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Exploring Teacher Training In Remote India
It is a foregone conclusion that the poor quality of education in rural schools will surely affect the employability of rural youth. And this is the outcome of the poor training given to teachers in the remote rural areas.
With a great deal of sadness and shame, one has to agree with the Nobel Laureate economist Dr Amarthya Sen’s observations shared at London School of Economics, that “India is the only country in the world which is trying to be the global economic power with an uneducated and unhealthy labour force." This is not just idle talk but a reality that is facing us all. Of the 280 million children in the world who are not going to school, 80 million children come from India alone. And the tragic trajectory of only 35% attendance in government schools, especially in the rural areas, and more than 61% drop-out by the time the students reach secondary school is further perpetuated because we have such ill-trained and demotivated teachers right across the country.
As a contrast, India could actually be in a position to boast of one of the largest education systems in the world. There are nearly 5.98 lakh primary schools, 76 lakh elementary schools and 98,000 higher secondary schools in the country. We have about 1300 teacher training institutes for elementary teachers and nearly 700 colleges of education preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country, nearly 3 million are teaching at the elementary level. This huge machinery is something to boast about but unfortunately, in this number game, what is severely lacking is the quality of teaching and learning.
In rural India, almost half of grade V students cannot read a grade II text and more than 70% of them cannot carry out the simple division. A common feature across the Indian education system is a shortage of qualified teachers. With nearly one in six elementary school teachers not professionally trained, India must improve its spending on teacher training. It is sad that just 2% of the 2018-19 budget allocated for Samagra Shiksha Abhiyan (‘holistic education program’) was spent on teachers’ training institutes.
Right to Education Act of 2009 (Section 23) had mandated that all government school-teachers should possess minimum qualifications laid down by the National Council of Teacher Education. Under guidelines released in November 2010, those not qualified were given time until March 31, 2015, to complete their training. Yet, in 2015-16, of 6.6 million teachers employed at the elementary level, 1.1 million were untrained. Of these, 5,12,000 were in government and aided schools and 5,98,000 in private schools. At the secondary school level, of 2 million teachers, around 14% were not professionally qualified, according to the education ministry.
Poor employability is a direct outcome of poor education. With 70% of India’s workforce residing in rural areas, it is rural India that will form the majority of tomorrow’s workforce. NITI Aayog estimates that half of the total Indian population is expected to be in rural India by 2050. Right now a major cause for rural to urban migration is the search for better employment opportunities in cities. The net migration from rural to urban areas is about 20 lakh per annum, of which 10 lakh are expected to be job-seekers as per MSS Research. During this current pandemic we saw for the first time, a reverse migration happens when the labourers lost their jobs because of the lockdown and slowing of the economy. They were evicted from their houses because of non-payment of rents, and could not manage three square meals a day. If the education in the rural areas were up to the mark and the rural youth were employable both in the villages and cities then this social churn would not have happened. It is a foregone conclusion that the poor quality of education in rural schools will surely affect the employability of rural youth. And this is the outcome of the poor training given to teachers in the remote rural areas.
Large proportions of untrained teachers, both at the elementary and the secondary level, exist in the remote areas of West Bengal, Bihar, Jharkhand, Uttar Pradesh and Chhattisgarh. The story is not too different in the remote areas of other states as well. The reasons for this is simple, there has been very little systematic planning to ensure that teaching as a profession is valued and respected and therefore attracts the best talent. The reality is that teaching has not been the first choice of career for most teachers for a few decades now. It is viewed as a stopgap arrangement and a convenient career choice for women. The magical ingredient of passion is sorely lacking amongst most teachers. In remote parts of the country, it is even more difficult to reach out to teachers both for pre-service and in-service training. The share of teachers’ education budget in school budget has consistently declined from 1.3% in 2009-10 to 1.1% in 2018-19 showing that teachers’ training has been accorded low priority.
I am of the opinion that the training of teachers of rural schools in remote parts of the country has to be designed differently. The curriculum has to be a lot more hands-on, experiential and relevant to the children there. Since most of the teachers themselves come from the same background, they would find it easier and more meaningful to teach children what can be easily applicable in that background. Most of the training for teachers is very theoretical and therefore does not highlight the real problems in the field. While some effort is being made to enhance knowledge of teachers through subject training, nothing is being done to ignite passion and pride in the teaching profession. More emphasis needs to be put upon practice teaching so that the individuals are able to generate more confidence in themselves and work to their best abilities to improve their teaching skills.
A few studies have been done on the condition of teacher education in the country but woefully not enough that addresses the conditions in rural India. The identified problems are the obvious ones, like the short duration of the training program as compared to other countries and therefore the lack of depth and gravitas of such training. The problem begins right from the time the student-teachers are selected for the program. The individuals overwhelmed by poverty, insecurity and vulnerability usually experience problems inadequately depicting their skills, even when they are educated and possess the needed information (Mallica, 2005). It is unfortunate that teacher education institutions have not paid much attention to the promotion of creativity (Sharma, 2018). It is for this reason that the practice of rote learning continues in most Indian schools and definitely in the ones in remote India. It is obvious that the teaching profession is not valued and therefore does not attract much investment either from the government, the school management and the teachers themselves. This leads to a lack of professionalism in the teaching profession
The National Council of Teacher Education (NCTE) has become a mere regulatory body. The main job duty that it performs is to control the administrative functioning of the institutions and prevent them from turning into commercial institutions. Where this department has failed is to incorporate innovative contemporary practices in education into the curriculum and establishing quality controls to ensure that the pedagogy is of high standards. It is for this reason that the quality of teaching has not been given any importance and is actually in the decline.
In the midst of this great turmoil, there is a glimmer of hope coming through with the new National Education Policy 2020 that has recommended a slew of changes to the country’s education system. As per the new policy, by 2030, the minimum degree required for teaching will be a four-year integrated BEd. Apart from this, the Teacher Eligibility Test (TET) will also be changed as per the new school system.
National Testing Agency (NTA) test scores in the corresponding subjects will also be taken into account for recruitment. The NTA will hold exams for all subjects and a common aptitude test.
Those who qualify TET will have to give a demonstration or appear in an interview, and show their knowledge of the local language, as per the new policy. As per the NEP – “Interview will become an integral part of teacher hiring." These interviews would also assess comfort and proficiency in teaching in the local language. It would be a must for teachers in private schools as well to qualify TET. While this seems a good idea, it is, however, unclear how they propose to interview teachers in remote areas.
Under the National Education Policy, a new National Curriculum, Framework for Teacher Education (NCFTE), will be formulated in the country. The new policy acknowledges that no reform will work unless the teacher is brought onto the centre-stage. Critics have raised issues about the policies opaque treatment of “contract teachers or para teachers” which is one of the critical reasons for the poor quality of teaching in the remote parts of the country. The policy is not clear about the working conditions and salaries of these ‘local’ teachers, nor is there any clarity about who will hire them. The number of contract teachers in India’s education system has steadily grown from 3,16,091 at the elementary level in 2010-11 to 6,32,316 by 2017-18 at the elementary and secondary levels. While the draft NEP of 2019 made an unequivocal statement about discontinuing the practice of contract teachers, NEP 2020 does not do so. It is well known that this system can be dysfunctional and even unfair because two sets of teachers are expected to do the same work under two entirely different service conditions.
Teacher vacancies have also been a huge problem in India. The year 2018-19 saw 11.7% vacancies against the sanctioned posts of teachers. States like Bihar, Chhattisgarh, Jharkhand and Uttar Pradesh had more than 30% of the posts sanctioned in the Samagra Shiksha vacant. NEP has not given any timelines about how and when these vacancies will be filled.
None of the good ideas discussed in NEP 2020 can see any reality without a clear road map to transform the way teachers both in the cities and remote places are positioned in the educational system.
In the post-COVID-19 era, more will be demanded by our teachers and we need to prepare them for it. Our teachers may have to do a lot more than just show up in the classroom. Teachers have to rediscover themselves as counsellors and healers to deal with the uncertainties that the children are facing. The question to ask is how do we, as a nation, prepare ourselves for this onerous task and do it well?
About the author: Shukla Bose is the Founder-CEO of Parikrma Humanity Foundation, a nonprofit organisation that runs English-medium schools for underprivileged children. She can be reached on Twitter at @ShuklaBose.
How classroom experiences are being reshaped through projects, inquiry, and authentic learning
As the classroom grows beyond the boundaries of textbooks and blackboards, so too does the role of the teacher, and the very meaning of learning. Project-Based Learning (PBL), once considered a niche innovation, is increasingly being embraced by educators across schools in India. But what happens when PBL moves from theory to practice?
To answer this, we turned to the people at the heart of the learning experience: teachers.
In conversations with educators from diverse school contexts, one theme was clear: PBL is not just a teaching strategy; it’s a transformation in how students learn, engage, and grow.
From Worksheets to Real-World Work: How PBL Differs from Traditional Homework
One of the clearest contrasts teachers observed was how PBL moves learning from repetition to relevance. Traditional homework often reinforces information through rote exercises. PBL, by contrast, asks students to apply their knowledge to solve problems, create products, or investigate issues that matter to them.
One teacher shared how using PBL to raise student awareness about water pollution was a hit in the class. Instead of just assigning problems, the students were made to create awareness posters, conduct surveys in their neighbourhood, and suggest solutions through group presentations. The teacher also noted how the students took the lead, and had an ownership over this project that they usually don’t showcase.
The shift from repetition to application fosters deeper engagement. Several teachers noted that students who previously struggled to stay motivated with homework showed renewed interest when asked to take on real-world challenges.
Changing Roles: Teachers as Facilitators, Not Just Instructors
Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration.
One common change teachers noticed was on how they had to let go of control in the classroom. Naturally, the students now had to work on projects on their own, and could only come to the teacher for guidance and help. The teachers noted that they helped their students ask the right questions, find credible sources, and evaluate their work, instead of completely placing the burden of learning on the teacher themselves.
This change isn’t always easy. It requires a shift in mindset and in many cases, rethinking how time is used in class. But most teachers agree: the shift is worth it. PBL has encouraged interdisciplinary approaches, made space for collaborative learning, and created more meaningful student-teacher interactions.
Unlocking Student Potential: What PBL Offers Beyond Academics
Academic performance remains important, but a lot of teachers repeatedly pointed out that PBL nurtures a broader set of skills, like critical thinking, collaboration, communication, and creativity. One teacher particularly noted on how their quietest students became ‘leaders’, and became outspoken when it came to presenting their ideas and projects. While not directly, PBL helped these students find their voices, and find confidence in their effort and abilities.
Students learn to manage time, negotiate roles, and solve problems, skills that aren’t always reflected in exam scores but are vital for life beyond school. For many teachers, the most rewarding aspect of PBL was watching students take initiative, work through failure, and reflect on their learning.
Widening the Circle: Strategies for Scaling PBL in More Classrooms
While the benefits are clear, teachers acknowledged that implementing PBL at a large scale comes with challenges, like limited time, rigid curriculum structures, and unfamiliarity among teachers.
They offered a few practical suggestions for schools and educators considering wider adoption:
- Start Small and Build Confidence: Starting with short projects aligned to the unit you are already teaching introduces PBL in an easy manner. This way, teachers do not have to worry about overhauling their curriculum, or for making huge changes to their current teaching methods.
- Encourage Collaboration Among Teachers: Joint planning across subjects makes projects richer and more integrated. This also promotes interdisciplinary skills among students, and allows them to craft solutions using different subjects and skillsets.
- Make Time for Reflection: Embedding opportunities for students to present, critique, and reflect helps solidify learning. By reflecting on their projects and mistakes, they can understand how they can improve their approach to PBL.
- Support Professional Development: Teachers emphasized the need for ongoing training, not just one-off workshops but long-term spaces for peer sharing and mentorship. This continuous development would cement and solidify the methods and outcomes that will maximise using PBL for student benefits
Looking Ahead: Redefining Success in Education
PBL challenges traditional ideas of what learning looks like. It pushes students to move beyond memorization, and it challenges teachers to rethink their methods. But more than anything, it opens up the classroom to ideas, to communities, and to possibilities. No longer are students just preparing for exams, but also for the complex world outside school.
As educators continue to navigate the changing landscape of education, the insights from teachers point us toward a hopeful future, where learning is meaningful, relevant, and rooted in real-world experience.
This article is authored by Mrs. Padmashini M Patro, Principal, Air Force School Bamrauli
India’s education system continues to face a complex challenge — the prevalence of single-teacher schools. According to the Ministry of Education’s data for the 2024–25 academic year, more than 1,04,000 schools across the country are operated by just one teacher, collectively catering to over 33.7 lakh students. This translates to an average of 34 students per school, highlighting a pressing gap in teacher availability despite ongoing reforms under the Right to Education Act (RTE).
The data, reported by The Indian Express, shows that Andhra Pradesh leads the country with 12,912 single-teacher schools, followed by Uttar Pradesh (9,508), Jharkhand (9,172), Maharashtra (8,152), and Karnataka (7,349). Smaller regions such as Lakshadweep and Madhya Pradesh each report 7,217 such schools. In stark contrast, Delhi has only nine, while Puducherry, Ladakh, Dadra and Nagar Haveli and Daman and Diu, and Chandigarh report none.
In terms of student enrolment, Uttar Pradesh again tops the list with 6.24 lakh students, followed by Jharkhand (4.36 lakh), West Bengal (2.35 lakh), Madhya Pradesh (2.29 lakh), and Karnataka (2.23 lakh). The data also revealed wide disparities in the average number of students per single-teacher school. While Chandigarh (1,222 students) and Delhi (808 students) reported high averages, remote and hilly regions like Ladakh (59), Mizoram (70), and Meghalaya (73) reported much smaller class sizes.
Officials from the Ministry noted that while the total number of single-teacher schools has decreased from 1,18,190 in 2022–23 to 1,10,971 in 2023–24, the situation still calls for urgent intervention. The reduction, roughly six per cent year-on-year, has been achieved through a process of school mergers and rationalisation—a policy aimed at consolidating under-enrolled schools and redeploying teachers more efficiently.
A senior ministry official explained, “Single-teacher schools hinder the teaching-learning process. Efforts are being made to redeploy teachers from schools with zero student enrolment to single-teacher schools to ensure optimal teacher availability.” The official also added that states are working to maintain the RTE-mandated pupil-teacher ratio of 30:1 in primary schools and 35:1 in upper primary levels, though challenges persist in rural and remote areas.
As India works toward achieving the goals of Viksit Bharat 2047, addressing such foundational gaps in human resources remains crucial. Ensuring that every classroom has an adequate number of qualified teachers is not just a logistical challenge—it is central to improving learning outcomes and restoring balance to the public education system.
(With PTI inputs)
Education
Over 3 Lakh Schools Join Hands for India’s Largest-Ever Innovation Challenge: Viksit Bharat Buildathon 2025
In a historic moment for Indian education, more than 3 lakh schools across the country came together to participate in the Viksit Bharat Buildathon (VBB) 2025, the largest live school innovation challenge ever organised in India. The nationwide event was inaugurated in New Delhi by Union Education Minister Dharmendra Pradhan, marking a significant milestone in the Government’s efforts to embed creativity, innovation, and problem-solving into the school ecosystem.
The Viksit Bharat Buildathon, organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission (AIM), NITI Aayog, and AICTE, saw over one crore students from Classes 6 to 12 working simultaneously during a 120-minute live innovation session. Students teamed up in groups of three to five to design prototypes and propose solutions under four themes — Atmanirbhar Bharat, Swadeshi, Vocal for Local, and Samriddhi.
While inaugurating the event, Minister Pradhan interacted virtually with students of PM SHRI Government High School, Khorda, Odisha, and later visited Delhi Public School, Mathura Road, and Kendriya Vidyalaya No. 2, Delhi Cantt. Commending students for their creativity, he said, “The vision of Viksit Bharat will be realised through the innovative spirit of our young learners. These ideas will not only address domestic challenges but also create global models for change.”
The event drew widespread participation, with Uttar Pradesh leading the numbers (78,206 schools), followed by Maharashtra (41,198), Gujarat (20,017), and Madhya Pradesh (18,129). Other states like Tamil Nadu (16,370), Bihar (15,732), Odisha (12,344), and Haryana (11,567) also recorded impressive engagement, showing the growing momentum for grassroots innovation across regions. Even smaller territories like Ladakh (358), Puducherry (149), and Andaman & Nicobar Islands (171) participated actively, reflecting the nationwide reach of the initiative.
According to Sanjay Kumar, Secretary, DoSEL, this unprecedented participation signals a transformation in how Indian students approach learning. “This one-of-a-kind movement strengthens innovative thinking and enhances the problem-solving capabilities of students across India,” he said. Deepak Bagla, Mission Director of AIM, called the initiative a “mass movement connecting schools in remote villages with those in metropolitan cities through innovation.”
A New Chapter for Indian Education
The Viksit Bharat Buildathon signifies more than just a hackathon — it reflects a systemic shift in Indian education towards experiential and innovation-led learning. As schools across the country engage in design thinking, tinkering, and collaboration, students are being equipped not just with knowledge, but with the mindset and skills needed to build a self-reliant India.
By nurturing creativity from an early age and fostering partnerships between schools, government bodies, and industry, the Buildathon is shaping a generation ready to contribute to the vision of Viksit Bharat 2047 — a developed, empowered, and innovation-driven India.
At just 17, Singapore-based student Ameya Meattle is proving that age is no barrier to impact. What began as a small idea to make education more accessible has evolved into a mission that is transforming how visually impaired learners experience learning and skill development.
Ameya founded Earth First at the age of 14 — a social enterprise that helps visually impaired individuals “earn and learn” by creating sustainable, eco-friendly products. Working with eight NGOs across India and Singapore, the initiative has trained more than 100 visually impaired students and launched over 23 sustainable product lines, from tote bags and jute placemats to macramé planters. Each design is adapted to provide hands-on learning opportunities and help trainees gain confidence in both craft and enterprise.
Beyond social entrepreneurship, Ameya has focused deeply on education and technology. He led a Python programming course for 50 visually impaired students, designing custom training modules that made coding accessible through screen readers and tactile tools. By introducing technology as a viable career pathway, Ameya hopes to help students move from manual tasks to high-skill, digital opportunities.
His work also extends into assistive technology research. Under the mentorship of Dr. Pawan Sinha at MIT, Ameya developed a VR-based diagnostic game to assess visual acuity in children — turning the process into an interactive experience rather than a clinical test. The tool is being piloted at MIT’s Sinha Lab and with Project Prakash in India, helping doctors evaluate and track visual development before and after eye surgeries.
In addition, during his internship at the Assistech Lab at IIT Delhi, Ameya worked on designing tactile STEM teaching aids, such as accessible periodic tables and coding tutorials for visually impaired learners. His goal, he says, is not just to innovate but to make scientific learning inclusive and joyful for all.
Ameya’s work highlights how education, empathy, and innovation can intersect to create a more equitable future — one where technology serves not just progress, but people.
Education
Ministry of Education Urges Schools to Adopt UPI for Digital Fee Payments, Promoting Ease of Schooling
In a move to strengthen the Government’s Digital India vision, the Ministry of Education has urged schools across India to integrate Unified Payments Interface (UPI) and other digital payment systems for fee collection and administrative transactions. The directive, issued by the Department of School Education and Literacy (DoSEL), is part of broader reforms aimed at promoting Ease of Schooling and improving transparency in educational administration.
The Ministry has written to all States, Union Territories, and autonomous educational bodies — including NCERT, CBSE, Kendriya Vidyalaya Sangathan (KVS), and Navodaya Vidyalaya Samiti (NVS) — encouraging them to adopt digital payment mechanisms such as UPI, mobile wallets, and net banking for collecting school admission, examination, and other fees.
The transition from cash-based to digital transactions, the Ministry said, will significantly reduce administrative burden while improving efficiency, security, and accessibility. For parents and students, this means being able to make school payments directly from their phones without the need to physically visit schools or handle cash.
According to the Ministry, integrating digital payments in schools will not only simplify fee submissions but also promote financial literacy among students and families. By making digital transactions a part of everyday life, schools can play a key role in familiarising future citizens with the country’s growing digital economy.
The initiative aligns with India’s larger goal of becoming a digitally empowered, inclusive, and transparent society by 2047 under the vision of Viksit Bharat. It also complements the government’s push toward Digital Transformation in Education, ensuring administrative systems are modern, accountable, and user-friendly.
By encouraging UPI integration, the Ministry is promoting a more efficient and transparent school ecosystem — one where technology reduces red tape, supports better governance, and enhances convenience for families. This initiative represents not just a financial reform but a cultural shift toward digital readiness in India’s school education system.
Education
Supreme Court Calls for Early Sex Education in Schools: “Not from Class IX, But from a Younger Age”
In a landmark observation, the Supreme Court of India has emphasised the urgent need to introduce sex education at a younger age, rather than waiting until Class IX as is the current norm. The apex court stated that children should be informed and sensitised about the physical and emotional changes that accompany puberty — and taught the necessary care and caution that come with it.
The observation came from a Bench comprising Justice Sanjay Kumar and Justice Alok Aradhe, which noted that the absence of early sex education leaves children vulnerable to misinformation and misunderstanding during their formative years.
“Sex education should be provided to children from a younger age and not Class IX onwards. It is for the authorities concerned to apply their mind and take corrective measures so that children are informed of the changes that happen after puberty,” the court stated.
The Bench made the remarks while hearing an appeal filed by a 15-year-old boy, who had been denied bail by the Allahabad High Court in a case under Sections 376 and 506 of the Indian Penal Code (IPC) and Section 6 of the Protection of Children from Sexual Offences (POCSO) Act. Recognising that the accused was himself a minor, the Supreme Court had earlier granted him bail in September 2025.
In the same case, the Court had directed the Government of Uttar Pradesh to submit an affidavit explaining how sex education is currently implemented in schools. The state responded that sex education is introduced only in Classes IX to XII, following NCERT guidelines. However, the Bench expressed concern over this delayed introduction and urged policymakers to revisit the framework to ensure children receive age-appropriate education much earlier.
The Court set aside the High Court’s order and made the juvenile’s bail permanent until the completion of the trial. More importantly, its remarks have reignited the national debate on the need for comprehensive sexuality education in India, which many experts argue is crucial to preventing abuse, reducing stigma, and promoting healthy development among adolescents.
Education experts have long maintained that early, factual, and inclusive discussions about puberty, consent, and emotional health must begin before adolescence — ideally in primary school — to prepare children for real-world experiences and relationships. The Supreme Court’s observation is expected to prompt renewed policy discussions on revising the sex education curriculum nationwide.
The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.
According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.
The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.
Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.
By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.
The Atal Innovation Mission (AIM), NITI Aayog, and the Indo-French Chamber of Commerce & Industry (IFCCI) have signed a Statement of Intent (SoI) to strengthen and expand the Atal Tinkering Labs (ATLs) network across India. The agreement, formalised at the French Embassy in New Delhi during IFCCI’s 3rd CSR Connect Day 2025, marks a significant step in fostering STEM education, digital literacy, and innovation among school students.
The event was attended by H.E. Thierry Mathou, Ambassador of France to India, who praised the partnership for deepening Indo-French collaboration in social development. He highlighted that 2026 will mark the India–France Year of Innovation, encouraging businesses from both nations to invest in sustainable, community-driven impact initiatives through Corporate Social Responsibility (CSR).
Through this partnership, IFCCI and AIM aim to mobilise CSR contributions from French and Indian companies to improve infrastructure, enhance hands-on learning experiences, and bridge the gap between industry and education. IFCCI, which has already executed over 86 CSR projects benefiting more than 15,000 people across India, will leverage its network to support ATL expansion, particularly in underserved schools.
Mission Director of AIM, Deepak Bagla, noted that over 11 million students have already benefitted from the ATL initiative, which he called “one of the world’s largest grassroots innovation programs.” He said, “From the northernmost village school to the southernmost, innovation is thriving everywhere. The real story lies not in the scale, but in the creativity of the ideas students are building.”
A Shared Vision for Inclusive Innovation
The collaboration aims to make innovation accessible to all students by promoting digital tools, teacher training, and student challenges that inspire curiosity and problem-solving. IFCCI Director General Payal S. Kanwar added, “This partnership is a step forward in empowering youth with 21st-century skills. We aim to bridge the gap between industry and education and make innovation accessible to every student, especially in underserved regions.”
However, as the Atal Tinkering Labs expand, addressing operational challenges remains crucial. Reports by UNICEF and The New Indian Express underscore that access to digital tools alone cannot guarantee innovation without inclusive design, mentorship, and ethical technology use. UNICEF’s SPARK Labs model, which links creativity with social change, offers a useful reference — encouraging schools to blend innovation with empathy, inclusion, and purpose.
Challenges and Areas for Improvement
Despite the ATL program’s remarkable reach, a 2023 assessment highlighted several gaps. Nearly 58% of ATL teachers lack a STEM background or structured training, resulting in inconsistent mentorship. In many schools, ATL sessions are not integrated into the timetable, limiting daily engagement. Moreover, less than 10% of schools report active student participation due to limited guidance and parental scepticism about its academic value.
Operational hurdles like irregular funding, defective equipment, and poor monitoring systems have also hindered consistent performance. Some schools struggle to maintain labs once initial grants are exhausted, while others lack a mechanism to track outcomes effectively.
The Way Forward
For the AIM–IFCCI partnership to achieve its full potential, a few key steps can strengthen impact:
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Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.
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Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.
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Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.
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Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.
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Community Awareness: Conduct parent and community outreach sessions to showcase how tinkering enhances academic learning and future employability.
If executed effectively, this Indo-French collaboration can redefine India’s innovation ecosystem by turning every school into a space where curiosity meets creation. The challenge now lies in ensuring that every student, regardless of background, not only has access to a lab but also the guidance and confidence to build something meaningful within it.
The Ministry of Education’s Department of School Education and Literacy (DoSEL) has joined the Government of India’s Special Campaign 5.0, running from 2nd to 31st October 2025. The campaign focuses on institutionalising cleanliness (Swachhata), improving efficiency in governance, and enhancing the physical environment of schools across India.
A key goal of the campaign is to ensure that schools provide a clean, safe, and engaging atmosphere for students. States and Union Territories have been encouraged to carry out whitewashing, repainting, and minor repairs such as maintaining functional toilets, fixing flooring, and replastering walls. Refurbishing name boards, reclaiming unused spaces, and improving campus aesthetics are also part of the drive.
To make school environments more vibrant, schools are being encouraged to create murals and wall art inspired by traditional Indian art forms such as Madhubani, Kalamkari, and Warli. These creative efforts will not only beautify campuses but also serve as Building as Learning Aid (BaLA) resources, helping students connect with India’s cultural heritage.
Community involvement forms a central part of Special Campaign 5.0. The Ministry is encouraging schools to involve alumni and local communities through the Vidyanjali platform — a DoSEL initiative that connects volunteers and supporters with government and aided schools. Panchayati Raj Institutions are also being engaged to help local schools upgrade and maintain their infrastructure.
Beyond school-level improvements, the campaign also aims to enhance efficiency in governance. Government offices are reviewing, categorising, and clearing obsolete physical and digital records, while systematically indexing and digitising important files. This process is expected to declutter offices, optimise space, and improve workflow management.
The Department of School Education and Literacy is coordinating with all stakeholders to make cleanliness, participation, and efficiency integral to school operations. The Ministry envisions the campaign as a step towards creating cleaner campuses, more efficient systems, and a stronger sense of ownership within the education ecosystem.
The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.
The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.
Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.
According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.
By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.
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Over 1 Lakh Single-Teacher Schools Educate 33 Lakh Students Across India: MoE Data
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Empathy as a 21st-Century Competency: Developing Emotional Intelligence among Students
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Education3 months agoIn Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre
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Education3 months agoIndian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor
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Education2 months agoBeyond the Numbers: Reading Between the Lines of UDISE+ 2024–25
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Edutainment2 months agoWeaving Social-Emotional Learning into the Curriculum
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Education2 months agoEducation with Purpose: Shaping Responsible Learners for a Better Tomorrow
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Education2 months agoEducate Girls Becomes First Indian NGO to Win the Ramon Magsaysay Award
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Education3 months ago
India Plans Unified Higher Education Regulator: What the HECI Bill Means
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Education2 months agoEmpathy as a 21st-Century Competency: Developing Emotional Intelligence among Students
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Education3 months agoMath Meets Machine: How AI Is Revolutionising Classroom Learning
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Education3 months ago
CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility
