In a bid to support youth skilling in India, NIIT Foundation and YuWaah (a UNICEF India initiative) have jointly launched an Open Online Course in Digital Marketing as part of their #NayiDigitalDisha campaign.

The initiative has been rolled out in Rajasthan, Jharkhand, and Odisha and aims to reach 500 participants. The 8-week online program has been structured to be accessible to learners from underserved and remote areas. Upon completion, students will receive a credential assessed by NCVET and certified by NSDC.

The curriculum focuses on practical digital marketing skills including social media strategy, online customer sourcing, and campaign execution. Course development was led by NIIT Foundation, drawing on industry consultation and its prior experience in skill training.

According to the organisers, the goal is to provide industry-aligned learning opportunities to help learners secure employment and enhance their readiness for digital roles. Participants will receive certifications from both NIIT Foundation and YuWaah, UNICEF.

The program’s implementation coincides with India’s broader push towards a skilled workforce, aligning with national goals to build digital and job-readiness capacity by 2047. The digital learning initiative is part of a larger ecosystem supported by YuWaah that includes career guidance, leadership opportunities, and pathways to socio-economic participation for young people.

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Earlier success stories, such as a student securing job placements after course completion, indicate emerging results; however, the course’s full impact is yet to be assessed as it progresses through its first implementation cycle.

In a move set to impact India’s school education ecosystem, the Department of School Education and Literacy (DoSE&L), Ministry of Education, convened a high-level National Conference on Curricular and Assessment Equivalence of Boards and Improving Learning Outcomes at Sushma Swaraj Bhawan, New Delhi.

With over 250 senior officials from education departments, boards, SCERTs, and autonomous bodies like CBSE, KVS, and NVS, the conference reflected a coordinated push to align learning outcomes and assessment standards across India’s diverse schooling systems.

Chaired by DoSE&L Secretary Sanjay Kumar, the sessions explored how India can move toward competency-based education while ensuring fairness and flexibility for States/UTs. He emphasised that equivalence in curriculum and assessments is essential as India modernises its academic benchmarks in line with NEP 2020.

A key highlight was the launch of the PARAKH Rashtriya Sarvekshan Dissemination Portal, giving open access to national and state-wise data on student performance. The tool is designed to help States/UTs craft targeted improvement plans.
Prof. Indrani Bhaduri, CEO of PARAKH, also unveiled the findings from the 2024 National Survey, highlighting district-wise variations and prompting calls for data-driven, localised reform.

Best practices from six States/UTs — including Kerala, Punjab, UP, and Maharashtra — offered a practical lens on how systemic innovations can drive classroom-level change.

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The conference also delved into board equivalence frameworks, with seven State Boards — including Andhra Pradesh, Assam, Goa, and J&K — presenting models for alignment of curricula, assessments, and evaluation standards.

CBSE Chairperson Rahul Singh spoke on school quality assurance, urging emphasis on self-evaluation and data transparency.
The conference spotlighted the School Quality Assessment and Assurance Framework (SQAAF) and called for the establishment of State School Standards Authorities (SSSA) in every State/UT.

Further, the session on vocational education equivalence underscored the importance of recognising school boards as vocational awarding bodies — a step towards seamless academic–skill integration and lifelong learning.

Ready Reckoner videos, Holistic Progress Cards (HPCs), and tools for continuous, child-centric evaluation were also introduced, aimed at embedding NEP’s vision in day-to-day school practice.

The event concluded with a collective reaffirmation: building an equitable, high-quality education system will require collaborative governance and commitment to learning for all.

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More than 8,600 villages in Maharashtra remain without a single school, according to a recent report by the state’s Women and Child Development Department.

The gap isn’t just in classrooms. Nearly half of all government schools in the state have failed to install CCTV cameras, despite a Bombay High Court directive issued over a year ago mandating the move for student safety.

The numbers come from an internal state government communication that has now surfaced publicly, raising concerns about Maharashtra’s compliance with both the Right to Education (RTE) Act and judicial orders.

While urban education garners attention with smart classrooms and NEP pilot projects, rural Maharashtra still contends with the fundamentals: no schools, no surveillance, and often, no real learning environment.

The CCTV issue, though seemingly minor, ties directly to concerns about student safety and teacher accountability, especially in government-run schools where complaints often go unaddressed. The High Court directive had explicitly asked for CCTV cameras to be installed in all government school premises. Yet, as per the report, only 53% of schools have complied so far.

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Educationists and civil society groups have pointed out that the absence of schools in over 8,000 villages violates the RTE Act’s basic requirement of ensuring a primary school within a 1-km radius of every habitation. These gaps disproportionately affect students from marginalized communities who lack access to private schooling options or reliable transportation.

While the state has announced new digital initiatives and curriculum reforms, this data signals the urgent need for parallel investment in basic school infrastructure and safety mechanisms, especially in rural and tribal regions.

If Maharashtra is serious about achieving educational equity, the solution isn’t just in policy blueprints or digital dashboards — it’s in ensuring that every child has a safe, functional school to go to.

In a push to democratize access to competitive exams, the Haryana government has announced a free after-school coaching initiative for meritorious students in government schools. The scheme will initially roll out in 26 educationally backward blocks, targeting students aspiring to crack entrance exams like JEE (Joint Entrance Examination) and NDA (National Defence Academy).

The move is designed to level the playing field between private and government school students, many of whom lack access to the coaching ecosystem often necessary for success in high-stakes exams.

According to the Education Department, only those students who score above 60% in Class 10 and rank among the top 500 in state-level merit lists will be eligible for the coaching. The classes will be held in selected schools after regular hours.

Officials said that around 100 government school teachers have been identified to undergo training from expert faculty members from IITs and coaching institutions, ensuring quality instruction that mirrors national standards.

The initiative will be implemented in partnership with the national not-for-profit organization, the Rashtriya Avishkar Abhiyan, and aims to align with the broader goals of the NEP 2020 by enabling access, equity, and excellence in education.

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By empowering students with structured coaching support—often inaccessible due to financial or geographic barriers—the Haryana government signals its intent to redefine what government schooling can offer in a competitive academic landscape.

In a review meeting held at the Command Control Centre, Telangana Chief Minister A Revanth Reddy instructed education officials to take urgent steps to ensure students who complete Class 10 successfully transition into and complete their Intermediate education.

This directive stems from a persistent gap: while many students clear the Class 10 SSC board exam, a sizable number fail to complete the next academic stage. The CM has asked for a detailed study of the education policy for Classes 9 to 12 to identify where the system is failing and how it can be made more responsive to students’ needs.

Reddy emphasized that Intermediate education is a crucial link in helping students build careers and that adequate career guidance must begin at the college level. He directed officials to work on specific interventions to improve pass percentages in the intermediate board exams.

The review also touched on infrastructure: from proposing that every school fly a national flag to demanding regular updates on the construction progress of Young India Residential Schools. The CM expressed concern over the slow pace of infrastructure projects and instructed officials to accelerate tender processes, especially for the Veeranari Chakali Ilamma Mahila Vishwa Vidyalayam (Women’s University) expansion.

Funding was another key focus, with Revanth asking departments to coordinate with the Centre to ensure that Telangana receives its full share under centrally sponsored schemes.

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The policy emphasis is clear: a push for a seamless Class 10 to Intermediate pipeline, improved exam outcomes, stronger infrastructure, and better career preparation for young learners.

Indian astronaut Shubhanshu Shukla, currently on a 14-day scientific expedition aboard the International Space Station (ISS) as part of the Axiom-4 mission, is scheduled to interact with school students and ISRO engineers on July 4.

The communication will take place via ham radio, through a telebridge set up at the U R Rao Satellite Centre (URSC) in Bengaluru. The session is facilitated by the Amateur Radio on the International Space Station (ARISS) programme, which enables students to engage with astronauts in orbit.

The interaction is scheduled for 3:47 PM IST and will offer participating students an opportunity to ask questions directly to Shukla, who is joined on the mission by three other astronauts.

Shukla has been conducting various scientific experiments during his stay aboard the ISS. These include deploying and imaging space microalgae samples, which are being studied as a potential food source for long-duration missions. He has also participated in the Neuro Motion VR project — involving brain activity tracking through VR tasks in microgravity — and contributed to the Telemetric Health AI study, which uses biometric data and analytics to study cardiovascular and balance changes during spaceflight.

The Axiom-4 mission, organized by Axiom Space, focuses on scientific research in space with potential applications in both space exploration and Earth-based health systems.

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Nikhil Kamath has a stark prediction about higher education: “The days of 4-year college courses are over. Lifelong learning is the new norm, for everyone.” The Zerodha co-founder’s words landed just as the World Economic Forum’s Future of Jobs Report 2025 painted an equally urgent picture — one of seismic disruption, skill churn, and a workforce that can no longer survive on static degrees alone.

Such an interesting question: “What jobs will be relevant in 10 years?”
Personally, I think the days of 4-year college courses are over, lifelong learning is the new norm, for everyone… pic.twitter.com/sk3m7vfjR4

— Nikhil Kamath (@nikhilkamathcio) June 26, 2025

The report’s findings are a wake-up call for students and professionals alike. Upskilling and reskilling have moved from corporate buzzwords to a matter of survival. Even though 75% of employers feel confident about upskilling their current teams, 38% admit they’re worried about the skill readiness of new graduates. By 2030, one in nine workers could miss out on any training at all, stuck in roles destined to disappear.

The WEF’s data is blunt: 39% of today’s core job skills will become obsolete within this decade. And the threat looms larger for countries like India, Egypt and the UAE, where nearly half of the workforce could face skill obsolescence. Already, 63% of global employers say skill gaps are stalling their operations.

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Yet, the same storm of change is also throwing open new doors. An estimated 170 million new jobs will be created globally by 2030, even as 92 million roles fade away under the weight of automation and shifting trends — a net gain of around 78 million jobs. Green transitions and tech advancements are expected to swell the ranks of farmworkers, delivery drivers and software developers. Meanwhile, cashiers, clerks and other repetitive roles may become relics of the past.

The nature of these new jobs demands an entirely different mix of skills. It’s not just about coding or crunching data — the top 10 skills for 2030 range from AI and big data, cybersecurity, and technological literacy to timeless human traits like creative thinking, analytical thinking, resilience, and an open mind for lifelong learning itself. When the WEF says curiosity is now a core skill, you know the classroom is no longer a place — it’s an attitude.

Automation continues to accelerate this shift. In 2024, machines handled about 22% of work tasks; by 2030, they’ll manage 34% — while human contributions shrink proportionally. Some companies are responding by retraining their teams (77%), hiring AI-savvy talent (69%), and cutting roles that can’t evolve (41%). It’s a delicate dance of staying ahead, or falling behind.

In India’s context, the stakes are doubly high. On one hand, the country shines in inclusive hiring — 95% of Indian employers report robust DEI policies compared to the global average of 83%. They’re opening doors to women, people with disabilities, Gen Z youth, and even older workers. But India’s looming skill obsolescence means our famed engineering and MBA degrees may become only the starting point, not the destination.

So what does all this mean for those reading this now — whether you’re a student, teacher, or mid-career professional wondering what comes next? It means the idea of a single degree equalling lifelong job security is truly dead. In its place comes the unending task of staying relevant: adding a new skill here, learning a new tool there, never letting curiosity dry up. It means seeing every workplace as a classroom, every mistake as a lesson, and every new technology as a chance to expand your toolkit.

There’s no doubt this can feel intimidating — but it’s also strangely freeing. Careers are no longer single-lane highways; they’re winding, branching trails with countless on-ramps. You can pivot at 30, 40 or 60. You can reinvent yourself as often as you’re willing to learn. If Kamath’s words are a battle cry for the modern learner, the WEF’s report is the field map: adapt or risk being left behind.

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The next decade belongs to the endlessly curious — the learners, the reskillers, the ones who refuse to stay still. So here’s a thought to hold onto: when the world changes this fast, there is one certainty that stays — your willingness to change with it.

Key Stats at a Glance

• 39% of today’s core job skills will be obsolete by 2030

• 63% of global employers already feel the pain of skill gaps

• 170 million jobs expected to be created by 2030

• 92 million jobs likely to be displaced

• 77% of employers plan to reskill current staff

• 69% plan to hire AI-skilled talent

• 41% may downsize roles that don’t adapt

• India: 95% of employers report DEI policies — the highest globally

• India, Egypt & UAE forecast the highest rates of skill obsolescence (38–48%)

• Automation’s share of tasks will rise from 22% to 34% by 2030

References

• World Economic Forum – Future of Jobs Report 2025

• Nikhil Kamath’s statement on LinkedIn and media coverage, June 2025

In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.

The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.

Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.

Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.

Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.

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Central Framework and Industry Oversight

In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.

The new panel’s mandate is broad. It will investigate:

• The socio-academic reasons behind the rise of dummy schools
• The misalignment between school curricula and competitive exams
• The impact of coaching on student well-being and critical thinking
• The need to promote alternate career pathways beyond engineering and medicine
• Regulations around coaching advertisements and contract practices

A National Rethink on the Purpose of Schooling

Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.

As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.

In a move aimed at reducing academic pressure and offering students a second shot within the same academic year, the Central Board of Secondary Education (CBSE) has announced a revised board examination structure for Class 10. Starting from the 2025–26 session, students will appear for two board exams: the first in February and the second in May.

While the February exam will be the ‘main’ board, students who wish to improve their scores in up to three subjects can take the second board exam. Those who fail in one or two subjects may also attempt the May exam under the compartment category. However, those who miss three or more subjects will be marked ‘Essential Repeat’ and have to retake the exam the following year.

Importantly, this is not a semester system. Students must appear for the first exam. The second is optional—meant only for improvement or compartment cases. No additional or new subjects can be added between the two exams.

CBSE has clarified that the structure, syllabus, and pattern of questions will remain unchanged. The results of the first exam will be declared in April, enabling provisional Class 11 admissions. However, the final marksheets and certificates will be issued only after the second exam results are announced in June.

This dual-exam model was opened for public feedback earlier this year and will initially apply only to Class 10. A similar system for Class 12 is being considered but has not yet been confirmed.

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For schools, this change will require rethinking academic calendars, counselling processes, and internal assessments, especially for students who may be at risk of needing a second attempt. The move aligns with CBSE’s broader goals of offering students more flexibility and reducing the high stakes of a single board exam.