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Visibility is the Most Important Aspect of Marketing

Tushar Bharadwaj shares insight on how and why visibility is the most important aspect of marketing, including the education sector.

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The last two decades have been phenomenal in terms of the emergence of private, new-age institutions across India. A number of schools and universities endowed with modern infrastructure and educational technology, have been founded by corporate houses. Corporate funding has fueled the growth of these institutions and many new projects are likely to come up in the next five to ten years. Not so long ago, there were just a few renowned private schools (known as public schools in India) and even fewer private universities in the country. The scenario today, is very different. I shall try to focus on the existing scenario at the school level.

Most of the prestigious private schools are over a century old and unfortunately, many of these schools have failed to reinvent themselves and are struggling to keep pace with the schools founded in recent times. The schools founded in the 19th and early part of the 20th century pride themselves on their heritage and the achievements of their alumni. A certain class of the Indian society has always believed in the model of education being imparted by these elite schools and have remained their loyal clients. The very term ‘client’ is quite strange when it comes to education but the corporatisation of modern education has converted schools into 25 business houses and the parents are being viewed as ‘clients’ and the children as ‘consumers’. Yes, education is getting transformed into a ‘commodity’ from a ‘service’ with great rapidity.

The advent of new schools has sparked off a huge competition amongst them and the older schools too have been affected by this sudden competition as they no longer find themselves in the comfort-zone they were used to. Schools are finding it increasingly difficult to fill up their seats both qualitatively and quantitatively. Unfortunately, many good schools do not have a Pan-Indian client-base any longer and they are depending on the local clients. Hence, there is a need for the new schools to brand and position themselves well in the market to attract the right kind of clients. Similarly, the older schools have to redouble their efforts in rebranding themselves as modern schools.

Visibility is the most important aspect of marketing and the schools must come up with ways to make themselves visible to the clients. The traditional word of mouth publicity is no longer effective because the parents today weigh several options before deciding on a school for their children. A lot of research goes into selecting the right school and the ones which are more visible are the ones considered first. The parents today, take many aspects into consideration and look at a number of schools and examine their suitability and at the end of the process, an informed decision is made.

It is almost mandatory for schools to have a dynamic website with SEO capabilities to enhance the visibility of the school. From my personal experience, I can mention that 80 to 90% of the prospective parents visit the website of the schools they are interested in and hence it is important for all schools to invest in a good and userfriendly website to attract the clients. Being the Dean of Admissions and Marketing at my school, parents ask me a wide range of questions before deciding to register their children for admission. Infrastructure, Pedagogy, Co-curricular Education, Sports Coaching, Medicare, coaching for competitive examinations, CareerCounselling, Life-skills Counselling, Outdoor Education, Teacher-Taught ratio, Pastoral Care, Fee-structure and quality of Faculty are among the common topics parents are interested in and some of them even show interest in the demographic structure of the staff and students. It is important for your website to have the required information, presented in a concise and effective manner. Having a virtual reality campus tour embedded to the website is an added advantage and many schools have already done so. Many schools have provided a much needed Parental Dashboard on their websites which is an excellent way of communicating with the parent community. WhatsApp groups and bulk SMS systems are equally important and effective.

This is the era of digital marketing and all schools must make use of this cost-effective and powerful tool to reach out to their clients. Facebook and Instagram are excellent platforms to highlight the achievements of the school and its alumni. These technologies make you reach the masses with ease. Subscribing to online admission portals and school search portals is another way of making the school visible. The presence of these online tools in the market is a piece of powerful evidence that schools need to market themselves to stay ahead of the competition. A number of agencies organize School Fairs across the nation and beyond which provide the schools with a good platform to set up their stalls and interact with prospective parents and also an opportunity to showcase your school in those areas where you do not have a client base. Having a virtual reality campus tour embedded to the website is an added advantage and many schools have already done so.

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The key aspect here is to understand that the education sector in India is as competitive as any other sector and it is only going to get tougher for the schools to admit the required number of students each year unless they start to market themselves and make themselves visible to the clients. A separate budget needs to be allocated for marketing and the schools must experiment with various ways of marketing in order to identify the right tools. As long as there is competition, marketing is a necessity. After all, if you don’t tell, you won’t sell.

Tushar Bharadwaj is Dean of Activities, Marketing and Admissions and a member of the Senior Management Team at The Assam Valley School, besides being a Formula-1 enthusiast and a passionate quizmaster.

Education

Nirvaan Birla on Why Social Media Needs a Rethink in Today’s Classrooms

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Nirvaan Birla, Founder, Birla Open Minds urges a rethink on social media in classrooms

What happens when self-worth becomes a scrolling statistic? When confidence is measured in likes, validation is sought in comments, and a missed post feels like a missed opportunity, social media quietly becomes more than a platform; it becomes a mirror that distorts.

For the younger generation, the digital world isn’t an escape. It’s their reality. What once was a space for fun and connection now silently dictates their self-image, decisions, and even mental health. A carefully crafted caption, the right filter, or a viral reel can spark joy, but it can also fuel anxiety, insecurity, and constant comparison.

As engaging as social media is, it comes with an invisible cost. The pressure to be constantly available, consistently appealing, and endlessly relevant can take a toll. Many teenagers find themselves trapped in a loop of approval-seeking, often mistaking online popularity for personal worth.

Online peer pressure has evolved from being subtle to strategic. Likes are currency, stories are reputation, and every post is performance. Combine that with cyberbullying, misinformation, and the relentless pace of content, and you’ve got a digital space that’s as overwhelming as it is addictive.

Yet, knowing how to use social platforms doesn’t mean knowing how to handle them. Digital literacy has surged, but digital emotional intelligence still needs nurturing.

Recognising the urgency of this shift, Nirvaan Birla, Founder of Birla Open Minds, shared, “We see it every day. The impact social media is having on the younger generation’s mental and emotional wellbeing is significant. That is why at Birla Open Minds, we have initiated sessions like ‘Likes vs. Life’ across our schools. These sessions are designed to help learners reflect on their relationship with social media, how it affects their confidence, their focus, and their sense of self. Our larger vision is to shape not just academically strong individuals but also emotionally resilient ones who can navigate the digital world with awareness and responsibility.”

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The idea isn’t to villainize social media. It’s to humanize its users. What the younger generation needs most isn’t just digital access, but digital awareness. The ability to pause. To question. To ask: Is this who I really am, or just who I’m trying to be online. Because beyond the reels, hashtags, and likes lies something far more important: life. And that should never be lived for an algorithm.

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Teaching Privilege: Why It Belongs in Every Classroom

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Why students must learn to recognise privilege in school—and how that awareness can build empathy, not guilt. (Representational AI Image)

Here’s the thing about privilege: most of us don’t even realise how it shapes our choices, our comfort zones and the opportunities we chase

I’ve been thinking about this for a while now, but it hit me harder during a recent conversation with a college student. One of the factors they had in mind while choosing their higher education institution was that most of the students there came from similar economic backgrounds. They felt uneasy at the thought of being in a space where others might be less privileged than them. And just like that, it became clear: even the discomfort of being around inequality is, in itself, a kind of privilege.

Here’s the thing: privilege wears many faces. Money, yes. But also caste. Gender. Language. Skin tone. Disability. Geography. And then there’s what Gen Z calls “pretty privilege”—the unspoken perks of fitting society’s standards of attractiveness. These aren’t abstract ideas. They play out every day—in who gets picked, who gets heard, who gets help without asking.

This isn’t about guilt. Guilt gets us nowhere. Awareness, though? That’s powerful. Students should be taught to recognise the invisible lifts they get. It’s not just that some kids have better shoes—it’s that they’ve never had to worry about having shoes. It’s not just about who studies in English-medium schools—it’s about who gets praised for speaking English at all.

Privilege doesn’t cancel out hard work. It explains the head start. And when students understand that, they become better humans. They stop seeing success as a solo act and start acknowledging the small privileges they enjoy. These can be supportive families, access to tutors, clean water, a safe route to school. Things so normal for some, they fade into the background. Afterall, acknowledgment is the first step to building empathy.

So where do schools come in? Right at the heart of it. Not with token assemblies or once-a-year poster competitions, but with consistent conversations. Through stories, books, theatre, debates—whatever gets them to look up from their own experience and into someone else’s. Not to feel bad, but to build perspective. And maybe, just maybe, to use their privilege to lift someone else.

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This isn’t about shaming anyone or turning life into a comparison game. It’s about empathy and responsibility. When students know they benefit from privilege, they can harness it to help others. They can mentor younger kids, fundraise for resources, or simply speak up when they see inequality in the classroom.

This isn’t a curriculum change. It’s a mindset shift. It’s the difference between raising achievers and raising citizens. If we teach kids to see both their own comfort and the struggles of others, we’ll nurture a generation that doesn’t just accept their advantages but shares them too.

If we want an education system that prepares students for the real world, then recognising privilege isn’t a side-topic. It’s foundational.

(This article is authored by Dhruv Chhabra, Lead-Content and Design at ScooNews and reflects the author’s personal beliefs and lived observations as an education journalist and storyteller. It is written with the hope that classrooms can become kinder, more aware spaces.)
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India Plans Unified Higher Education Regulator: What the HECI Bill Means

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India proposes HECI to subsume UGC/AICTE/NCTE, promising unified standards for higher education

India is on the verge of a major overhaul in how it governs higher education, with the government aiming to replace the University Grants Commission (UGC), All India Council for Technical Education (AICTE), and National Council for Teacher Education (NCTE) with the proposed Higher Education Commission of India (HECI). The move, aligned with the National Education Policy 2020, seeks to create a more efficient, autonomous, and accountable regulatory system.

Why Replace UGC, AICTE & NCTE?

The current structure—with multiple agencies overseeing different sectors—has long faced criticism for being fragmented and bureaucratic. Overlaps in jurisdiction, slow decision-making, and limited autonomy for institutions have prompted calls for reform. Committees like the Yash Pal and National Knowledge Commission have recommended a unified regulator to reduce red tape and improve coordination.

What HECI Will Look Like

According to the draft and Lok Sabha updates by Education Minister of State Sukanta Majumdar, HECI will have four independent verticals:

  1. Regulation (NHERC) – compliance and governance

  2. Accreditation (NAC) – quality assurance

  3. Grants (HEGC) – performance-based funding

  4. Academic Standards (GEC) – curriculum and learning outcomes

This “light but tight” approach aims to foster innovation and autonomy while maintaining integrity and transparency.

Potential Benefits

  • Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.

  • Better resource allocation: Integrated funding vertical offers performance incentives, echoing models in the UK and Australia.

  • Unified standards: Accreditation and curriculum will be uniform, reducing interstate disparities.

  • Global alignment: Can enhance India’s appeal with international quality frameworks.

Risks & Concerns

  • Centralisation: Experts warn that vesting extensive power in one body may over-centralise control, risking academic freedom.

  • Loss of specialised oversight: Domain experts from UGC, AICTE, and NCTE may be diluted.

  • Bureaucratic inertia: Transition could bring its own delays and resistance from existing bodies.

  • Compliance complexity: Institutions may face confusion adapting to new norms and vertical structures.

Global Inspiration & Way Forward

Many countries offer models worth emulating: the UK’s Office for Students (OfS), Australia’s TEQSA, and the US’s accreditation agencies show that one-regulator systems can work—if they strike a balance between oversight and autonomy. The NEP framework supports this, but success hinges on a smooth transition, capacity building, and safeguarding academic freedom.

In short, HECI is more than an institutional reshuffle. It has the potential to redefine Indian higher education—if implemented thoughtfully. The challenge now lies in building consensus, streamlining regulatory roles, and ensuring this new body empowers institutions, not constrains them.

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This news has been sourced from various media outlets, with parts of it written and contextualised by the ScooNews editorial team.

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Over 4.7 Lakh Pirated NCERT Books Seized Since 2024, Govt Reports

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Over 4.7 lakh pirated NCERT books seized across India since 2024

More than 4.7 lakh counterfeit NCERT textbooks have been confiscated across India since 2024, the Ministry of Education revealed in the Rajya Sabha this week. The large-scale crackdown is part of NCERT’s renewed efforts to combat textbook piracy and safeguard access to authentic, affordable learning materials for students nationwide.

Responding to a written query in the Upper House, Minister of State for Education Jayant Chaudhary stated that textbook piracy has been rampant across multiple states, driven primarily by commercial interests of unauthorised entities. Between 2024 and 2025, over 4.71 lakh fake NCERT books were seized during enforcement operations.

In a series of raids across 29 locations suspected of producing or distributing counterfeit books, NCERT officials also uncovered stocks of fake watermarked paper and high-end printing equipment — collectively worth over ₹20 crore. These raids aimed not only to halt the illegal printing supply chain but also to reinforce the credibility of NCERT materials.

“NCERT textbooks are printed on a no-profit, no-loss basis to reach every child in the country,” Chaudhary reiterated in his reply.

To further stem the piracy tide, NCERT has taken several preventive steps, including reducing textbook prices by 20%, modernising printing methods, and making books more widely available through e-commerce platforms. These steps are aimed at reducing dependency on black-market sources by ensuring affordable and timely textbook access.

In collaboration with IIT Kanpur, NCERT also piloted a tech-based anti-piracy solution using a patented mechanism in one million copies of a Class 6 book. This innovation allows books to be tracked and authenticated, potentially creating a digital trail to curb piracy in the future.

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Student Suicides Account for 7.6% of All Cases in India: What the Govt Is Doing Next

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Multi-pronged measures were being rolled out to address the crisis, including psychological support for students, teachers, and families.

In a sobering update shared in the Lok Sabha, Union Minister of State for Education, Sukanta Majumdar, revealed that student suicides constituted 7.6% of all suicide cases reported in India in 2022. While marginally lower than the figures in 2021 (8.0%) and 2020 (8.2%), the data underlines an ongoing mental health crisis among the nation’s youth.

The statistics were drawn from the Accidental Deaths and Suicides in India (ADSI) report published by the National Crime Records Bureau (NCRB), as per the minister’s written response in Parliament.

Recognising the urgency of the matter, the Centre has ramped up efforts to address student mental health through a multi-pronged strategy. This includes psychological support not only for students but also for educators and families, aiming to create a more holistic safety net within the education system.

As reported by The Indian Express, Minister Majumdar highlighted the Ministry of Education’s Manodarpan initiative, which has reached lakhs of students across India through tele-counselling, webinars, and live interactions. Parallel efforts under the Ministry of Health and Family Welfare’s District Mental Health Programme (DMHP) now cover 767 districts, offering suicide prevention services and life skills training in schools and colleges.

Adding to this, the University Grants Commission (UGC) has issued advisories to higher education institutions urging them to prioritise student welfare, fitness, and emotional well-being. Institutions like IIT Madras, IIT Delhi, and IIT Guwahati have started conducting resilience-building and stress management workshops under the Malaviya Mission Teacher Training Programme.

Addressing addiction among youth, the Centre has also intensified anti-drug campaigns to accompany its mental health outreach.

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Separately, the Ministry of Education is in the process of drafting legislation to establish the Higher Education Commission of India (HECI), aiming to unify regulation under a single authority. The new body will replace existing agencies like the UGC, AICTE, and NCTE, aligning with the NEP 2020 vision of a “light but tight” governance framework that promotes autonomy, innovation, and accountability.

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CBSE Makes CCTV Cameras with Real-Time Audio-Visual Recording Mandatory in Schools

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All CBSE affiliate schools mandated to install audio-visual CCTV cameras for students' safety enhancement (Image- Pexels/AS Photography)

In a notification issued on Monday, to enhance student safety and ensure accountability on school campuses, the Central Board of Secondary Education (CBSE) has mandated the installation of high-resolution CCTV cameras with real-time audio-visual recording across all affiliated schools.

According to the notification, the board has amended its Affiliation Bye Laws-2018, requiring the installation of CCTV cameras at all critical points within school premises, including classrooms, corridors, libraries, staircases, and other key areas—excluding washrooms and toilets. The footage must have a minimum backup of 15 days and should be made available to authorities upon request.

This directive is part of CBSE’s broader commitment to ensuring students’ physical and emotional well-being. It aims to create safer learning environments by preventing bullying, intimidation, and other implicit threats. The move also aligns with the National Commission for Protection of Child Rights (NCPCR)’s ‘Manual on Safety and Security of Children in Schools’, released in 2021, which outlines safety protocols for creating secure and supportive school settings.

In the official circular, CBSE Secretary Himanshu Gupta stated, “Children have a constitutional right to live with dignity and access education in a safe and supportive environment. The safety has two aspects — from unscrupulous, un-societal elements and from implicit threats like bullying. All such threats can be addressed using modern surveillance technologies.”

The board noted that bullying significantly impacts student self-esteem and mental health. “Children require a healthy and nurturing environment to thrive. This decision is part of our effort to foster that environment,” the notification read.

While many private schools have welcomed the move, citing improved monitoring and security, several government school representatives expressed concern over the implementation. They highlighted the need to repair existing non-functional cameras before investing in new technology.

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As implementation begins, the directive reinforces CBSE’s stance on prioritising student safety through proactive and tech-enabled solutions.

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In Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre

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For Sandhya Ukkalkar, the path to becoming an educator in the field of special education was never just a professional decision — it was deeply personal. It began in the quiet, determined moments of motherhood, as she searched for a school that could truly understand her son’s unique needs. Diagnosed with Autism and Intellectual Disability, he required more than care — he needed acceptance, structure, and a nurturing environment.

In 1996, a compassionate doctor guided her to Jai Vakeel School. From the moment her son was enrolled, Sandhya witnessed a transformation that brought not only relief, but hope. Encouraged by the school’s doctor, she enrolled in a special education course, and by June 2000, she returned to the same institution — this time as a teacher. Over the years, she grew into the role of Principal of the Autism Centre at Jai Vakeel, dedicating her life to children who, like her son, simply needed to be seen, understood, and supported.

What sets the Autism Centre apart is not just its experience or legacy, but its guiding philosophy: a child-led, strengths-based approach that celebrates neurodiversity. Here, each learner follows an Individualised Education Plan (IEP), supported through small groups, one-on-one sessions, and methodologies that include Applied Behaviour Analysis (ABA), Sensory Integration, and Visual Supports. The goal isn’t to fit children into a mould but to honour their unique ways of engaging with the world.

Serving children aged 3 to 18, the centre focuses on early intervention, functional academics, and pre-vocational training — all grounded in a multisensory curriculum aligned with NCF and NCERT. For the 31 students with Autism and Intellectual Disability who currently attend, the emphasis lies on building communication and sensory skills that can translate into real-world independence.

Sandhya believes collaboration is the cornerstone of success. At the centre, therapists, educators, parents, and healthcare professionals work as a unified team. Over 75% of the children served come from low-income families, and many receive free or subsidised education and therapy through rural camps and outreach programs.

“These aren’t luxuries,” Sandhya insists, referring to tools like sensory rooms and assistive tech. “They’re essentials.”

And the results are deeply moving. Children who once struggled with attention now engage joyfully in sessions. Some who were non-verbal begin to use gestures, visuals, and eventually words. Others transition into mainstream schools. One student, now preparing for CA exams, once needed foundational classroom readiness support. These are not isolated cases — they are the product of consistent, individualised attention and belief.

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For Sandhya, the real victories come in the smallest moments: a child pointing to a picture to communicate, another who finally sits through a full session, or a parent whispering “thank you” with tears in their eyes. These everyday breakthroughs are everything.

Her personal experience as a parent gives Sandhya a unique lens. She understands the fears, hopes, and quiet triumphs families carry. That’s why parental involvement is not optional at the centre — it’s essential. Families regularly participate in progress meetings, classroom observations, and hands-on training. Home goals — practical and doable — are shared, and customised visual aids help ensure continuity beyond school hours. Emotional support is offered just as readily as academic strategies.

Still, the challenges are real. There is a pressing shortage of professionals trained in autism-specific interventions, especially for students with high support needs. Assistive communication tools are expensive and often out of reach. Space is limited, even as demand grows. Sandhya dreams of expanding — with dedicated sensory rooms, inclusive playgrounds, and classrooms designed for neurodivergent learners. “These help children feel safe, calm, and ready to learn,” she says.

Her vision for the future is clear: inclusion that goes beyond tokenism. She dreams of classrooms where neurodivergent children aren’t merely accommodated, but genuinely valued — where belonging is a given, not a gift. To get there, she believes we must build on three pillars: Mindset (a shift from awareness to true acceptance), Capacity (training educators, therapists, and families), and Belonging (where every child is emotionally safe and socially included).

As she looks ahead, Sandhya hopes to increase enrolment, offer structured training for parents and teachers, partner with inclusive schools for smooth transitions, and support students well into adulthood — through vocational training, community participation, and self-advocacy.

Her journey is a reminder that special education isn’t just about what children need — it’s about what they deserve.

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Because, as Sandhya says,
“In every smile, there’s a victory. And every child deserves to smile.”

Read the full story in our issue of Teacher Warriors 2025 here.

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CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility

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CBSE plans two-level system for Science and Maths in Classes 11–12 to reduce stress and offer flexible learning, as part of NEP 2020 reforms

The Central Board of Secondary Education (CBSE) is considering the introduction of a two-level system for Science and Mathematics in Classes 11 and 12. The plan is aimed at offering students the flexibility to choose the difficulty level of STEM subjects based on their future academic or career aspirations.

As reported by India Today and originally learnt through The Sunday Express, the proposal is an extension of an existing model implemented in Classes 9 and 10. In Class 10 Mathematics, for instance, students currently choose between Basic and Standard versions during board exams—a move that has allowed students not pursuing Mathematics further to pass with confidence and reduced stress.

The upcoming shift aligns with the broader vision of the National Education Policy (NEP) 2020, which encourages flexible, multidisciplinary learning and student-centric academic pathways.

What the Two-Tier System Means

Under the proposed system, students eyeing careers in fields like engineering or medicine could opt for advanced-level Mathematics or Science, while those focused on the arts, commerce, or vocational pathways could select a standard or foundational version of these subjects.

This customisation acknowledges the diversity of learner needs and aims to reduce the one-size-fits-all pressure that has long characterised India’s board exam-driven system.

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Changes Ahead for Schools

If approved, the shift would require significant operational changes in schools—ranging from separate classes for the two levels to revised textbooks, updated assessments, and teacher training. CBSE is expected to issue detailed implementation guidelines after further consultation.

While still under consideration, this move marks a progressive step toward making STEM education more accessible, relevant, and aligned with students’ interests and life goals.

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Indian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor

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"I want to become a 'fauji' when I grow up. I want to serve the country," said 10-year-old Shvan Singh (Image- IANS)

In a heartwarming gesture of gratitude, the Indian Army has pledged to fully sponsor the education of 10-year-old Shvan Singh, a young boy from Punjab’s Ferozepur district who supported troops with food and water during the intense gunfire of Operation Sindoor.

During the cross-border conflict in early May, Shvan—then mistakenly reported as ‘Svarn’ Singh—fearlessly stepped up to help soldiers stationed near Tara Wali village, just 2 km from the international border. With lassi, tea, milk, and ice in hand, the Class 4 student made repeated trips, delivering supplies to the troops amid ongoing shelling and sniper fire.

Moved by his courage, the Golden Arrow Division of the Indian Army has now taken full responsibility for Shvan’s educational expenses. In a formal ceremony held at Ferozepur Cantonment, Lt Gen Manoj Kumar Katiyar, General Officer Commanding-in-Chief of the Western Command, felicitated the boy and applauded his spirit of service.

“I want to become a ‘fauji’ when I grow up. I want to serve the country,” Shvan had told media in May. His father added, “We are proud of him. Even the soldiers loved him.”

Shvan’s actions during Operation Sindoor—India’s strategic missile strike on nine terror camps across the border in retaliation to the Pahalgam attack—have now turned him into a symbol of quiet heroism and youthful patriotism.

In a world where headlines are often dominated by despair, Shvan’s story reminds us that bravery has no age—and that the seeds of service can bloom early.

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State Boards Empowered to Offer Skilling & Assessment Under New NCVET Model

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National Workshop Marks Major Step Towards Integrating Vocational Education in Schools (Image Source- PIB)

A national workshop was held on July 18, 2025, at Kaushal Bhawan, New Delhi. Organised jointly by the Ministry of Education (DoSE&L), the Ministry of Skill Development and Entrepreneurship (MSDE), and the National Council for Vocational Education and Training (NCVET), the event brought together more than 150 delegates, including senior officials from 24 State and Union Territory education boards.

The central aim of the workshop was to help State Boards apply for recognition as Dual Category Awarding Bodies under NCVET. This status enables boards to both conduct training and assess students in vocational courses aligned with the National Skills Qualification Framework (NSQF), particularly up to Level 4 — which includes critical entry-level skill training linked to employment.

The initiative is part of the government’s broader effort to implement the National Education Policy (NEP) 2020 and ensure vocational education is deeply integrated within the school system.

Officials from MSDE and NCVET emphasised that becoming a Dual Category Awarding Body places greater responsibility on State Boards — not just to conduct assessments, but to maintain quality standards in vocational pedagogy and learner outcomes.

A highlight of the workshop was a hands-on session where States received live technical support to complete their applications. As a result, all 24 participating States began their onboarding process, while six States — Goa, Maharashtra, Himachal Pradesh, Assam, Madhya Pradesh, and Nagaland — completed and submitted their applications. The Goa Board also shared its experience through a case study.

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