Education
Turning Small Ideas into Big Wins
PARVATHY JAYAKRISHNAN explores the importance of teaching entrepreneurship in
schools and how to go about it.
"The way to get started is to quit talking and begin doing.” – Walt Disney
Walt Disney’s quote defines the true essence of what good entrepreneurs do—they don ’t just hold on to an idea, they get the ball rolling.
Our teachers are doing a fantastic job of training students to learn topics that are covered in their textbooks, guiding them morally and making them independent and self-sufficient. They are also often focused on preparing students for the future – to make them strong, confident and sometimes ready for jobs that are not even discovered yet! (It is true that technolo gy is taking over a number of jobs and we cannot predict the jobs that will be availa ble 10 years from now). We are living in a time when students will most likely use their skills to create their own employment. They may not use their skills to join a workforce necessarily. In this case, it is the risk-takers who have a better shot at success. This, in turn, implies that teaching entrepreneurship in schools is imperative and can have far-reaching results in encouraging students with creativity and encourage them to work hard towards a goal. Entrepreneurship education prepares students to identify and address challenges and opportunities.
However, the word “entrepreneurship” can be daunting for a school student. They would wonder how they would learn what entrepreneurship is considering they can barely pronounce the 16-letter word! What we need to teach them is that an entrepreneur is an entity which has the ability to find and act upon opportunities to translate inventions or technology into new products. An entr epreneur becomes successful when he combines skill and innovation. You have had that student in class who is great with technology and designing and creating logos and videos in exchange for money. Today, students own and run YouTube channels which earn them good money. Students often become entrepreneur s without even realizing it! When given the right knowledge and boost, they will be able to take it forward as they become adults.
Omkar Mantri, a grade 8 student at Vibgyor High school, Bangalore, has dropped science and chosen to learn only economics from class 9. He explains why teaching entrepreneurship in schools can be a big boon for students like him. “I would love to understand how an idea can be converted into a business plan. It will be great to get practical information, instead of the excessive amount of theory that we normally have to study. I would love to learn about rules/laws, business models and related subjects in school. It will give us an idea about the perils of getting into business and we can choose our electives accordingly. Also, entrepreneurship must be made an attractive and viable concept, so that students don't rush towards an engineering college or a job in an IT company.”
While the world around us is developing at a fast pace with technology and innovations, education in K-12 needs to move an extra mile to evolve accordingly. Education is the driving force behind e very country’s economy, directly or indirectly. Many schools in India have adapted to technology or are slowly making the change. They are encouraging students to work in groups to solve problems, they are encouraging online learning and they are even attempting to merge art with science to make learning more effective. However, even with all these new techniques, students often fail to perform at jobs because they lack knowledge in entrepreneurship. Thus, entrepreneurship, the capacity to not only start companies but also to think creatively and ambitiously, is very important to be included in the school curriculum.
“Entrepreneurship skills are necessary for the current generation of kids. They need to have negotiation skills right through the early years. They need to build thinking skills and design thinking is the beginning of an entrepreneurial journey. They also need to be risk-taking and they need to develop the ability to forecast. If students are taught these skills at the school level, they can be more planned and ready when they grow up. Most kids don't know that they have an entrepreneurial streak and this can be identified if it is taught in schools,” says Deepali Ghosh, mompreneur and mother to a 10-year old.
Entrepreneurship education empowers students with the skill to think outside the box and nurture unconventional talents and skills. It creates opportunities for all, ensures social justice and instills confidence in students. We often mistake entrepreneurship to be a skill to be imparted in undergrad or post graduation. Why wait till then? Entrepreneurship is a lifelong learning process – it can be taught from elementary school till they become adults. Introducing young kids to entrepreneurship develops their initiative and helps them to be more creative and self-confident in whatever they undertake and to act in a socially responsible way.
According to Dr. Prakash Sai L, Professor, Dept of Management Studies, IIT Madras, “Teaching entrepreneurship in schools is absolutely necessary. Already CBSE has a course called Business Studies in class 10 to introduce basic concepts of entrepreneurship. Entrepreneurship is seen as a particular type of skill that will enable a student to start a firm and ensure business growth. Today, even our society is encouraging student entrepreneurs. We often see young children set up stalls in apartment complexes, trying to sell food. When society is encouraging students to develop entrepreneurial skills, schools need to back them up by giving them the knowledge.”
Entrepreneurship teaches students about money, investing, business strategies, loans, and creating budgets. At the same time, students can learn critical life skills such as problem-solving, brainstorming ideas, taking risks, facing failure and getting up again, setting goals, working together, and feeling comfortable to work individually.
Deepali recalls how she was amazed at her 10-year-old daughter’s idea to sell homemade watermelon juice to tired gym-goers at 10 am during her summer holidays. “She made the juice and sold it at a profit of almost 110 per cent! What she figured was the ability to judge that there is a buyer’s market and she figured the pricing on her own. She even used a USP ensuring that she used organic watermelon and brown sugar (keeping in mind that her target audience are gym goers),” she proudly remembers.
Government initiative
The Delhi AAP government took a step in the right direction by launching the Entrepreneurship Mindset Curriculum Framework for government schools in February, this year. The Entrepreneurship Mindset Curriculum Framework was developed by the State Council of Educational Research and Training (SCERT).
Deputy Chief Minister Manish Sisodia had explained that the curriculum would invariably bring about a paradigm shift in the education system in the way students explore and learn and in the manner teachers facilitate and guide these exploratory processes. He also emphasised that an entrepreneurial mindset was required for all professionals to be successful in their career. Success stories of various professionals and public servants testify it.
It will be implemented in all Delhi government schools from classes 11 to 12 and will build awareness and knowledge of various aspects of entrepreneurship among the students. The curriculum is expected to inspire students through various entrepreneurial stories, case studies and many mindfulness activities and approaches. It focus – es on imparting the personality and character traits of successful entrepreneurs other than the business aspects of entrepreneurship. The curriculum is expected to be launched as a pilot project in 15-20 schools in April and will see a full-fledged launch in all government schools in July.
‘School teachers are the most important influencers’ …Says Pradeep Mishra, Founder, Leader to Creator, India's first organisation providing entrepreneurship training to children.
Why do you think entrepreneurship learning should be introduced in schools?
Our entrepreneurship for kids programme intends to make a remarkable impact on various fronts of developing nations like India. The world has migrated to a knowledge-based economy where innovation and entrepreneurial mindset will be a game changer. We cannot push the youth directly into jobs after their attain their degree. My conviction is that an entrepreneurial mindset can only be beautifully crafted at an early age. Children can be exposed to a controlled economic environment so that they understand the world around them and relate to it. They can recognise the problems of people as an opportunity and come up with innovative solutions which are scalable.
Our entrepreneurship programme also helps students unleash their creative potential in a big way. The entrepreneurship programme also focuses on life skills such as critical thinking, problem solving, time management, self awareness and personal brand image. These skills help them excel in any field of their choice. Kids have ideas but giving them a proper ground and skills to make it a functional model is what we do. Studies have shown that 80 per cent of our graduates are not even employable. This is the consequence when we have one size fits all approach in education.
How many schools do you cater to?
In 2017, Leader to Creator has been shortlisted by Economic Times Power of Ideas. I have per – sonally interacted with more than 5,000 students. We have worked with 11 campuses and we are operational in three states with expansion in Nepal.
Our in-house "Train the Trainers" programme is creating a pool of passionate trainers who can operate in different parts of the country. We have identified six more states touch points in Northern and central India, where we will be operational this year. We are also encouraging schools to nominate teachers who are interested in getting trained.
What was your inspiration to start Leader to Creator?
I have seen the pressure of placements and degree completion. I have witnessed the shattered aspirations of students who are not doing the things they wanted because their talent could not be converted into a business model. I worked with a few reputed brands in my career and there the problem was scarcity of talented people. So on one hand, students are looking for jobs but the industry says they are not good enough.
Economics shows that there are too many problems that need to be sorted out in our country. It means that there is a lot of work to be done. At the same time, we have a workforce that is looking for jobs. Do you notice the gap? Our mindset needs to be changed and the necessary skill set needs to be imparted. However, the moment we started teaching entrepreneurship in colleges, it only added on as another subject to pass. Students often asked me “Will this course help me get better placement offers?” Leader to Creator is bridging this gap.
How has the response been from schools?
Majority of schools are now interested in trying new things because they strive to be ahead of the times and they are committed to provide a better future for their students. There are schools where people still think that entrepreneurship is a business study meant for business schools only. We must sensitise education forums about entrepreneurship education as this is happening all across the globe. Awareness is the key.
Is it hard to convince the parents?
Fortunately, in our country, teachers are perceived as the best guide for a student's career and future. Parents trust them and kids listen to them. Leader to Creator is continuously working for awareness programmes in schools. We organise free seminars in schools during PTMs and other fests, but school teachers are the most important influencers.
Introducing entrepreneurship skills in classroom
You don’t even need to introduce the concept of entrepreneurship in a formal way and use business jargon that can seem complicated to your students. Multiple skills that aid entrepreneurship can be developed using activities in the classroom. Some skills that need to be de veloped include:
Communication skills: Communication is key for an entrepreneur and enhancing communication skills in students is something that teachers can work on in schools. Instead of standard class discussions, teachers can give students a chance to practice public speaking. Teachers can make this shift by introducing pop-up debates. With these activities, kids are positively pressurised to speak in front of an audience and they gradually develop the confidence to do it.
Brainstorm ideas: Teachers can set up a box in a class where students can put in their ideas. The box is a good way to encourage students to come forward with their ideas and to pitch them confidently in front of their class. Once all the ideas are in, there can be a brainstorming session where the entire class can discuss the viability of the idea and see if they can be implemented The brainstorming session can improve their critical thinking skill and problem-solving abilities. They can explain how their idea can bring about a change in society. Teach students to think about what’s positive or strong about their work and let them ponder on their weaknesses to find the changes needed to make their product more interesting.
Discuss solutions: Students often complain about facilities or rules that are implemented in the school. Teachers can encourage them to come up with solutions to these problems based on discussions rather than giving them space to complain. This can have positive outcomes. It can improve the relationships among students, improve their self-esteem and encourage problem-solving.
Discuss success stories: Encourage students to research on successful entrepreneurs and their methods and strategies and get them to discuss them in class. Each entrepreneur uses different skills and strategies to make their way to the top. For example, Oprah Winfrey relies on her oration skills and compassion while Steve Job’s quest for innovation and perfection made him reach the top. Such discussions also encourage students to find out what they could have done better to improve their skills.
Learning a business: Students can practice writing interview questions and conduct interviews with entrepreneurs. The information can then be compiled into a directory of the types of goods and services, locations, and hours of the businesses. Students can then discuss the location, advertisement and the products involved in the business.
Encourage imagination: Creativity dwells within imagination. Pass around common objects to students and encourage them to imagine the object in a different outlook. This will help students see the same object through a different perspective.
Organisations Supporting Student Entrepreneurship
In the USA, there are numerous organisations formed that support student entrepreneurs in various capacities.
• Dorm Room Fund: A student-run venture fund backed by First Round Capital
• Entre-Ed: Support for teachers and programme leaders
• The Future Project: Helps high schools provide entrepreneurship programmes
• Junior Achievement: Fostering work-readiness, entrepreneurship and financial literacy skills
• Kairos Society: Network for entrepreneurs under 25
• Lean LaunchPad: From Silicon Valley’s Steve Blank
• MIT Launch: High school entrepreneurship programs
• Network for Teaching Entrepreneurship (NFTE): Preparing young people for business
• National Student Leadership Conference: Conference supporting high school entrepreneurs
• One Stone Solution Lab: Organisations, foundations, businesses and start-ups can engage a team of One Stone students in design thinking a solution, business idea or product.
• Real World Scholars: Works with teachers who use entrepreneurship to engage students in core curriculum
• Roadtrip Nation: Roadtrip offers experiences, interviews and curriculum
In the UK:
• Shell LiveWIRE: Shell LiveWIRE aims to inspire young people to find solutions to energy and resource challenges facing today’s society.
• National Association of College and University Entrepreneurs – A membership charity organisation fostering student entrepreneurship with a focus on supporting the creation of enterprise societies in educational institutions in the UK.
• Santander Universities Enterprise Portal – The portal helps young entrepreneurs win funding for their startups, build their business knowledge and access networking opportunities.
• Tycoon In Schools – Tycoon in Schools gives upcoming entrepreneurs, aged 5-18, a start-up loan between £50 to £1000 to manage a business while at school or college.
In India:
Leader to Creator programme
Started by Pradeep Mishra, the Leader to Creator programme is India’s pioneer academy for entrepreneurship training in schools. Leader to Creator is a group of professional trainers who have scientifically designed curriculum, which is a blend of technical skills, soft skills and life skills to teach entrepreneurship to students. They use the latest technology to interact with participants. They add fun in learning by live projects, camps, smart classes and business games.
Mishra has designed a fun-filled 60- hour course on “Entrepreneurship for Kids”. The idea was recognised by the Economic Times Power of Ideas. The course is now offered in some of the most prominent schools in India.
Awards
Entrepreneurship awards are a good way of encouraging young entrepreneurs to come up with innovative ideas and put them to practice. However, there are not many such awards that encourage school students.
• The Global Student Entrepreneur Award (GSEA): Student entrepreneurs compete through regional competitions to win their shot at going head to head against the best student entrepreneurs in the world at the GSEA. Undergraduate and graduate college/university students who own and operate a business for at least six months are eligible to compete for the $20,000 cash prize.
• The Big Idea (Australia): Coordinated by The Big Issue, The Big Idea is a social enterprise planning competition. Open to undergraduate and postgraduate students of participating Australian universities, applicants are invited to develop a concept and business plan for a brand new social enterprise.
• Lee Kuan Yew Global Business Plan Competition: The competition is designed for undergraduate, college or polytechnic students across the globe. The idea is that students can display their business skills on a global platform, which will allow them to gain seed funding.
Teaching entrepreneurship skills in school is not merely for helping a student identify his skills or to fulfill the ultimate goal of starting a firm. We need to provide teachers with the appropriate training to impart knowledge to students in a way that they can understand and be involved and interested in. The learning can provide life lessons like perseverance, money management, problem-solving and much more. The classes will enable teachers to identify potential entrepreneurs and give them the support they need to move ahead towards their goal.
Let’s not merely include it in our syllabi as yet another subject. Let’s adopt it in a way that it becomes a life-changing experience for our students, where they learn values and skills that they can use when they become successful adult entrepreneurs!
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.
As political changes loom over the US education system, particularly with President-elect Donald Trump’s proposed dismantling of the Department of Education, questions arise about the ripple effects such reforms could have on global education, including in India and other parts of Asia. Historically, American education policies and practices have served as benchmarks for many countries, influencing curriculums, teaching methodologies, and educational reforms. This article explores how these proposed changes might shape the future of education worldwide.
Historical Impact of American Educational Practices
The influence of the United States on global education is well-documented. For instance, in the mid-20th century, the US pushed for science and mathematics education reforms after the Soviet Union launched Sputnik. This emphasis on STEM (Science, Technology, Engineering, and Mathematics) was mirrored in several nations, including India, which began integrating more technical education in schools. Similarly, the US-led push for standardised testing during the No Child Left Behind era inspired similar measures in Asia, where countries like China and India adopted rigorous assessment frameworks.
The idea of universal education access and inclusivity, championed in the US, has also resonated globally. The implementation of the Individuals with Disabilities Education Act (IDEA) in 1975 influenced India’s Rights of Persons with Disabilities Act, 2016, and similar policies across Asia. Therefore, if the US dismantles its Department of Education, transferring responsibilities to states, the resulting decentralised model may have implications for nations seeking inspiration from American education.
Comparing Trump’s Proposals with NEP 2020
Trump’s Agenda47 proposes greater parental control, cutting funding for initiatives deemed ideologically inappropriate, and emphasising local governance of education. While these ideas are specific to American politics, some parallels can be drawn with India’s National Education Policy (NEP) 2020.
NEP 2020 focuses on empowering schools and teachers to create tailored curriculums that meet local needs. Like Trump’s proposal to return control to states, NEP advocates for decentralisation, urging state boards and local authorities to implement flexible frameworks. However, the alignment ends here. NEP promotes inclusivity and modernisation, championing universal access to quality education and focusing on critical areas such as digital learning, skills-based education, and early childhood care.
In contrast, Trump’s proposals seem to focus more on limiting federal oversight and reducing regulations, which could result in inequitable access to resources—a stark difference from NEP’s vision of equity and inclusion. If the US adopts a more state-driven approach, India and other nations might evaluate its outcomes, particularly in balancing local autonomy with national educational standards.
A Roadmap for Global Education
The future of global education hinges on addressing universal challenges, including accessibility, inclusivity, and adaptability. Nations worldwide, including the US and India, are grappling with how best to integrate technology, emphasise STEM education, and prepare students for a rapidly evolving workforce.
A decentralised system, as envisioned by Trump, may encourage innovation and localised solutions but risks widening disparities. Conversely, global education roadmaps like UNESCO’s Sustainable Development Goals (SDG 4) advocate for inclusive, equitable, and quality education as a shared responsibility. In this regard, NEP 2020 aligns more closely with global goals than Trump’s vision, which focuses on reducing federal intervention.
If the US moves forward with dismantling the Department of Education, it will be crucial to observe whether this decentralisation fosters innovation or exacerbates inequalities. For countries like India, which are already navigating local governance in education, the American experience could serve as both a cautionary tale and a potential source of inspiration.
Hence, the relationship between American education policy and global education is undeniable. As the US contemplates radical changes, the impact on its own students and the broader world remains uncertain. For countries like India, which have often looked to the US as an educational blueprint, these developments offer lessons in balancing local autonomy with equitable access to quality education.
This unfolding story raises essential questions about the shared vision for education in 2025 and beyond. The world will be watching to see whether the US remains a pioneer or takes a step back from its global leadership in education.
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.
Winter in North India no longer carries the gentle chill of nostalgia. Instead, it drifts in cloaked in smog, acrid pollution, and despair. Each year, as the air quality index (AQI) hits catastrophic levels, the nation seems trapped in a vicious cycle of reactive measures and inadequate solutions. Schools close their doors, children are forced into online classes, and life is put on pause—all while the question looms: are these measures too little, too late?
This week, Delhi and its neighbouring states plunged into yet another public health emergency. The AQI in the capital breached the “severe plus” category, with readings of over 500 in certain areas—levels that are equivalent to smoking 49 cigarettes in a single day. For context, smoking in Bangalore’s air, while not healthy, is currently considered healthier than simply breathing in Delhi.
{Image- Jammu, Wednesday, Nov. 20, 2024. (PTI)}
Amid this crisis, schools and universities have been forced to shift to online classes yet again. The Supreme Court has intervened, universities like Jamia Millia Islamia and Delhi University have issued notifications, and government schools have suspended physical classes. These decisions, though necessary, feel more like desperate attempts to contain the damage rather than addressing the root cause of the crisis.
As educators, policymakers, and parents, aren’t we hypocritical? We preach yoga, mindfulness, and physical wellness to our children while they breathe in air laden with PM2.5 and PM10 particles—air that clogs their lungs and hinders their growth. We promote “wellness periods” in schools and discuss the importance of holistic development, yet we do nothing to ensure that the very environment they live in supports their health and well-being.
Every child has the right to a safe and nurturing space to learn and grow, but what are we truly offering them? Masks, air purifiers, and lessons on resilience—tools to survive rather than thrive. What kind of childhood is this, where outdoor play becomes a luxury and clean air a distant dream?
The scientific community has repeatedly warned about the devastating impacts of prolonged exposure to polluted air, particularly on children. Their developing lungs are more susceptible to damage from particulate matter, which can lead to chronic respiratory diseases, reduced lung function, and an increased risk of cardiovascular conditions later in life. A study by the Lancet Commission on Pollution and Health estimates that pollution caused nine million premature deaths worldwide in 2019, with air pollution being the primary culprit.
In India, the numbers are staggering. Children exposed to high levels of air pollution are more likely to suffer from asthma, cognitive impairments, and even stunted growth. Beyond the physical toll, the psychological impact is equally alarming. Living in a constant state of environmental crisis breeds anxiety, stress, and a diminished sense of safety—all of which are detrimental to their overall development.
The Return to Online Classes: A Missed Opportunity
If air pollution is to be the “new normal” in North India’s winters, then why have we abandoned online education so completely? The pandemic forced us into virtual classrooms, but as soon as the immediate threat subsided, the system was discarded without much thought to its long-term utility. Teachers, untrained and unprepared, are now expected to conduct meaningful lessons online, while students struggle to adapt to an environment that they haven’t engaged with meaningfully since 2022.
This raises an important question: should online education remain a part of our academic framework, even when circumstances don’t demand it? Incorporating regular online classes—perhaps one day a month—could help students and teachers stay familiar with the format. It could also serve as a contingency plan for emergencies like the current pollution crisis, ensuring continuity in learning without the chaos of sudden shifts.
Moreover, training teachers to connect with students effectively in virtual environments is crucial. Simply moving the classroom to a screen is not enough. Teachers need tools, strategies, and support to create engaging and impactful lessons. Without this, online education remains a hollow exercise, benefiting no one.
Every winter, the same questions resurface: why do we wait until the AQI crosses hazardous levels to act? Why do policies remain reactive rather than preventive? And most critically, why do we continue to normalise this situation for our children?
The blame lies not just with governments or industries but with society as a whole. From unchecked stubble burning in Punjab and Haryana to vehicular emissions in urban centres, the web of responsibility is vast and interconnected. Yet, year after year, the measures taken are temporary, insufficient, and often misplaced. We treat the symptoms, not the disease.
What kind of message are we sending to our children? That their health and future are expendable? That the environment they inherit will always be an afterthought? As the smog thickens and the world debates solutions, the reality for millions of children in North India is bleak. They will grow up breathing poison, and the long-term consequences are unimaginable.
As I watch this crisis unfold, I am filled with a deep sense of worry for the children of today and tomorrow. What kind of world are we leaving for them to suffer in? If we don’t act now—boldly, decisively, and with genuine commitment—we risk condemning them to a lifetime of struggle in an environment that is hostile to their very existence.
The time for half-measures is over. We owe it to our children to build a future where they can breathe freely, dream fearlessly, and live fully. The question is, are we ready to rise to the challenge?
Khan Academy, the global nonprofit dedicated to providing free, world-class education, has launched its AI-powered tool, Khanmigo, free for all teachers in India. Starting this Children’s Day, educators can access this innovative teaching assistant at no cost, in both English and Hindi, through Khan Academy’s platform.
Khanmigo, designed to enhance both teacher productivity and student engagement, functions as an AI-powered teaching assistant and student tutor. By streamlining tasks like lesson preparation, generating curriculum-aligned assessments, and creating concise chapter summaries, Khanmigo allows teachers to focus on personalised learning experiences for their students.
Highlighting the importance of this initiative, Swati Vasudevan, Managing Director of Khan Academy India, shared:
“On this special occasion of Children’s Day, we’re thrilled to make Khanmigo available to all teachers across India at no cost. At Khan Academy, we believe teachers are the key to unlocking each child’s potential. By providing Khanmigo, we’re empowering educators to create impactful and tailored learning experiences. Our aim is to break down barriers to technology access, enabling teachers to inspire and support India’s children in achieving their full potential.”
Supported by Microsoft’s investment, Khanmigo is part of Khan Academy’s global rollout, now available in over 40 countries. Indian teachers can create an account on the Khan Academy platform to access this resource and benefit from its features, including interactive student tutoring and classroom management tools.
Khan Academy also emphasises that the implementation of Khanmigo remains a work in progress. Teachers and students are encouraged to engage with the tool thoughtfully, fostering digital literacy, critical thinking, and responsible AI use.
This launch marks a significant milestone in Khan Academy’s mission to expand educational opportunities through technology, making quality resources accessible to educators and students across India.
The Guthli Ad Fest 2024 launched in spectacular fashion at the iconic St. Xavier’s College, Mumbai. Day 1 was filled with high-energy sessions, insightful discussions, and inspiring interactions. Kicking off the day, Pratish Nair introduced the vision behind Miles and Miles SoBA (School of Branding & Advertising), explaining how their collaborative approach blends creativity with empathy. Nair emphasised that their unique curriculum, which includes scuba diving and Himalayan trekking, aims to equip students with life skills that go beyond the traditional classroom, fostering resilience, teamwork, and self-awareness.
The event began with a warm welcome and inauguration, followed by a captivating tribute and a fireside chat featuring advertising legends Piyush Pandey, KV Sridhar, and Prasoon Pandey, moderated by Devaiah Bopanna. Their discussion shed light on their journeys, offering a rare glimpse into the minds behind India’s most iconic campaigns.
The day continued with Cyrus Broacha, the 90’s poster child of Indian advertising, delivering a light-hearted yet insightful session, followed by Tanya Nambiar’s presentation on how emotional bonds can be forged using the power of voice.
The afternoon saw Shirsha Thakurta delve into the art of visual storytelling, followed by a hands-on workshop led by Dr Prateesh R Nair, who demonstrated how advertising can be used as an engaging tool in classrooms. A panel discussion with Miles SoBA students and a thought-provoking session by Josy Paul on creativity in classrooms wrapped up the day.
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Day 2 promises even more excitement, with an Ad Acapella, fashion shows, excellence awards, and a lot of fun activities to look forward to. Stay tuned for more!
CLIL or Content and Language Integrated Learning is a relatively new and underutilised pedagogical approach to language learning. It is a generic term referring to the teaching of a curricular subject through a foreign language. The basis of CLIL is that the teaching-learning is carried out in a language that is not the mother tongue of the students. The end objective remains to learn the second language while the content is extracted through other subjects which the students already study as part of their curriculum. It is a dual-focused approach in which both the content and the language are learnt simultaneously.
The CLIL Methodology
The successful implementation of a CLIL programme relies on the collaboration between language teachers and content teachers. Each is an expert in his or her field, so they need to share both their respective ideologies and materials.
A content teacher is someone who teaches a subject — for example, biology, history, or art. This does not mean just teaching the subject in the English medium. These content teachers are not experts in language acquisition or pedagogy as they are experts only in their respective subjects. Content teachers also depend on the support of the language teacher to diffuse the elements of the language into their subject matter. Thus, both types of teachers have to work in close conjunction with one another to make CLIL successful.
A language teacher is principally responsible for teaching English (or another language), but in the CLIL programme, he or she also supports the content teacher by introducing relevant vocabulary and functional language related to a given subject. This is a more powerful approach to learning a new language as it focuses on the authentic use of language rather than learning it through decontextualized content fragments, memorising grammar rules, or the cramming of curricular subjects.
Let us take the example of a history lesson. The content teacher explains the Civil Disobedience Movement through pictures, demonstrations, and using the textbook in English, and if necessary, the students’ first language. In parallel, the English language teacher might teach students the grammatical structures used for explaining the past tense (simple past, past progressive, and past perfect), the language to describe cause and effect (because of, due to, results in), and word forms (empire, emperor). In summation, the student has learnt both the concept of the Civil Disobedience Movement and can articulate or explain it using appropriate grammar and terminology.
The CLIL Framework
The framework of CLIL is based on the 4Cs i.e., Content (or the subject matter), Cognition (the process of learning and thinking), Communication (the process of interacting and using the language), and Culture (developing an understanding of the language). So, CLIL teaching is not only a matter of learning how to teach both content and language, but also how to integrate them. In this aspect, it is very different from immersion or content-based instruction techniques of language acquisition as it emphasises the need to harmonise language and content-based learning rather than prioritising one over the other.
According to Marsh et al. (2001), students cannot improve their content knowledge and skills without learning the language, because the subjects are discussed, constructed, evaluated and embedded in the language. The basic aspect of learning any language or developing fluency in it is to acquire as much vocabulary as you can. Vocabulary can be divided into three parts: Basic vocabulary, academic vocabulary, and discipline-specific vocabulary. CLIL involves learning to use language appropriately while using language to learn the subject adequately.
In every CLIL lesson plan given by the University of Cambridge, ESOL examinations it is repeatedly insisted that “Every subject has its content obligatory language which means a subject-specific vocabulary, grammatical structures, and functional expressions”. For instance, a chapter on ‘Plants’ in Grade 3 Science would have vocabulary such as ‘photosynthesis’, ‘stomata’, ‘sunlight’, etc which are domain-specific for science for that level. Therefore, each chunk of content associated with CLIL has a specific vocabulary and the teacher has to relate his/her teaching with the newly learnt vocabulary with the old one, which is also the preliminary step in the CLIL approach.
The Final Word
The objectives of CLIL are varied, but among the most relevant ones are to improve the educational system, to establish the necessary conditions that will allow students to achieve the appropriate level of academic performance in curricular subjects, to develop intercultural understanding and to hone their social and thinking skills. Moreover, CLIL prepares students for the globalized world by increasing their motivation to learn foreign languages and cementing their intercultural competence.
As an approach, CLIL has been very successful in countries such as China, Malaysia and Thailand in promoting content learning and language acquisition. In India too, CLIL is gaining currency slowly and steadily but needs some more research, the willingness to adopt, and flexible implementation. Some initiatives have been taken in this direction. For instance, CLIL@India a 3-year project co-funded by the European Union was a consortium of 7 Universities from India and Europe dedicated to developing a new model of bilingual education by introducing Content and Language Integrated Learning (CLIL) as an innovative pedagogical practice in the Indian education system to preserve the nation’s multilingualism.
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References:
- https://bridge.edu/tefl/blog/what-is-clil/
- https://www.onestopenglish.com/clil/what-is-clil/501038.article
- https://www.teachingenglish.org.uk/article/clil-lesson-framework
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Authored By- Sanjhee Gianchandani
Sanjhee Gianchandani is an English language curriculum designer and editor with a Master’s from LSR, University of Delhi, and a CELTA from Cambridge. She has authored grammar books, edited over 100 academic and literary works, and specialises in English language teaching (ELT) pedagogy.
Starting from the 2025-26 academic year, the Council for the Indian School Certificate Examinations (CISCE), which oversees the ICSE and ISC board exams, will introduce substantial changes to its academic framework. These reforms align with the National Education Policy (NEP) 2020 and aim to impact over three million students across India, as reported by The Times of India.
Robotics and AI in Curriculum
A significant aspect of the reforms is the inclusion of robotics and artificial intelligence (AI) in the curriculum for Classes XI and XII. For younger students, elements of AI and coding will be integrated into their computer science courses, ensuring these technologies are taught in a simplified and engaging manner. The objective is to familiarise students with emerging technologies from an early age, equipping them with skills for the future.
Introduction of Competency-Based Exams
The CISCE will also introduce a ‘holistic progress card’, a 360-degree evaluation system to assess students’ development across academic and non-academic domains. This approach will provide a comprehensive view of student achievements beyond traditional metrics.
Changes in the board exam structure are also on the horizon. From 2025, 25% of exam questions will be competency-based, focusing on critical thinking and core skills rather than rote memorisation. This percentage will increase to 40% in 2026 and 50% by 2027, promoting deeper understanding among students.
Digital Assessments and School Improvement
To enhance educational standards, the council will roll out digital assessments for students in Classes III, V, and VIII from 2025-26. These assessments aim to identify students who need additional support or those excelling beyond their grade level. Additionally, a school improvement plan will be introduced, encouraging high-performing schools to partner with state governments to enhance the quality of education in government institutions.
The overarching goal of these reforms is to foster a balanced, skills-oriented learning environment that prepares students for real-world challenges and opportunities.
Education
Aditya Birla World Academy Hosts ‘The Happy Place’ an Interschool Festival to Drive Awareness on Mental Health
In a collaborative effort between Aditya Birla World Academy (ABWA) and Mpower, an initiative of Aditya Birla Education Trust the Happy Place Interschool Festival was successfully held to raise awareness about mental health, with this year’s theme being The Mindful Megabyte – Digital Wellness. The event saw participation from over 200 students across various schools in Mumbai across boards, engaging in a variety of creative and expressive competitions, including Solo/Duet Singing, Art, Photography, AD-Film Making, Drama, Slam Poetry, and Dance. Each event centered around the theme of digital wellness, focusing on the impact of technology on mental health and well-being.
The Happy Place Interschool Festival, introduced by Aditya Birla World Academy (ABWA), is built on the belief that mental health awareness is a crucial aspect of a child’s holistic development. At ABWA, students benefit from a robust mental health and emotional well-being curriculum that supports resilience alongside academic excellence. Under the leadership of Mrs. Neerja Birla, Founder and Chairperson of Aditya Birla World Academy and the Aditya Birla Education Trust, this vision has flourished. A passionate mental health advocate, Mrs. Birla firmly believes that mental health awareness and support should be accessible to all students, empowering them with the tools they need to thrive.
As an extension of this vision, the Mindsmatter program has reached 25 schools and over 40,000 students across India in the past year, with 318 teachers trained and 67 mentoring sessions conducted. The program has positively impacted behavior, self-esteem, and academic performance, with 83% of participants reporting improved communication skills and 61% noting reduced stigma around mental health.
For the last 6 years, The Happy Place Interschool Festival has expanded beyond ABWA, engaging students from schools across Mumbai to raise awareness on mental health through creative activities. This festival sustains the conversation on mental health, offering students a thoughtfully curated platform to explore these critical themes, express themselves creatively, and build empathy. Through themes like Digital Wellness, participants reflect on their emotional health, fostering a balanced and mindful approach to life.
Mrs. Radhika Sinha, Principal of Aditya Birla World Academy (ABWA), “highlighted the importance of such initiatives, stating, “The Happy Place interschool festival is not just a competition, but a mindful space for students to engage in conversations about mental health while expressing their creativity. The focus here is not only on winning but also on creating an environment where students can explore topics like Digital Wellness that are highly relevant to the challenges the youth face today. These activities help drive awareness, fostering a sense of empathy and mindfulness amongst our students.”
The competition’s theme, Digital Wellness, reflects the growing influence of technology in the lives of young people. While digital platforms provide numerous opportunities for connection, learning, and creativity, they also come with risks such as overuse, social media addiction, cyberbullying, and sleep deprivation. Striking a balance between the positive and negative impacts of digital media is crucial for the well-being of today’s youth.
Parveen Shaikh, VP Operations at Mpower, highlighted the urgent need for digital wellbeing support amidst the growing mental health crisis: “In today’s digital age, the constant use of technology is significantly impacting mental health, particularly among young people. Studies reveal that 1 in 5 individuals experience symptoms of mental health conditions, with excessive screen time and online pressures contributing to this rise. Alarmingly, 50% of mental health issues begin by the age of 14, and 75% by age 24. By focusing on digital wellbeing and creating awareness around healthy tech habits, we aim to provide timely interventions that encourage young people to seek help and maintain a balanced, mentally healthy lifestyle.
Research on digital wellness suggests that excessive use of digital devices can negatively affect mental health, particularly among students. Studies show that prolonged exposure to screens can lead to anxiety, depression, and social isolation. Initiatives like The Happy Place Interschool Festival play a significant role in bringing these critical discussions to the forefront, encouraging students to reflect on their digital habits and make informed choices.
As this year’s competition concludes, the collaboration between ABWA and Mpower continues to raise awareness on crucial mental health issues, ensuring that students are empowered to lead balanced, mindful lives.
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