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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.
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:
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Centralised data for policy planning and resource allocation.
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Transparency for parents seeking quality ECCE centres.
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Improved monitoring of facilities and staff qualifications.
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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:
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Core Values and Ethics – 12 hours
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Knowledge and Practice – 24 hours
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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
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Education2 months agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
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Education2 months agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
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Education3 months agoIndia Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
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Education2 months ago
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
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Education3 months agoUnion Budget 2025-26: A New Dawn for India’s Education Sector
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Education2 months agoSaudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
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Education2 months agoNagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
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Education3 months agoUnion Budget 2025-26: An Opportunity to Revolutionise India’s Education and Skilling Landscape
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Education1 month ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
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News4 weeks ago
CBSE Warns Dummy School Students May Be Barred from Board Exams