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Turning Small Ideas into Big Wins

PARVATHY JAYAKRISHNAN explores the importance of teaching entrepreneurship in
schools and how to go about it.

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"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.”

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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.

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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

Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education

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Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education

At a time when India is reflecting on 100 years since the discovery of the Indus Valley Civilisation, Mahindra University took a significant academic stride by hosting a landmark interdisciplinary symposium that not only honoured our ancient heritage but explored its forgotten links to modern education.

Organised as part of the university’s research initiative to decode the Indus script, the symposium brought together archaeologists, linguists, AI experts, and education scholars. It featured a stunning display of antiquities — including stone tools over 100,000 years old — and rare artefacts from the IVC, offering visitors a tangible glimpse into one of the world’s earliest urban cultures.

A Civilisation Ahead of Its Time

In her keynote, Dr Smita S. Kumar, Superintending Archaeologist at the Archaeological Survey of India, underscored the maritime trade and economic systems that made Harappa a powerhouse of cross-cultural exchange. “The legacy of Harappa shaped the economic landscape of the world and helped lay the foundation for global trade systems,” she said.

But beyond trade, the event also highlighted how the civilisation’s systems of standardisation, civic planning, and symbolism hinted at early forms of instruction and information dissemination.

Professor Yajulu Medury, Vice Chancellor of Mahindra University, stated, “This symposium underscores our commitment to interdisciplinary scholarship. Understanding the IVC helps us trace the evolution of knowledge systems in India.”

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Indus Valley’s Forgotten Impact on Education

While IVC is not known for formal classrooms or textbooks, its influence on education is deeper than most realise. Their standardised brick sizes and sophisticated city layouts suggest a culture of measurement, geometry, and applied science. The presence of seals, the undeciphered script, and organised granaries all point to an inherent system of record-keeping and knowledge sharing — key elements of what education aims to do today.

Modern-day curriculum pillars like data literacy, urban planning, sustainable water management, and system design can all find philosophical and functional parallels in the Harappan way of life.

As India moves toward a more integrated and inclusive National Education Policy, perhaps it’s time we looked backward to move forward — and asked how much of our ancient knowledge systems still flow silently through our schools, textbooks, and educational practices.

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Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru

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CM Rise Schools initiative, started under Chief Minister Shivraj Singh Chouhan in 2023, as a step towards quality education

In a symbolic move blending mythology with modern education, the Madhya Pradesh government has announced the renaming of its high-tech CM Rise Schools to Sandipani Vidyalaya, in honour of Lord Krishna’s revered guru, Acharya Sandipani. The decision was announced by Chief Minister Mohan Yadav during the launch of this year’s School Chale Hum campaign in Bhopal.

The CM Rise Schools initiative, originally introduced in July 2023 under former Chief Minister Shivraj Singh Chouhan, was envisioned as a transformative step towards quality education. These schools feature smart classrooms, digital infrastructure, and upgraded pedagogy aimed at bridging the rural-urban education divide.

Referring to the legendary Sandipani Ashram in Ujjain—where Lord Krishna is believed to have received his early education—CM Yadav said the renaming serves as a tribute to ancient Indian wisdom. “Lord Krishna received his education in Sandipani Ashram. The CM Rise Schools will now be known as Sandipani Vidyalaya to reflect this legacy,” he stated.

The state government had aimed to establish 9,000 such schools, with 274 already operational and serving over 2.5 lakh students. These institutions have been hailed for offering modern learning environments while drawing inspiration from India’s educational heritage.

The announcement also coincides with renewed efforts to make education more accessible, particularly in rural areas. CM Yadav’s government recently earmarked ₹101.20 crore to revive public transport systems across the state in a public-private partnership (PPP) model, enhancing accessibility to schools and colleges.

By naming these futuristic institutions after a figure steeped in India’s educational tradition, the government hopes to strike a chord with cultural pride while continuing its push for technological advancement in classrooms.

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On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India

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Image Source- Pexels/Tara Winstead

On World Autism Awareness Day 2025, the Ministry of Education reaffirmed its commitment to inclusive education—announcing strengthened therapy-based support through Block Resource Centres (BRCs) for children with autism spectrum disorder (ASD) under Samagra Shiksha. On paper, it all sounds exactly as it should: speech therapy, occupational support, assistive devices, special educators, digital access, even parent counselling and teacher training.

But just three days ago, a deeply disturbing video emerged from a Noida-based private school, showing a special educator manhandling a 10-year-old child with autism in the classroom. The video, accidentally shared on a parent WhatsApp group, has since gone viral, leading to the arrest of the teacher, the sealing of the school, and an FIR under the Bharatiya Nyaya Sanhita, the JJ Act, and the RPWD Act.

It begs the question: Is our reality in special education as inclusive as our rhetoric?

When Inclusion Becomes a Hollow Word

For far too many children with autism in India, inclusion begins and ends in policy documents. What lies in between is often a cycle of unchecked negligence, lack of accountability, and poorly trained or entirely unqualified “special educators” functioning like gig workers—underpaid, under-monitored, and dangerously unprepared.

We’ve heard of children being tied to chairs during therapy hours, being underfed as a behavioural management strategy, or being punished for sensory overstimulation they cannot control. Many so-called educators don’t even have basic training, let alone the emotional intelligence required to support neurodiverse children.

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What Needs to Change?

If we are truly serious about inclusion, then we need more than just circulars and schemes. We need licensing laws that mandate certification and regular evaluation of all special educators. We need background checks, complaint redressal systems, and swift punitive action against violations. We need to ensure every school, government or private, recognised or otherwise, follows minimum compliance protocols for inclusive practices. And yes, we need parent voices on the table when these frameworks are drafted—not just policy architects in boardrooms.

The Ministry’s renewed vision under NEP 2020 is a welcome step, and BRCs could become powerful hubs of change. But only if they are funded, monitored, and held accountable. Inclusion is not a checkbox, it’s a lived culture—and it starts with respect, rigour, and responsibility.

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SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions

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The Supreme Court of India has appointed a National Task Force on Mental Health and Student Well-being in Education

In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.

The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.

Listening to India: A National Consultation

In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.

Who’s On Board?

The panel comprises a cross-section of experts and representatives from:

  • Ministry of Women and Child Development

  • Department of Higher Education

  • Department of Social Justice and Empowerment

  • Department of Legal Affairs

  • Mental health professionals

  • Education policy specialists

  • Legal experts

What’s Next?

The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.

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Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”

This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.

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CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced

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In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.

Biannual Board Exams

One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.

Revised Passing Criteria

CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.

Introduction of Skill-Based Subjects

With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:

  • Computer Applications

  • Information Technology

  • Artificial Intelligence

They can also select either English or Hindi as their language subjects.

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For Class 12, four new skill-based subjects have been introduced:

  • Land Transportation Associate

  • Electronics and Hardware

  • Physical Activity Trainer

  • Design Thinking and Innovation

The curriculum for Class 12 is now organised around seven major learning areas:

  • Languages

  • Humanities

  • Mathematics

  • Sciences

  • Skill Subjects

  • General Studies

  • Health and Physical Education

New Grading System

Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.

Curriculum Access and Implementation

The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.


This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.

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The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect

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There’s something deeply sacred about a child’s first sketch—the awkward crayon lines, the lopsided sun, the stick figures that smile despite their missing limbs. That’s the heart of human creativity: messy, imperfect, emotional. And then there’s AI art—sleek, polished, awe-inspiring, and often eerily devoid of that same soul. So where do we draw the line when we bring this technology into schools, where the purpose of art isn’t just aesthetic, but emotional, developmental, and deeply personal?

As AI-generated art becomes increasingly accessible, educators and institutions are exploring its use in classrooms, textbooks, exhibitions, and even personalised student projects. The tools are powerful. With a few prompts, a teacher can conjure up a world map in Van Gogh’s style or generate a Ghibli-inspired version of a student’s family portrait. It’s engaging, efficient, and undeniably exciting. But in this rush to embrace innovation, are we unconsciously sidelining the raw, human act of creation?

Take, for instance, the aesthetic influence of Studio Ghibli—a name synonymous with hand-drawn magic. Hayao Miyazaki, its legendary co-founder, has publicly criticised AI-generated art as soulless. For a man who believes every frame must carry the weight of life, suffering, and intent, AI art is an affront to authenticity. And when we use Ghibli-inspired AI to recreate school memories or cultural illustrations, are we honouring that legacy or reducing it to a visual filter?

This question becomes even more relevant in educational spaces, where art is more than visual delight. It’s therapy, it’s storytelling, it’s identity-building. A classroom wall covered with AI-generated posters may look stunning, but what happens when it replaces the joy of getting paint under your fingernails or proudly misspelling your name in glitter?

Then there’s the ethical dilemma of data and labour. Who gets credited when AI art is trained on thousands of anonymous, unpaid artists? Are we inadvertently participating in a system that borrows without consent?

And what message does that send to young creators—that their work can be replicated, remixed, and resold by a machine in seconds?

Of course, this isn’t a call to ban AI art from classrooms. Quite the opposite. There’s immense potential here—to use AI as a collaborative tool rather than a replacement. Imagine students learning how to prompt ethically, understanding how AI generates images, and using it to reflect on visual storytelling, bias, and authorship. Education is the perfect place to ask these questions—not avoid them.

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And let’s talk about nostalgia—the emotional undertow of this whole conversation. Many of us turn to AI to recreate what once made us feel safe, seen, and whole. Whether it’s turning a family portrait into a Ghibli scene or reviving the aesthetics of Amar Chitra Katha, it stems from love. But love also requires respect. And perhaps the most respectful thing we can do is to remember that some things—like a child’s first drawing, or the tremble in an old hand sketching memories—are sacred because they are human.

So as educators, creators, and curators of tomorrow’s imaginations, let us not trade soul for style. Let AI walk beside our children, not ahead of them. Let it support the messy, magical business of making art—not sanitise it.

Because in the end, the point isn’t to create perfect art. It’s to create honest ones.

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“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020

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A glimpse from the podcast titled "Be the Change in the Changing World,"

In a deeply reflective and engaging episode of the NEP Tunes podcast, Dr. Anju Chazot, education reformer and founder of Mahatma Gandhi International School (MGIS), Ahmedabad, sat down with Mrs. Anita Karwal, former Secretary of School Education, Government of India, to explore one fundamental question: How do we prepare children for a rapidly changing world?

Titled “Be the Change in the Changing World,” the episode offers a powerful conversation between two veterans of Indian education who have shared a decades-long friendship—and a mutual vision for a holistic and transformative school system.

“You can’t prepare children for tomorrow with the pedagogy of the day before yesterday.”

Drawing inspiration from John Dewey’s famous words, the episode begins by addressing the urgent need for policy literacy among stakeholders in education. Mrs. Karwal and Dr. Chazot underscore that the pace of global change—technological, environmental, economic, and emotional—has far outstripped the ability of traditional education systems to keep up. “We are in a VUCA world—volatile, uncertain, complex, ambiguous,” Karwal reminds listeners, calling for schools to adapt to this reality rather than resist it.

Decolonising the Classroom

A significant portion of the conversation focused on the historical context of schooling in India. Dr. Chazot draws parallels between today’s school system and Michel Foucault’s “cell and bell” model, which mirrors the prison system—marked by uniforms, bells, and rigid structures. Tracing the roots of modern schooling to the Prussian military model and colonial-era policies introduced by Lord Macaulay, both speakers lamented how education was once used as a tool to produce clerks for the Empire, rather than creative, entrepreneurial individuals.

Colonialism didn’t just take away our resources; it colonised our minds,” Chazot observed. Karwal added, “The gurukul system was rooted, contextual, and sustainable. The colonial model replaced it with standardisation and control.”

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Disruptions and the Call for Change

From climate change to AI, from the gig economy to rising mental health challenges—today’s youth are living in an era of non-stop disruptions. Mrs. Karwal shared a poignant insight: on the very day she retired from her government service (30 November 2022), OpenAI launched ChatGPT. “As a senior citizen, I would have felt useless had I not tried to understand this disruption,” she said, urging listeners to stay updated with technological trends.

Mental health also featured prominently in the discussion. The World Health Organization reports a 25% increase in global anxiety and depression cases, especially among the youth. Schools, Karwal said, must acknowledge and address this invisible epidemic, and create environments that are nurturing—not anxiety-inducing.

Why NEP 2020 Is a Game Changer

Against this backdrop, both educators believe the National Education Policy 2020 is a timely and visionary document. “It’s not just about academics—it’s about the whole child,” said Chazot, pointing to NEP’s focus on holistic development across cognitive, emotional, physical, and ethical domains.

Key elements of the NEP and the newly released National Curriculum Framework (NCF) discussed in the podcast include:

  • A shift from rote learning to competency-based, experiential learning

  • Focus on Indian traditions and cultural rootedness

  • Moving away from exam-centric teaching, especially in early years

  • Recognition of multilingualism and contextual learning

  • Encouragement of critical thinking, creativity, and adaptability

“Learning to learn is the most essential skill of the future,” Karwal stressed. “Children must be ready to unlearn and relearn throughout life.”

The Future of Jobs

To illustrate the rapidly changing employment landscape, both speakers listed a host of emerging careers—from Prompt Engineers and Drone Fleet Managers to Climate Data Analysts and Digital Detox Specialists. “Just imagine,” Chazot quipped, “if I were a child again, I’d become a Prompt Engineer and finally fulfil my parents’ dreams of being an engineer—with a creative twist!”

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Karwal, on the other hand, expressed a desire to become a Human-Machine Team Manager—a futuristic role bridging collaboration between people and machines.

Their message was clear: the world our children are entering is drastically different from the one their parents and teachers grew up in. And education must keep up.

A Takeaway Challenge for Listeners

To wrap up the episode, the hosts offered a unique call-to-action: ask yourself what job you would pick today if you could go back in time again. Then, explore new professions with your family or students. From LinkedIn job listings to the World Economic Forum’s reports, Karwal recommended several tools to research emerging careers. They invited listeners to write in with their findings and reflections.

“This exercise is not just for students,” said Dr. Chazot. “It’s for parents, teachers, and policy-makers alike. We must all become learners again.”

Final Thoughts

In an era where the only constant is change, the NEP Tunes podcast is a timely resource to help educators, parents, and students reimagine the purpose of schooling. With leaders like Anju Chazot and Anita Karwal at the helm of the conversation, the journey towards meaningful transformation in Indian education seems not only possible—but exciting.


🟡 This article is adapted from the NEP Tunes podcast hosted by Dr. Anju Chazot. You can listen to the full episode on YouTube. Here is the video- 

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Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali

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A workshop on career counselling by Target Learning Ventures at Matrubhoomi School supported by INSEED NGO

Mumbai, 26 March 2025: In a commendable outreach initiative, Target Learning Ventures, a leading publishing house, recently conducted a comprehensive career counselling session for students of Matrubhoomi High School in Kandivali. The session, aimed at 9th and 10th-grade students from economically weaker backgrounds, was held in collaboration with INSEED NGO, which works to provide essential academic support to the school.

The session was led by Mr Sachin Kodolikar, Executive Director of Target Learning Ventures, who introduced students to various personality types—communicative, reflective, analytical, and assertive—and their relevance in different career paths. The approach helped students understand how their personal traits could align with diverse professional opportunities.

Mr Kodolikar also introduced students to skill-based career options, drawing attention to government-recognised courses and platforms such as the National Skill Development Corporation (NSDC). He encouraged the students to participate in the India Skills competition and explore non-traditional career paths that could lead to long-term growth and self-reliance.

“We are obliged by INSEED NGO for giving us this opportunity,” said Mr Kodolikar. “This initiative is about more than career guidance—it’s about broadening horizons and helping students make informed decisions.”

Sangeeta Shirname, Founder of INSEED NGO, expressed her appreciation for the session, noting its significance in inspiring students to look beyond conventional careers such as engineering and medicine. She added that many students were excited about the upcoming opportunity to visit the Target Learning Ventures office for hands-on exposure.

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‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners

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In an important stride towards implementing the National Education Policy (NEP) 2020, the Ministry of Education has launched the “Baalpan ki Kavita” initiative—an ambitious project to restore and revive Indian rhymes and poems for young children across the country. Spearheaded by the Department of School Education & Literacy (DoSE&L), this initiative aims to build a vibrant compendium of age-appropriate, culturally resonant poems in all Bharatiya Bhasha (Indian languages) and in English, for pre-primary to Grade 2 learners.

The initiative recognises the powerful influence of rhymes and poems in early childhood education—offering not only linguistic development but also cultural grounding. Through the “Baalpan ki Kavita” contest, DoSE&L and MyGov are inviting educators, parents, poets, and language enthusiasts to contribute existing or original rhymes under three categories: Pre-primary (ages 3–6), Grade 1 (ages 6–7), and Grade 2 (ages 7–8). The entries can be submitted from 26 March to 22 April 2025 on the MyGov website, and should reflect joyful, child-friendly content rooted in India’s diverse cultural milieu.

While the initiative has been widely welcomed, it has also sparked necessary conversations around what it means to restore “Bharatiya” poems in a truly pluralistic and inclusive India. Critics and educators alike are cautioning that while returning to linguistic and cultural roots is commendable, it is equally essential to ensure that the selected rhymes reflect progressive values, diversity, and regional representation.

For decades, Indian children have grown up reciting foreign nursery rhymes like Twinkle Twinkle Little Star or Jack and Jill, with little exposure to traditional Indian poetic forms. While some schools have occasionally included regional gems such as Nani Teri Morni Ko Mor Le Gaye (Hindi) or Chanda Mama Door Ke (widely popular in Hindi and Telugu), these have rarely found a standard place in national curricula.

The absence of Indian rhymes in mainstream education can be attributed to colonial hangovers, lack of standardisation across states, and an education system that long prioritised English-medium content. However, the NEP 2020 has made a strong case for multilingualism and cultural rootedness in foundational education—opening the door to such initiatives that celebrate India’s linguistic diversity.

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That said, educationists emphasise that inclusion must go hand-in-hand with critical curation. Rhymes must reflect the India of today—not just folklore, but stories that uphold gender equality, environmental awareness, and kindness. We must move beyond simplistic moral binaries or caste-laden tales that have occasionally crept into traditional literature.

In fact, there’s an opportunity here to revive some of India’s lesser-known literary treasures—folk rhymes from the hills of Himachal, tribal lullabies from Odisha, Malayalam couplets about the monsoon, Marathi riddles, and more. Rhymes like Appa Amma (Kannada) or Kokila Kokila (Tamil) can be powerful vehicles for language immersion, identity formation, and emotional development.

Still, romanticising the past without scrutiny is not ideal. While the intent to preserve Bharatiya Bhasha is commendable, there is a fine line between celebration and cultural imposition. This initiative must not become a tool to homogenise or politicise early education. India’s strength lies in its diversity—and that diversity and representation must be reflected in the poems our youngest citizens grow up reciting.

As “Baalpan ki Kavita” moves forward, stakeholders must approach the process with sensitivity, balance, and a deep commitment to building a generation that cherishes its heritage while dreaming with open, inclusive minds.

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India Needs Apprenticeship-Based Education, Says Minister Jayant Chaudhary

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Image Source- PIB

Addressing the pressing issue of skill gaps in India’s technical sectors, Sh. Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship, highlighted the need for industry-academia-government partnerships and an apprenticeship-embedded curriculum to make the country’s youth future-ready. Speaking as the Chief Guest of the third annual technical festival EPITOME 2025 at Gati Shakti Vishwavidyalaya (GSV), Vadodara, via video conference, the minister emphasised the role of the education ecosystem in driving both national and individual growth.

“In today’s knowledge-driven world, the right skill set gives us both the merit as well as national growth,” he remarked, drawing a strong connection between employability and India’s ambition for Viksit Bharat 2047.

Themed “Transport 360: Land, Air, Sea and Beyond”, the two-day festival at GSV brought together industry leaders, policymakers, educators, and innovators to explore the future of logistics, transport, and multimodal infrastructure.

He called upon stakeholders to work in unison:

“Industry, academia, and government must work in synergy to create skilled professionals who can reduce errors, improve efficiency and drive innovation.”

Citing government initiatives, he noted the recently announced ₹60,000 crore scheme to upgrade Industrial Training Institutes (ITIs) and the Ministry’s support for start-up culture and sector-specific skilling programmes, especially with India’s start-up ecosystem projected to double by 2030 and generate over 50 million jobs.

A National Model Worth Replicating

The minister praised Gati Shakti Vishwavidyalaya’s “industry-driven” approach and encouraged it to mentor National Skill Training Institutes (NSTIs), thereby broadening the impact of its reskilling and upskilling initiatives.

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Dr. Hemang Joshi, Member of Parliament from Vadodara, reiterated the Prime Minister’s vision for Viksit Bharat 2047, identifying GSV as a vital institution in shaping a transport-ready and skilled India. Vice-Chancellor Prof. Manoj Choudhary shared the university’s progress under its “industry-driven, innovation-led” vision, pointing to its direct collaborations with organisations like Airbus, Alstom, Tata Advanced Systems, and AMD.

Global experts including Prof. Vinayak Dixit (UNSW Australia) and Andreas Foerster (Tata Advanced Systems) also joined the discussions on how academic institutions can match the rapidly evolving demands of the transport and logistics sectors.

Taking the Model to Schools: The Missing Link

While technical universities like GSV are pioneering the way, India’s transformation must begin at the school level. To truly bridge the skill gap and foster real-world readiness, Indian schools must begin integrating apprenticeship-based learning and cross-sector collaboration into the secondary and higher secondary curriculum.

Some solutions that can be adopted include:

  • Creating industry liaisons in every district to help schools connect with local businesses, logistics hubs, aviation services, or manufacturing units for real-time exposure.

  • Embedding skill-based modules within existing subjects—such as using project-based transport models in mathematics or digital simulations in geography and economics.

  • Adopting an ‘Apprenticeship Lite’ model for students in classes 9 to 12, enabling them to shadow professionals or complete internships during school breaks.

  • Establishing co-branded certification programmes between CBSE/State Boards and skilling institutions like NSDC or Sector Skill Councils to provide formal recognition for practical skills learned in school.

  • Engaging vocational educators in teacher training to ensure skill-based learning is effectively delivered at the classroom level.

With the National Education Policy (NEP) 2020 advocating for integration of vocational education at all levels, now is the time for school systems to act and align with India’s larger skilling mission. Gati Shakti Vishwavidyalaya’s model could serve as a blueprint—not just for universities, but for school education that aspires to blend knowledge with employability.

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