Inspiration
These superheroes do not wear capes but their acts are nothing short of astonishing… and yes, they save lives. (Part 2)
It’s that special time of year again, when ScooNews felicitates the real braves of education. ScooNews takes pride and pleasure in bringing the wonderful mission of these Teacher Warriors to the forefront.
It’s that special time of year again when ScooNews felicitates the real braves of education. The ScooNews Teacher Warriors Awards 2017 put in motion the act of highlighting the heart-warming efforts of a dedicated band of men and women championing education rights for disadvantaged children. This year’s winners are similarly worthy of complete respect and emulation.
ScooNews takes pride and pleasure in bringing the wonderful mission of these Teacher Warriors to the forefront. Their endeavours are bound to inspire, as we bring readers a closer look at their mission, their beliefs and their vision. The future of underprivileged children is significantly brighter thanks to the untiring efforts of these admirable individuals, driving change against tall odds.
While the chosen Teacher Warriors were felicitated at the awards ceremony at the ScooNews Global Educators Fest 2018 in Udaipur on August 3, we bring readers a closer look at their motivation and mettle, in their own words…
Teacher Warrior Rajani Paranjpe
Door Step Schools
The Society for Door Step Schools was founded by Rajani Paranjpe, also known as Rajani tai, along with her student Bina Lashkari and other colleagues from Nirmala Niketan College of Social Work, Mumbai in 1989. Its aim was to address the three major issues related to the education of children from marginalised sections of society through its various programs namely non-enrolment, wastage and stagnation.
Door Step School, Pune runs various community-based programmes for the Primary Education of the underprivileged children for their school enrolment and support classes for them to be able to cope up with their studies in school. Through these programmes, DSS also works with parents in order to raise awareness about the importance of education and their role in it. Door Step School also runs programmes in government schools, which are categorised as School Intervention Programmes.
Recognised for her contributions to the field of non-formal education on various occasions, Professor Rajani Paranjpe is a Rotary Club Pune Vocational Excellence awardee (2003 and 2009), Maharshi Karve Stri Shikshan Santha Bava Puraskar awardee (2008) and a Pune Marathi Granthalaya Matrusmriti Purskar awardee (2011). She currently serves as President of the Door Step School and continues to strive for the education and welfare of underprivileged children.
Igniting a spark
“During all these years of my work I have never given a thought to this question. It is difficult to say which is the most satisfying part of my work – every part of it is satisfying, must be so, otherwise, it would not have been possible for me to continue doing it year after year. But when I look at the entire process now I think the most satisfying moment in my life is the one when I see that spark in the eyes of a student which shows that he/ she has understood what I wanted to say and has opened a new gateway of ideas.”
Every child counts
“My motto is very simple and apparently very easy to achieve: I want every Indian child to be able to read and write if nothing more. I think every child counts, as every one of them, is a precious gift of God. My motivation comes from within and without. I am a teacher by nature – it is my instinct. I like to share with others what I know and always wanted to be a teacher in my life. But the motivation for the work which I am doing now is based on my experience, exposure and training. As a professional social worker, I was exposed to situations in slums, the conditions in which children live and grow and the reasons which keep them away from schooling. I used to teach Research Methodology and worked in our college’s Research Department on various research projects. This experience showed me again and again and brought to my notice very clearly that education, however minimal, makes a difference.”
Miles to go
“My field experience of working for adult literacy showed me very clearly that teaching children is far easier than teaching adults. These and such other experiences helped me in my decision to focus on the literacy of children and I am doing it to the best of my capacity but unfortunately, the end is not in sight.
My dream is to reach out to every child who does not have access to education and find out a suitable way of making that child literate. It is really disturbing to see how so many children fall through the cracks – and how so many different problems come in our way in achieving the simple goal of making every child able to read and write.”
- Anushka Yadav
Teacher Warrior Anand Kumar
Super 30
An educator, mathematician and renowned columnist for various reputed journals and magazines, Anand Kumar started Super 30 programme in Patna, Bihar in 2002. With an extraordinary vision and a down to earth attitude, he provides education to economically backward students for the toughest examination in India – IIT-JEE. A speaker at reputed institutions such as Massachusetts Institute of Technology (MIT) and Harvard University, Kumar’s work has been showcased by Discovery Channel. He has also been invited as a participant on ‘Kaun Banega Crorepati’.
Anand Kumar has made it possible for 422 out of 480 students to enroll in the IITs in 2018.
Taking education to those who lack resources
“Today, education reaches to those who can afford it whereas those who have the talent, power and the will to do something extraordinary often lack access to basic education. We at Super 30 believe in giving education to those who have that zeal and talent but lack the resources; it is this aspect of my work as an educator that makes me want to go to sleep with satisfaction every day.”
Lessons in patience
“My late father has always been my motivation and pillar of strength. I lost him at a young age but everything that he taught me continues to help me every day. He taught me how to maintain my calm even in the toughest of rides. He said it is important to be patient when someone is revolting against you even when you are doing a good deed. My father has taught me everything from how to speak and behave, to becoming a better educator. It is his words that motivate and empower me.”
Powering dreams
“My dream and vision for all the children is to live in a country where they don’t have to leave their education despite having the talent and the will to study; each child deserves to get a quality education and fulfill their dreams.”
- Anushka Yadav
Teacher Warrior Mukesh Sahay
Sonaram High Secondary School
Director General of Assam Police, tough cop Mukesh Sahay kept a tight rein on law and order during his tenure. In fact, insurgency activities had shown a sharp decline as he operated with a firm hand. Post superannuation in April this year, Sahay turned to a possibly tougher mission – teaching kids maths! Aware that the Sonaram High Secondary School in Guwahati had been functioning minus a Maths teacher for two years, he offered to fill in and that was that!
Ever practical, he points out that he is simply offering his services; at the end of the day, it depends on how the students take it. And the students are evidently taking it very well, as are the school authorities. Mukesh Sahay’s simple guiding philosophy – lighting a candle rather than cursing the darkness – mirrors his mission of quietly yet effectively making a difference.
Joy multiplied
“I was born in a village in Bihar. I did my studies in Patna. I did my post-graduation in Physics. I also have a degree in law and diplomas in i) Intellectual Property Laws in the Internet age and ii) Cyber Laws. I have been working since my school days to augment my family income and to sustain my studies. I joined in the Indian Police Service (IPS) in 1984 and worked in Assam, Central Bureau of Investigation (CBI) and Sashatra Seema Bal (SSB) in various capacities. I demitted office on April 30, 2018, as the Director General of Police (DGP), Assam. Immediately afterwards, I have been volunteering my services in school education specially in Mathematics and Physics. This is for my own pleasure primarily. If the students get benefitted, this pleasure will multiply manifold.”
Giving back
“The school where I started volunteering my services did not have a Mathematics teacher for two years for classes XI and XII. Post-retirement, I decided to fill up this gap for my own satisfaction and for the benefit of the underprivileged students. The burning desire to pay something back to society was the real motivator behind the move. This gives me great satisfaction because it helps me to keep physically active, mentally engaged and socially relevant. But the real satisfaction will come if and only if the students get benefitted, even on a nanoscale. Quality school education is the key to social transformation and is the fundamental right of every child. I am strongly of the view that all citizens, especially the educated ones, must contribute in this process.”
Try to light a candle
“I am very fond of quotations. Some of the quotations that constantly motivate and propel me are as below–
i) Rather than cursing the darkness, try to light a candle.
ii) Challenges are what make life worthwhile. Without challenges, life won’t be worth living.
iii) Struggle is life, stagnation is death.
The strong urge to do something for society, especially the less privileged and the underprivileged gives me strength, stamina and the motivation to keep moving and keep going. To help the students is my humble contribution in this direction. I am no dreamer neither am I a visionary. But I do strongly believe that quality school education is the fundamental right of every child. It is the key to transforming society. Access to quality education only can provide equality of opportunity to all and will lead to an egalitarian society driven by democratic values. A quality education will bring the best out of every child and help them actualise their potential. This will help the nation, society and civilisation achieve the desired objectives. Such an education system will provide the required knowledge, skills including life skills and attitudes to transform the children into worthy members of society, community and the nation.”
- Nichola Pais
Teacher Warrior Safeena Husain
Educate Girls
An active social worker and founder-Executive Director of Educate Girls, Safeena Hussain works to tackle issues at the root cause of gender inequality in India’s education system. Educate Girls empowers communities to facilitate girls’ education in rural India and helps them take a stand against gender inequality. Their mission stems from the belief that if girls in educationally backward districts are educated, they will have the potential to enter the formal economy, gain employment and lift their families out of poverty.
Working in partnership with the government, the community and with the help of 11,000+ community volunteers (called Team Balika), Educate Girls has helped ensure higher enrolment and attendance for girls as well as improved learning outcomes for all children.
Established in 2007, Educate Girls has grown from a 500-school pilot project in Rajasthan to now serving over 21,000 schools spread across 15 districts in Rajasthan and Madhya Pradesh. They aim to achieve the behavioural, social and economic transformation for all girls towards an India where all children have equal opportunities to access quality education.
The turning point
“I grew up in Delhi. After my schooling, I took a break and went to a Krishna Ashram on the banks of the Ganges in Rishikesh. This gap year helped me connect with my inner self and develop a sense of charity and service. After graduating from the LSE, and spending over a decade working with grassroots development projects in Latin America, Africa and Asia, I finally decided to return to India. When I moved back, as I was deciding what I should dedicate my life to next, a personal incident led me back to a cause that was always close to my heart – that of girls’ education. On a project for setting-up a clinic in a village in the foothills of the Himalayas in north India, my father and I came across a group of women. They asked him how many children he had and my father, putting his arm around my shoulder, answered, “This is it. This is my daughter, my son, my everything!” The women replied to him by lamenting his misfortune over the lack of a son. I realised in that moment, in which I felt both angry and sad, that women and girls were still being discriminated against. I asked myself what would be the most sustainable way to create gender equality – Educate Girls was the answer. After a 50-school test project followed by a 500-school pilot project in Pali, Rajasthan, Educate Girls was independently registered in 2007. Since then, Educate Girls has consistently scaled its operations and presently works across 15 districts of Rajasthan and Madhya Pradesh. There are over 4.9 million total beneficiaries of its programmatic interventions, since inception. Educate Girls works in educationally backward districts by partnering with the government and mobilising communities to achieve impact in three key outcome areas – Increased enrolment and retention of girls and quality learning for all children.”
Education’s transformative power
“I once remember asking an out-of-school girl, ‘What do you want to be when you grow up?’ She replied, ‘I don’t know, No one has ever asked me this question, so I’ve never thought about it.’ This same girl, enrolled in school by Educate Girls, is now studying well and aspires to be a police officer. This is the transformative power of education! I am firmly convinced that education is the most effective means of offering the same opportunities to excel in life for girls and boys, women and men – thus promoting social equality. I strongly believe that creating community ownership and involving people in the process of social transformation is a powerful way to sustain change. Our volunteers from the villages have a motto, ‘My village, my problem, I am the solution’. Also, we have seen that in patriarchal communities it is essential to involve the men and boys in conversations. More often than not, girls are not aware of their rights and boys don’t know that they are violating a girl’s rights. Ultimately, gender-inequality is a mindset issue and that’s what our activities address.”
Educating one girl – educating future generations
“Not a single girl I have met so far has said to me that she does not want to be in school. For me, and everyone at Educate Girls, nothing compares to the joy of seeing girls, in their school uniforms, with their book and bags, walking to school and learning well! We celebrate every single enrolment because we know that by educating that one girl we have educated future generations! The feeling of seeing a child improve in their learning because of some additional help from us is phenomenal. Ultimately, the fulfilment in achieving actual impact for these underserved children is what keeps us going in spite of the challenges and setbacks and this is why we so work hard. This commitment to every child has always been at the forefront for Educate Girls and because my vision was about solving a widespread issue, from the start Educate Girls’ model was about being ready for scale. When we started expanding to more districts I wanted to be sure that Educate Girls would continue to be accountable to the last child and so we have always pursued innovation and partnerships that enable this accountability. This is also why Educate Girls initiated the world’s first Development Impact Bond (DIB) in education, which is a proof of concept that ties funding to pure outcomes. My dream is to one day wake up to an India where every daughter in the country is no longer discriminated against and where every child has access to quality education and equal opportunity.”
- Nichola Pais
As India celebrates nine years of the Startup India initiative on National Startup Day, 16 January 2025, it’s evident how deeply the entrepreneurial spirit has been embedded in the nation’s fabric. From being a country of aspiring doctors and engineers to a hub for budding entrepreneurs, India has undergone a significant transformation. This shift isn’t confined to adults but is increasingly taking root in schools, where the next generation of business leaders is being nurtured.
The Entrepreneurial Wave in Schools
Startup culture has permeated classrooms, with students now creating and marketing products under professional guidance. Chemistry labs aren’t just for experiments anymore; they’ve become mini manufacturing units. Students are crafting innovative products—think handmade soaps, eco-friendly cleaning agents, and even tech gadgets—and selling them under their school’s brand. This hands-on experience in entrepreneurship is teaching them valuable lessons in problem-solving, teamwork, and financial literacy, far beyond traditional academics.
Shows like Shark Tank India have also played a crucial role in shaping young minds. These programmes, widely watched across TV and OTT platforms, have demystified entrepreneurship for students and parents alike. By showcasing real-life success stories, they’ve encouraged families to view entrepreneurship as a viable career path, on par with medicine or engineering.
Schools as Incubators of Ideas
Schools today are recognising their potential to act as incubators for future business leaders. Many are introducing entrepreneurship programmes, collaborating with startups, and organising business pitch competitions. These initiatives allow students to explore their interests and learn the intricacies of building a business—from ideation and prototyping to marketing and scaling.
Some schools have even created dedicated innovation labs and partnered with local businesses for mentorship opportunities. These setups not only foster creativity but also give students exposure to the practical aspects of running a business. Such efforts align perfectly with the government’s Startup India initiative, which has championed innovation and inclusivity for nearly a decade.
Why This Matters for the Future
Entrepreneurship isn’t just about creating businesses; it’s about fostering a mindset. Students who grow up in this environment are better equipped to tackle real-world challenges, think creatively, and adapt to changing circumstances. These skills are invaluable, whether they eventually choose to run their own business or work within an organisation.
Moreover, promoting entrepreneurship in schools has a ripple effect. It not only prepares students for the future but also inspires communities and contributes to economic growth. Schools that actively engage in such initiatives are setting a precedent for holistic education that balances academics with life skills.
What Next?
With over 1.59 lakh startups now recognised in India, the country has become a global hub of innovation. Schools must seize this moment to integrate entrepreneurial education into their curriculums actively. By doing so, they will not only align with national objectives but also prepare students for a world that values innovation and adaptability above all.
As we celebrate National Startup Day, let’s look forward to a future where classrooms double as boardrooms and students graduate not just with degrees but with dreams ready to take flight.
On 12 January each year, India celebrates National Youth Day, commemorating the birth anniversary of Swami Vivekananda—a visionary whose ideals continue to inspire generations. His emphasis on courage, self-discipline, and selflessness laid the foundation for building a nation of empowered youth. Yet, as we reflect on his teachings, a poignant question arises: if Swami Vivekananda were alive today, would he be proud of the state of India’s youth?
A Disturbing Landscape
Despite remarkable strides in education, technology, and global recognition, troubling statistics reveal a different narrative. Reports show a disheartening rise in suicides among young students, with academic pressure, bullying, and mental health struggles emerging as significant factors. According to the National Crime Records Bureau, India recorded over 13,000 student suicides in 2022—a grim reminder of the challenges our youth face.
Swami Vivekananda famously said, “Arise, awake, and stop not till the goal is reached.” But how do we encourage this awakening in an environment that often prioritises grades over mental well-being, competition over collaboration, and individual success over collective growth?
Polarisation and Division
In his landmark address at the Parliament of the World’s Religions in Chicago, Vivekananda envisioned a harmonious world, where mutual respect and inclusivity thrived. Yet, incidents of hate crimes in educational institutions paint a different picture. Instead of fostering understanding, many schools struggle to counter narratives of division and intolerance, which are seeping into the minds of impressionable young individuals.
Vaping is Cool!
Another alarming trend is the increasing prevalence of substance abuse and vaping among teenagers. Easy accessibility and peer influence have made vapes and drugs a growing concern in schools and colleges. Vivekananda’s ideal of youth as paragons of strength and discipline seems to clash with a reality where momentary fun triumphs responsibility.
Are We Listening to the Youth?
One of Vivekananda’s core messages was to listen and understand the needs of the youth, not dictate them. Today’s students crave purpose and authenticity in their pursuits. Yet, our education system largely remains exam-centric, with limited focus on developing emotional resilience, moral values, and critical thinking skills.
The rise of mental health issues highlights the urgent need for robust counselling frameworks in schools. Bullying, academic stress, and societal expectations weigh heavily on students. Swamiji believed in holistic education that nourished the body, mind, and soul—a vision that modern-day institutions must strive to achieve.
The Path Forward
- Mental Health Awareness: Schools must normalise conversations about mental health. Hiring trained counsellors and introducing life skills education can empower students to cope with stress and trauma.
- Fostering Inclusivity: Combatting polarisation starts with creating safe spaces for dialogue. Schools can champion diversity and empathy through collaborative activities and community-driven projects.
- Balanced Education: Beyond academic excellence, education must focus on creativity, moral values, and societal contributions—aligning with Vivekananda’s philosophy of balanced personal and communal growth.
- Youth Empowerment: Engage students in decision-making processes within educational institutions, giving them a sense of ownership and responsibility.
- Combatting Addictions: Early intervention and peer education programmes can deter substance abuse. Incorporating discussions on self-control and the consequences of addiction is crucial.
A Call to Action
If Swami Vivekananda were here today, he might be disheartened by some of these realities but would undoubtedly call upon educators, parents, and leaders to rise to the occasion. The Indian youth remain a powerful force capable of leading transformative change, provided they are equipped with the right guidance and support.
As educators and leaders, we must ask ourselves: Are we nurturing the kind of youth Swami Vivekananda dreamed of? Are we empowering them with the tools to think critically, act compassionately, and embrace diversity? Or are we just celebrating the day just for the sake of it? We need to ask real questions. The answers lie in our collective efforts to reshape the educational and societal systems influencing young minds.
Swami Vivekananda’s timeless words echo loudly: “The youth are the pillars of the nation.” It is upon us to ensure that these pillars stand strong, united, and unwavering, ready to lead India toward a brighter and more inclusive future.
Education
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.
The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.
Key Details of the Plan
According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.
For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.
Implementation Framework
The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.
Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.
By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.
Education
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.
A Groundbreaking Theme: Financial Literacy Through Folk Tales
The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.
Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.
Festival Highlights
The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:
- Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
- Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
- Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
- Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
- Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
- Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.
Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.
National Reach and Global Aspirations
The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.
The Legacy of JHF
Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.
With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.
Looking Ahead
As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.
This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.
In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.
The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.
Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”
The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.
As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.
ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.
This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.
Let’s focus on the importance of quality in education and the significance of learning to give.
The best way to deliver quality education and bring about the personal and social development of an individual is by empowering young people to follow their passions. The education process today is built on the 4S approach – Service, Skill, Sport, and Study. The CBSE, CISCE, and most of the national boards are now incorporating skills and activities beyond the classroom into their curriculum.
Each of these four dimensions of learning is equally essential for helping young people find themselves and become the leaders they aspire to be.
Service is the numero uno of the 4S
Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”
Service, also referred to as Community Service or Social Service, has been an integral part of The Doon School since its inception. The first Headmaster, Mr Arthur Foot, believed that “the boys should leave The Doon School as members of an aristocracy, but it must be an aristocracy of service inspired by ideas of unselfishness, not one of privilege, wealth or position.” This principle has remained a foundational aspect of the school for decades. Over the years, The Doon School has amassed an impressive record of service. The students have consistently extended a helping hand across India during major earthquakes, tsunamis, landslides, and floods. For instance, during the 1991 Uttarkashi earthquake, when all communication lines were down, the school’s HAM radio club collaborated with the state administration and aid providers to establish channels of communication with the base station.
All boys at The Doon School must complete mandatory hours of social service. The school runs a Panchayat Ghar where students teach underprivileged children. Over the years, the school has adopted villages, working with villagers to construct houses, community centres, school buildings, sanitation systems, energy efficiency systems, and self-employment projects, including small-scale irrigation systems. Apart from village development, the school is actively involved with the Raphael Ryder Cheshire International Centre and the Cheshire Home.
Socially Useful Productive Work (SUPW) was introduced as a subject in Indian schools, where students could choose from various vocational education activities—embroidery and knitting, gardening, cooking, painting, carpentry, and other crafts and hobbies, as well as community service for senior students (Class IX onwards). This subject was introduced in 1978 by the Ministry of Education to promote Gandhian values and the educational ideas of Mahatma Gandhi. While many private schools have discontinued the subject, it remains an ancillary but mandatory part of the curriculum in schools affiliated with the Council for the Indian School Certificate Examinations (CISCE), which conducts the ICSE and ISC examinations. It is also taught in some Central Board of Secondary Education (CBSE) schools, including all Kendriya Vidyalaya and Jawahar Navodaya Vidyalaya schools.
Skill
Skill development aims to encourage the growth of personal interests and practical skills. Music, crafts, arts, nature, communication, hobbies, indoor games, vocational skills, and performance skills are examples of such activities. These interests are typically non-physically demanding and may be hobbies, vocational, or job-related.
“Skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words, the abilities that one possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.” ~ Wikipedia
Various forms of skills that schools should help deliver include labour skills, life skills, people skills, social skills, soft skills, and hard skills.
Sport
Sport is not only important for children’s health but also enhances learning achievement, resilience, and psychosocial and motor development. Children who engage in sports from a young age are more likely to continue doing so as they grow older. School-based sports programmes can lead to noticeable positive changes in teens’ behaviour and outlook. When students participate in sports, they can benefit not only physically but also socially and mentally!
Sport should encourage young people to improve their personal physical performance through training and perseverance in activities they enjoy. Physical activity is vital to young people’s holistic development, fostering their physical, social, and emotional health. The benefits of sport extend beyond physical well-being, and the educational value of sport should not be underestimated.
Round Square and International Baccalaureate (IB)
Round Square is a worldwide association of schools across five continents sharing unique and ambitious goals. Students attending Round Square schools make a strong commitment to personal development and responsibility, beyond academic excellence. The Round Square approach promotes six ideals of learning: Internationalism, Democracy, Environment, Adventure, Leadership, and Service. These are incorporated into the curriculum across all member schools, providing opportunities for student and teacher exchanges, community service projects, and conferences.
The International Baccalaureate (IB) offers four programmes for students aged 3 to 19, helping develop the intellectual, personal, emotional, and social skills necessary for living, learning, and working in a rapidly globalising world. The IB aims to develop inquiring, knowledgeable, and caring young people who contribute to creating a more peaceful world through intercultural understanding and respect.
Study
Study is the process of applying the mind to learning and understanding a subject, especially through reading. According to the dictionary definition, study refers to ‘the application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection.’ This is just one aspect of a young person’s growth at school.
A good school must provide the best ecosystem for the personal and social development of an individual. This can only be achieved when we focus beyond studies, giving equal emphasis to Study, Skill, Service, and Sport.
This article is also published in the Good Schools India Journal.
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Authored By- Sandeep Dutt, Founder, The Good School Alliance
Shomie Das, a renowned figure in Indian education, passed away at 10:30 pm last night in a Hyderabad hospital. Das had been in a coma following brain surgery and ultimately succumbed to his injuries.
Shomie Das, an eminent figure in Indian education, has a distinguished academic and professional background. He graduated from St. Xavier’s College at the University of Calcutta and subsequently from the University of Cambridge. Early in his career, Das taught at Gordonstoun School, where his students included Prince Charles. He served as the principal of Mayo College from 1969 to 1974, before taking on the role of headmaster at the Lawrence School, Sanawar, a position he held until 1988. He then became the headmaster of The Doon School, where he left a significant mark on the educational landscape. His tenure in education was marked by a commitment to fostering curiosity, self-discovery, and critical thinking. Notably, Mr. Das’s grandfather, SR Das, was the founder of The Doon School, linking him to a deep legacy in educational excellence.
Shomie Das’s association with Naga Prasad Tumalla of People Combine led to the establishment of Oakridge International School, which was eventually acquired by Nord Anglia Education. Just two weeks ago, Mr. Das attended the launch of a book titled ‘Shomie Das – The Man Who Saw Tomorrow.’ Authored by Naga Tumalla, the book delves into how their collaboration founded a school that encourages students to think beyond traditional educational boundaries.
As we mourn the loss of Mr. Das, we celebrate the legacy of a visionary who viewed education as a transformational journey rather than a transactional process. His profound impact on education will continue to influence countless lives, instilling a passion for genuine learning. We are profoundly grateful for his commitment and the indelible mark he has left on Indian education. His presence will be missed, but his legacy will continue to inspire future generations.
Thank you, Mr. Shomie Das, for your unwavering dedication to the transformative power of education.
Let’s take a walk through a memory we all share. Picture a classroom from years ago—rows of desks filled with students, and at the front, a teacher, often feared, seldom questioned. The boundaries were clear, and so was the unspoken rule: the teacher was the ultimate authority. For many, respect wasn’t earned; it was demanded, and it was often respect cloaked in fear.
Now fast forward to today. Walk into a classroom and you might notice a shift, subtle yet profound. It’s not the same classroom anymore, and the role of the teacher has evolved. But here’s the catch: while education has progressed, our respect for the role of the teacher seems to have lagged behind. Today, on Teacher’s Day, it’s worth asking—why are the true nation-builders, the ones shaping our future, often undervalued and underpaid?
Perhaps the answer lies in how we’ve misunderstood what a teacher really is. For too long, society has viewed them merely as deliverers of information, bearers of authority. But teachers are so much more than that. They are the silent architects of our minds, the ones who help build the bridges between what we know and what we have yet to discover. Yet, somewhere along the way, we began to take this for granted.
The Shift from Fear to Friendship
There was a time when respect was born out of fear. Teachers ruled with a strict hand, their word was law, and questioning them was unthinkable. But was that true respect, or just submission disguised as respect? Today, we are seeing a new wave, where the teacher-student relationship needs to be redefined, not by fear but by mutual respect, communication, and, yes, even friendship.
But let’s be clear—friendship here doesn’t mean a blurring of boundaries. It doesn’t mean a loss of authority or a casualness that erases the lines of respect. Instead, it’s a different kind of connection. Teachers no longer stand on a pedestal looking down; they stand beside, guiding students through their own paths, understanding that each student’s journey is different.
Communication is key. It’s in the conversations where teachers take time to know their students, not just as learners but as individuals. It’s in the way they listen as much as they speak, creating an environment where students feel heard, valued, and respected. In turn, this earns the teacher a respect that is deeper and more lasting than the fear-based reverence of the past.
Why Do We Undervalue the Nation Builders?
Despite this evolution in the role of teachers, why does it feel like they are still fighting an uphill battle for recognition? In a world where education is hailed as the foundation of success, why are the people responsible for delivering that education often the ones most undervalued?
Part of the problem lies in how we measure success. Teachers don’t build skyscrapers, but they build the minds that will one day design them. They don’t operate on stock markets, but they shape the critical thinkers who will one day make important decisions. Their work is not tangible in the moment—it takes years, sometimes generations, to see the full impact of a teacher’s influence. And perhaps that’s why we forget.
We forget that every doctor, every scientist, every artist, and every leader was once a student sitting at a desk, shaped by a teacher’s encouragement or wisdom. And if we continue to undervalue teachers, we run the risk of weakening the very foundation upon which we build our future.
Redefining the Role, Rekindling Respect
So, how do we redefine this relationship? How do we remind ourselves, and society, of the immense value teachers bring? It starts with respect—respect that is not just expected, but earned through communication, understanding, and empathy.
Teachers need to be seen not just as authority figures but as mentors, guides, and facilitators of growth. This shift is already happening in many classrooms around the world, where teachers are creating spaces that are less about control and more about collaboration. They are empowering students to think for themselves, encouraging curiosity, and fostering a love for learning that will last long after the classroom doors have closed.
And in return, students are responding with a new kind of respect—one that comes from understanding that their teacher is not just there to lecture, but to guide, to support, and to inspire.
A Personal Yet Universal Connection
Whether you are 15 or 50, we’ve all had that one teacher. The one who went beyond the textbook, who saw something in us we didn’t see in ourselves. The one who stayed a little later after class to help, or who asked how we were doing when no one else did. That’s the power of a real teacher-student relationship, one that goes beyond authority and delves into mentorship.
On this Teacher’s Day, let’s redefine what it means to be a teacher. Let’s not just celebrate them, but value them in a way that goes beyond one day of appreciation. Let’s pay them what they’re worth, respect them for the role they play in our society, and recognise that the future of our world is, quite literally, in their hands.
Because the truth is, without teachers, there is no future. And that is something we can all understand, no matter our age.
Education
India at the 2024 Paris Olympics: A Call for Greater Sports Prowess and Better Sports Education
The 2024 Paris Olympics commenced two days ago, with India sending a contingent of 117 athletes across 16 sports. While this number represents a significant effort, it highlights a pressing need for a larger representation and enhanced prowess in global sports competitions. This aspiration can only be achieved through increased investment in sports, a shift in societal mindset, and a transformation in sports education within our schools.
Increasing the Sports Budget
To foster a robust sports culture, India needs to allocate more resources towards sports development. The current sports budget, though improved, is still insufficient to meet the demands of nurturing world-class athletes across various disciplines. Enhanced funding can ensure better training facilities, access to top-notch coaches, and international exposure for athletes from a young age. Countries excelling in the Olympics, like the USA and China, invest heavily in their sports infrastructure and athlete development programs, reaping the benefits in the form of medals and international acclaim. India must follow suit to compete on equal footing.
Changing the Mindset
In India, sports other than cricket often receive little attention until an athlete wins a medal. This reactive celebration highlights a fundamental issue in our sports culture. Athletes who dedicate their lives to disciplines like athletics, boxing, and badminton deserve recognition and support from the beginning of their journeys, not just when they achieve success. A proactive approach, where the efforts and struggles of athletes are acknowledged and supported continuously, will foster a more encouraging environment for aspiring sportspersons.
India’s obsession with cricket is well-known, often overshadowing other sports. While cricket’s popularity is a cultural phenomenon, it is essential to distribute this enthusiasm more evenly across various sports. Promoting diverse sports will not only provide opportunities for athletes in less-publicised disciplines but also help in discovering and nurturing talents that might otherwise go unnoticed. A more balanced sports culture can significantly enhance India’s performance in multi-sport events like the Olympics.
Reforming Sports Education in Schools
A critical area that requires urgent attention is sports education in schools. Currently, physical education (PE) periods are often viewed as leisure time or used by other teachers to complete their academic syllabi. This undervaluation of sports in the educational system hampers the development of potential athletes. Schools must recognise the importance of sports as an integral part of education, crucial for the holistic development of students.
Infrastructure and Opportunities
Many schools lack the necessary infrastructure to support various sports. Facilities for athletics, swimming, gymnastics, and team sports are either inadequate or non-existent. This lack of infrastructure prevents talented students from exploring and honing their skills. Investing in sports facilities at the school level is essential for identifying and nurturing talent early on. Additionally, schools should employ qualified PE teachers who can provide proper training and mentorship to young athletes.
Building a Supportive Environment
To create a thriving sports culture, it is imperative to build a supportive environment that values and encourages sports participation. Schools should organise inter-school competitions, sports days, and workshops with professional athletes to inspire students. Moreover, collaborations with sports academies can provide advanced training opportunities for talented students. Recognition of achievements in sports, both small and large, can motivate students to pursue sports passionately.
Therefore, the participation of 117 Indian athletes in the 2024 Paris Olympics is commendable but also a reminder of the potential yet to be unlocked. By increasing the sports budget, changing societal mindsets, diversifying our sports enthusiasm, and reforming sports education in schools, India can nurture a generation of athletes capable of excelling on the global stage. Embracing sports as a vital part of education will not only improve our Olympic performance but also contribute to the overall well-being and development of our youth.
Inspiration
Remembering Kargil Vijay Diwas: A Lesson in History, Sacrifice, and Peace for Our Children
Today is the Kargil Vijay Diwas, a day of victory for the Indian armed forces celebrating 25 years of victory in the Kargil War of 1999. This day represents pride and strength of the nation, as well as a reminder of the price that is paid in any armed conflict. While appreciating the courage and the efforts of our soldiers on this day, it is equally important to explain its importance to our children.
Understanding the wars of the past is essential for the younger generation. The Kargil War was a high-altitude conflict between India and Pakistan, fought in the treacherous terrain of the Kargil district in Jammu and Kashmir. Despite the harsh conditions and the strategic disadvantage, the Indian Army emerged victorious, reclaiming the occupied territories. This victory, achieved through immense bravery and sacrifice, is a testament to the indomitable spirit of our armed forces.
It is always good to celebrate victories in war as a sign of prowess, but it is equally important to pass this message to the young: War should always be the last solution. These depictions of bravery during the Kargil War should evoke feelings of respect and gratitude for those who sacrifice their lives to secure our freedom and security. However, it should also highlight the importance of peace and non-violence. India’s history is rich with examples of resolving conflicts through diplomacy and non-violence, a legacy of ahimsa championed by leaders like Mahatma Gandhi.
Schools play a pivotal role in shaping the perspectives of young minds. By incorporating lessons on the Kargil War and other significant historical conflicts, educators can instil a deeper appreciation for the freedom and security that we often take for granted. These lessons should not only be of triumphs in battle; they should also include the destruction and suffering that war entails. This way, students will be able to appreciate the efforts of the soldiers and have a deeper respect for the armed forces and their principles.
However, it is also important to complement these stories with the ones of peace and diplomatic victories. Explaining India’s policy of non-violence and the use of diplomacy in the conflict can help children learn about the benefits of living in harmony with others and the effectiveness of negotiations over fighting. This dual approach makes sure that while we are rejoicing and acknowledging our champions, we are also promoting peace and proper utilization of authority.
Therefore, Kargil Vijay Diwas is not only a day of victory and celebration but also a day when our children should be made aware of the bitter truth of war and the need for peace. In this way, we can raise a generation that appreciates freedom, honors the soldiers’ sacrifices, and aims at a society where people solve their problems with understanding and not violence.
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