonemic (yup, that’s right got to learn a new word). Meaning the words looked and sounded the same. Over time pronunciation changed and since the words were already preserved by the printing press some of the letters became silent.
Only 40% of modern day English is phonemic! Words like write, knee, wrist, psychology, daughter, half, all have silent letters. You might dread spelling, but it becomes very important in learning this language. What if you wanted to look up the word knowledge in the dictionary and you didn’t know the spelling. You’d probably look under the letter ‘N’.
Silent letters are not there to confuse us, even though we think so. There are certain rules that explain which letters are supposed to be silent, before and after certain letters. Once we start practising these rules it’ll become easier to remember how the words need to be pronounced and will undoubtedly improve our speaking, spelling and writing skills.
Learning the origins of words known as ‘Etymology’ is also very interesting. It is very fascinating as it provides the history of the words.
There is a magic ‘e’ in words. If you add an ‘e’ at the end of words with short vowel sounds, it elongates the sound of the vowels, eg: tap/tape, con/cone, mat/mate and fin/fine. Pretty cool right?
Try reading aloud the poem by Gerard Nolst Trenité – The Chaos (1922)
Dearest creature in creation
Studying English pronunciation,
I will teach you in my verse
Sounds like corpse, corps, horse and worse.
I will keep you, Susy, busy,
Make your head with heat grow dizzy;
Tear in eye, your dress you'll tear;
Queer, fair seer, hear my prayer.
Pray, console your loving poet,
Make my coat look new, dear, sew it!
Just compare heart, hear and heard,
Dies and diet, lord and word.
Sword and sward, retain and Britain
(Mind the latter how it's written).
Made has not the sound of bade,
Say-said, pay-paid, laid but plaid.
Now I surely will not plague you
With such words as vague and ague,
But be careful how you speak,
Say: gush, bush, steak, streak, break, bleak ,
Previous, precious, fuchsia, via
Recipe, pipe, studding-sail, choir;
Woven, oven, how and low,
Script, receipt, shoe, poem, toe.
Say, expecting fraud and trickery:
Daughter, laughter and Terpsichore,
Branch, ranch, measles, topsails, aisles,
Missiles, similes, reviles.
Wholly, holly, signal, signing,
Same, examining, but mining,
Scholar, vicar, and cigar,
Solar, mica, war and far.
From "desire": desirable-admirable from "admire",
Lumber, plumber, bier, but brier,
Topsham, brougham, renown, but known,
Knowledge, done, lone, gone, none, tone,
One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel.
Gertrude, German, wind and wind,
Beau, kind, kindred, queue, mankind,
Tortoise, turquoise, chamois-leather,
Reading, Reading, heathen, heather.
This phonetic labyrinth
Gives moss, gross, brook, brooch, ninth, plinth.
Have you ever yet endeavoured
To pronounce revered and severed,
Demon, lemon, ghoul, foul, soul,
Peter, petrol and patrol?
Billet does not end like ballet;
Bouquet, wallet, mallet, chalet.
Blood and flood are not like food,
Nor is mould like should and would.
Banquet is not nearly parquet,
Which exactly rhymes with khaki.
Discount, viscount, load and broad,
Toward, to forward, to reward,
Ricocheted and crocheting, croquet?
Right! Your pronunciation's OK.
Rounded, wounded, grieve and sieve,
Friend and fiend, alive and live.
Is your r correct in higher?
Keats asserts it rhymes Thalia.
Hugh, but hug, and hood, but hoot,
Buoyant, minute, but minute.
Say abscission with precision,
Now: position and transition;
Would it tally with my rhyme
If I mentioned paradigm?
Twopence, threepence, tease are easy,
But cease, crease, grease and greasy?
Cornice, nice, valise, revise,
Rabies, but lullabies.
Of such puzzling words as nauseous,
Rhyming well with cautious, tortious,
You'll envelop lists, I hope,
In a linen envelope.
Would you like some more? You'll have it!
Affidavit, David, davit.
To abjure, to perjure. Sheik
Does not sound like Czech but ache.
Liberty, library, heave and heaven,
Rachel, loch, moustache, eleven.
We say hallowed, but allowed,
People, leopard, towed but vowed.
Mark the difference, moreover,
Between mover, plover, Dover.
Leeches, breeches, wise, precise,
Chalice, but police and lice,
Camel, constable, unstable,
Principle, disciple, label.
Petal, penal, and canal,
Wait, surmise, plait, promise, pal,
Suit, suite, ruin. Circuit, conduit
Rhyme with "shirk it" and "beyond it",
But it is not hard to tell
Why it's pall, mall, but Pall Mall.
Muscle, muscular, gaol, iron,
Timber, climber, bullion, lion,
Worm and storm, chaise, chaos, chair,
Senator, spectator, mayor,
Ivy, privy, famous; clamour
Has the a of drachm and hammer.
Pussy, hussy and possess,
Desert, but desert, address.
Golf, wolf, countenance, lieutenants
Hoist in lieu of flags left pennants.
Courier, courtier, tomb, bomb, comb,
Cow, but Cowper, some and home.
"Solder, soldier! Blood is thicker",
Quoth he, "than liqueur or liquor",
Making, it is sad but true,
In bravado, much ado.
Stranger does not rhyme with anger,
Neither does devour with clangour.
Pilot, pivot, gaunt, but aunt,
Font, front, wont, want, grand and grant.
Arsenic, specific, scenic,
Relic, rhetoric, hygienic.
Gooseberry, goose, and close, but close,
Paradise, rise, rose, and dose.
Say inveigh, neigh, but inveigle,
Make the latter rhyme with eagle.
Mind! Meandering but mean,
Valentine and magazine.
And I bet you, dear, a penny,
You say mani-(fold) like many,
Which is wrong. Say rapier, pier,
Tier (one who ties), but tier.
Arch, archangel; pray, does erring
Rhyme with herring or with stirring?
Prison, bison, treasure trove,
Treason, hover, cover, cove,
Perseverance, severance. Ribald
Rhymes (but piebald doesn't) with nibbled.
Phaeton, paean, gnat, ghat, gnaw,
Lien, psychic, shone, bone, pshaw.
Don't be down, my own, but rough it,
And distinguish buffet, buffet;
Brood, stood, roof, rook, school, wool, boon,
Worcester, Boleyn, to impugn.
Say in sounds correct and sterling
Hearse, hear, hearken, year and yearling.
Evil, devil, mezzotint,
Mind the z! (A gentle hint.)
Now you need not pay attention
To such sounds as I don't mention,
Sounds like pores, pause, pours and paws,
Rhyming with the pronoun yours;
Nor are proper names included,
Though I often heard, as you did,
Funny rhymes to unicorn,
Yes, you know them, Vaughan and Strachan.
No, my maiden, coy and comely,
I don't want to speak of Cholmondeley.
No. Yet Froude compared with proud
Is no better than McLeod.
But mind trivial and vial,
Tripod, menial, denial,
Troll and trolley, realm and ream,
Schedule, mischief, schism, and scheme.
Argil, gill, Argyll, gill. Surely
May be made to rhyme with Raleigh,
But you're not supposed to say
Piquet rhymes with sobriquet.
Had this invalid invalid
Worthless documents? How pallid,
How uncouth he, couchant, looked,
When for Portsmouth I had booked!
Zeus, Thebes, Thales, Aphrodite,
Paramour, enamoured, flighty,
Episodes, antipodes,
Acquiesce, and obsequies.
Please don't monkey with the geyser,
Don't peel 'taters with my razor,
Rather say in accents pure:
Nature, stature and mature.
Pious, impious, limb, climb, glumly,
Worsted, worsted, crumbly, dumbly,
Conquer, conquest, vase, phase, fan,
Wan, sedan and artisan.
The th will surely trouble you
More than r, ch or w.
Say then these phonetic gems:
Thomas, thyme, Theresa, Thames.
Thompson, Chatham, Waltham, Streatham,
There are more but I forget 'em-
Wait! I've got it: Anthony,
Lighten your anxiety.
The archaic word albeit
Does not rhyme with eight-you see it;
With and forthwith, one has voice,
One has not, you make your choice.
Shoes, goes, does *. Now first say: finger;
Then say: singer, ginger, linger.
Real, zeal, mauve, gauze and gauge,
Marriage, foliage, mirage, age,
Hero, heron, query, very,
Parry, tarry fury, bury,
Dost, lost, post, and doth, cloth, loth,
Job, Job, blossom, bosom, oath.
Faugh, oppugnant, keen oppugners,
Bowing, bowing, banjo-tuners
Holm you know, but noes, canoes,
Puisne, truism, use, to use?
Though the difference seems little,
We say actual, but victual,
Seat, sweat, chaste, caste, Leigh, eight, height,
Put, nut, granite, and unite.
Reefer does not rhyme with deafer,
Feoffer does, and zephyr, heifer.
Dull, bull, Geoffrey, George, ate, late,
Hint, pint, senate, but sedate.
Gaelic, Arabic, pacific,
Science, conscience, scientific;
Tour, but our, dour, succour, four,
Gas, alas, and Arkansas.
Say manoeuvre, yacht and vomit,
Next omit, which differs from it
Bona fide, alibi
Gyrate, dowry and awry.
Sea, idea, guinea, area,
Psalm, Maria, but malaria.
Youth, south, southern, cleanse and clean,
Doctrine, turpentine, marine.
Compare alien with Italian,
Dandelion with battalion,
Rally with ally; yea, ye,
Eye, I, ay, aye, whey, key, quay!
Say aver, but ever, fever,
Neither, leisure, skein, receiver.
Never guess-it is not safe,
We say calves, valves, half, but Ralf.
Starry, granary, canary,
Crevice, but device, and eyrie,
Face, but preface, then grimace,
Phlegm, phlegmatic, ass, glass, bass.
Bass, large, target, gin, give, verging,
Ought, oust, joust, and scour, but scourging;
Ear, but earn; and ere and tear
Do not rhyme with here but heir.
Mind the o of off and often
Which may be pronounced as orphan,
With the sound of saw and sauce;
Also soft, lost, cloth and cross.
Pudding, puddle, putting. Putting?
Yes: at golf it rhymes with shutting.
Respite, spite, consent, resent.
Liable, but Parliament.
Seven is right, but so is even,
Hyphen, roughen, nephew, Stephen,
Monkey, donkey, clerk and jerk,
Asp, grasp, wasp, demesne, cork, work.
A of valour, vapid vapour,
S of news (compare newspaper),
G of gibbet, gibbon, gist,
I of antichrist and grist,
Differ like diverse and divers,
Rivers, strivers, shivers, fivers.
Once, but nonce, toll, doll, but roll,
Polish, Polish, poll and poll.
Pronunciation-think of Psyche!-
Is a paling, stout and spiky.
Won't it make you lose your wits
Writing groats and saying "grits"?
It's a dark abyss or tunnel
Strewn with stones like rowlock, gunwale,
Islington, and Isle of Wight,
Housewife, verdict and indict.
Don't you think so, reader, rather,
Saying lather, bather, father?
Finally, which rhymes with enough,
Though, through, bough, cough, hough, sough, tough??
Hiccough has the sound of sup…
My advice is: GIVE IT UP!
Learning the origins of words known as ‘Etymology’ is also very interesting. It is very fascinating as it provides the history of the words.
It’s said that if you can read 90% of this poem’s words correctly, then you can speak this language better than most and will earn you the title of an English pro.
The English language is a little daunting to learn for people who are learning it for the first time. You can be sure even in a lifetime it would be pretty impossible to learn all of its intricacies. But the lunacy and the uniqueness of it is what piques our interest to keep learning this language.
In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.
The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.
Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.
Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.
Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.
Central Framework and Industry Oversight
In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.
The new panel’s mandate is broad. It will investigate:
- The socio-academic reasons behind the rise of dummy schools
- The misalignment between school curricula and competitive exams
- The impact of coaching on student well-being and critical thinking
- The need to promote alternate career pathways beyond engineering and medicine
- Regulations around coaching advertisements and contract practices
A National Rethink on the Purpose of Schooling
Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.
As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.
In a move aimed at reducing academic pressure and offering students a second shot within the same academic year, the Central Board of Secondary Education (CBSE) has announced a revised board examination structure for Class 10. Starting from the 2025–26 session, students will appear for two board exams: the first in February and the second in May.
While the February exam will be the ‘main’ board, students who wish to improve their scores in up to three subjects can take the second board exam. Those who fail in one or two subjects may also attempt the May exam under the compartment category. However, those who miss three or more subjects will be marked ‘Essential Repeat’ and have to retake the exam the following year.
Importantly, this is not a semester system. Students must appear for the first exam. The second is optional—meant only for improvement or compartment cases. No additional or new subjects can be added between the two exams.
CBSE has clarified that the structure, syllabus, and pattern of questions will remain unchanged. The results of the first exam will be declared in April, enabling provisional Class 11 admissions. However, the final marksheets and certificates will be issued only after the second exam results are announced in June.
This dual-exam model was opened for public feedback earlier this year and will initially apply only to Class 10. A similar system for Class 12 is being considered but has not yet been confirmed.
For schools, this change will require rethinking academic calendars, counselling processes, and internal assessments, especially for students who may be at risk of needing a second attempt. The move aligns with CBSE’s broader goals of offering students more flexibility and reducing the high stakes of a single board exam.
The dopamine-rich scrolling in late mornings with amorphous freedom has made our zealous students so comfortable that they are re-entering their classrooms with minds tuned to instant gratification, not delayed rewards. Now the challenge isn’t just academics but to re-engage our bud’s attention and curiosity. Neuroscience backed motivation strategies and intentional school design could prove to be a catalyst as it will bring a positive change and enable the students to learn at a better pace.
1. Rewiring the Dopamine rush with 2 Ps, Purpose and Productivity:
Neuroscience says: Where our brains are functional to seek novelty and purpose on their own, during summer break, the buds often lean into adding the activities to their routine which are unpredictable, quick, and rewarding referring back to instant gratification, these activities may include social media, gaming, and chatting anonymously and grateful to internet and inventions, there are plethora of platforms enabling students to be distracted. And then joining back the school with a gradual drip of delayed academic rewards may seem to be a let-down for students.
Actionable tip: We as facilitators have to be the mystery-solvers channeling their energy into productivity, enlightening them with real-world challenges, interdisciplinary projects, or a mystery to solve that taps into their intrinsic curiosity. Novelty may allow us to reset their attention-even primitive changes in surrounding like rearranged desks, learning outdoors, and using the BALA method to utilize infrastructure, can signal a shift in engagement and productivity.
2. Design for Autonomy and Flow
Neuroscience says:
Neuroscience tells us that motivation really flourishes when students feel they have some control over their learning. The brain’s reward system kicks in when choices are part of the equation, especially regarding how tasks are structured or what content is covered.
Here’s a practical tip: give students structured choices, like deciding which book to dive into, which problem to tackle first, or how they want to present their findings. A design that promotes flow—complete with clear goals, manageable challenges, and instant feedback—helps keep students in that ideal zone, avoiding both boredom and anxiety.
3. Rebuild Social Motivation Through Spaces That Connect
Neuroscience tells us that connecting with peers is a huge motivator, especially after the pandemic. Our brains are wired for social interaction, which plays a key role in how we learn and engage emotionally.
Actionable tip: Create flexible seating arrangements or common areas that encourage group work and casual collaboration. Try incorporating daily activities like “curiosity circles” or peer-led problem-solving sessions to foster a sense of belonging and shared learning objectives.
4. Leverage Routines to Rewire Attention
Neuroscience shows that our habits influence our attention. After a summer of scattered focus, students thrive on rhythmic and consistent routines that help retrain their executive functions.
Actionable tip: Kick off classes with familiar “mind-on” rituals — whether it’s a thought-provoking question, a brief reflection, or a quiet sketch — to help anchor their attention. Consistency breeds comfort, and that comfort boosts confidence.
5. Make Joy a Design Priority
Neuroscience indicates that positive emotions can enhance learning by boosting neuroplasticity. When students (and teachers) experience joy, they’re more likely to engage deeply and retain what they learn.
Actionable tip: Infuse joyful moments into the day — through fun challenges, movement breaks, or a bit of humor. Allow time for students to share what excites them. A joyful classroom isn’t just a nicer place to be; it’s also more effective for learning.
Conclusion: To capture wandering minds, we need to understand how motivation truly works and design both our curriculum and learning spaces to support it. When we ignite curiosity, honor autonomy, and weave joy into the experience, even the sleepiest summer brain can come alive again.
This article is written by:
Renu Sharma
Assistant Director – Systems – Indirapuram Group of Schools
Principal – Indirapuram Public School – Crossings Republik
Tripura has been declared a fully literate state, becoming the third in the country to cross the 95% literacy threshold after Goa and Mizoram.
The announcement was made by Chief Minister Dr. Manik Saha, citing data from the Understanding Lifelong Learning for All in Society (ULLAS) programme — a flagship literacy and life skills initiative aligned with the National Education Policy (NEP) 2020. The declaration marks not just an administrative achievement, but a generational leap in educational access and community participation.
Tripura’s current literacy rate stands at 95.6%, as per the latest Periodic Labour Force Survey, a remarkable rise from 87.22% in the 2011 Census, and a far cry from 20.24% in 1961.
“This is a historic moment for Tripura. From a 20% literacy rate six decades ago to 95.6% today, we have rewritten our narrative,” said Dr. Saha in a public post. “Through the successful implementation of ULLAS, we have ensured that literacy is not limited to signing one’s name, but includes the confidence to participate meaningfully in society.”
ULLAS, launched under the New India Literacy Programme, targets adult learners aged 15 and above who have missed out on formal schooling. It goes beyond basic literacy to include numeracy, digital and financial literacy, legal awareness, and other essential life skills — all aligned with NEP 2020’s commitment to equitable lifelong learning.
The shift from traditional signature-based literacy drives to functional literacy has allowed Tripura to reach new learners with practical, future-ready tools. The model also offers a compelling template for other states striving to raise literacy rates beyond conventional benchmarks.
The Assam State School Education Board (ASSEB) has announced the introduction of Sign Language as an elective subject for Higher Secondary (Classes XI–XII) from the current academic year.
Education Minister Dr. Ranoj Pegu made the announcement during the inauguration of a residential AI training programme for teachers at IIT Guwahati. While Artificial Intelligence and Financial Literacy were also introduced as new electives, Sign Language stood out as a critical stride towards making classrooms more accessible to the deaf and hard-of-hearing community.
“This is not just about a subject; it’s about acknowledging communication rights,” said Dr. Pegu, who also unveiled a specially designed AI textbook at the event. The textbook was developed in collaboration with experts from IIT Guwahati and Dibrugarh University. He added that the curriculum reforms are aligned with the National Education Policy (NEP) 2020’s vision of equity, inclusion, and skill readiness.
According to education officials, the rollout of Sign Language will begin in institutions where qualified educators or resource personnel are available. Training for teachers is expected to be scaled up across the coming months. The subject aims to raise awareness about Indian Sign Language (ISL), improve communication access for students with hearing impairments, and sensitise peers to inclusive practices from a young age.
Later in the day, Dr. Pegu chaired a review meeting with officials from the Department of School Education to discuss budget allocations and planning for the 2025–26 academic year. While schemes like the Chief Minister’s Nijut Moina initiative, distribution of bicycles for Class IX girls, and the upgradation of Bodo-medium schools were discussed, the emphasis remained on delivering structural reforms that bridge equity gaps in access and opportunity.
The addition of Sign Language, AI, and Financial Literacy as electives reflects a broader shift in how Assam is reimagining school education — one where life skills, digital literacy, and inclusive values are no longer optional, but integral.
In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.
This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.
All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.
By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
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