Inspiration
We Spoke to Former Monk Lobsang Phuntsok to Understand His Life as a Teacher at Jhamtse Gatsal
Here is an exclusive interview from the easternmost wilderness of India, narrating a simple and humble story of a former monk named Lobsang Phuntsok and his resolve to be a father to the orphaned children of his community.
JHAMTSE GATSAL, which means “garden of love and compassion” in Tibetan, is a children’s community in Tawang, Arunachal Pradesh, India. It was founded by a former monk, Lobsang Phuntsok, in 2006, with only 34 children, three teachers, two housemothers, and three support staff.
Lobsang La was trained to be a Monk at the Sera Je Monastery in South India. He attended the Millennium World Peace conference at the United Nations and taught Buddhist philosophy in the United States and Canada. In the past, he’s given talks and conducted workshops on education, peace, non-violence, leadership, and integrating the universal principles of love and compassion in diverse fields at Harvard University, Boston University and Clark University among other educational institutions.
But even after doing such substantial work, he did not feel at peace within, which is why he came back to India to do something for the children of his region. Those kids who are most at-risk of having a destructive path in their lives, of being lost, those kids in whom he saw himself.
Here is an exclusive interview from the easternmost wilderness of India, narrating a simple and humble story of a former monk and his resolve to be a father to the orphaned children of his community.
Excerpts:
Being trained as a monk, your life has been pretty unusual. Somehow it is expected that monks would stay on the same path, whereas you chose your own and started Jhamtse Gatsal. Would you please share what went on within you to believe in a new direction?
There are two kinds of people who go to the monastery: those, like His Holiness the Dalai Lama, who have the natural gift of wisdom and compassion. Then, there are struggling people like me for whom even society has no place. I was sent to the monastery by my grandparents so that I could have a place to belong. While the journey at the monastery is that of becoming; for me, and for others like me, it is a journey of unbecoming and shedding the baggage of my past, of evolving.
My years of growing up in a monastery certainly gave me a different preparation for life. The troubled start of my life was very similar to that of most of the children at Jhamtse Gatsal Children’s Community today. My grandparents sent me to the monastery because they were worried about the person I was becoming and that there would be no one to look after me after they passed away. They believed that monastic life could help me find my humanness. In their eyes, I did not even qualify as a human being because of my challenges. They were not wrong. I needed the discipline and structure that a monastery can offer to be able to heal myself. In my monastery, I also found some of the most skilled teachers who could support me in my journey of unbecoming to becoming.
When I was the most unlovable, they loved me dearly;
When I did not trust myself, they never stopped believing in me;
And when I saw no hope in myself or my life, they saw great potential in me.
This potent mix of love, trust and hope with discipline and structure revived my love for myself, which fueled my ability to trust myself and believe in my potential. So, in a nutshell, my grandparents gave me the gift of finding the human in me and my teachers helped me find my purpose in life.
While I deeply appreciate what monastic life had to offer me, somewhere I also began to wonder if it was the only way to help children like myself break free from their past to find meaning in their life and build a purposeful life. Thus, the dream of creating Jhamtse Gatsal was born. There were many children in my own native region who were struggling to survive. I felt a deep connection to them and wanted to give them space where they could experience childhood as well as learn the internal and external skills to build a happy and enriching life.
I feel that building the essential skills of love, compassion, trust and belief is lacking in our modern education today. With our resolute focus on academic excellence, we are preparing our young for market needs, but we are also making them fragile in life. Reading about the growing mental health challenges in our youth deeply saddens me. Our ancient educational models had this beautiful amalgamation of developing inner and outer skills, but we have lost them along the way. Jhamtse Gatsal is my small endeavour to revive that inclusive and holistic educational model which prepares our young to make the world a kinder, gentler and accepting space for all. 
What kinds of difficulties did you face during the inception of Jhamtse Gatsaland what was as easy as breathing?
Nothing came easily when we started Jhamtse Gatsal. Our remote wilderness in the least developed circle of our district made it challenging to meet even the most basic necessities of daily life like potable water, electricity, food, connectivity, etc. We used to send our truck – our only mode of transportation – with two large water tanks to the nearest water source to bring water to the Community. We got whatever food supplies were locally available to provide three square meals a day to the children. We had no phone, forget the cellphone, connectivity! We sent a person twice a week to go halfway to the nearest town (about 8 km away) and someone came from the other side to exchange news of what was happening around us. We did everything we could to keep our children safe and healthy because access to healthcare was inadequate. We had no power and survived on kerosene lamps.
To top it all, we faced scepticism and disbelief from everyone around us. The children at Jhamtse Gatsal found a home, but the Community became orphaned with little support from those around us. We lived a very Survivor-esque life! However, the ray of hope and sunshine in our lives was the Community itself. The people who were here believed that this was not just work; it was their life’s purpose. We had a thriving community spirit with a lot of laughter and time to spend with each other. I miss those days now. While life may have been hard in many ways, being surrounded by supportive and caring people, many of whom are still with us today, made it all worthwhile!
How many children does your community host? Is it difficult to gain the trust of these children as they have suffered so much in such young ages?
Today, the Community has 103 children in its care, ranging from preschoolers to young adults pursuing higher education in different parts of the country.
As parents, we don’t worry about trust when we are raising our children. The harshest consequence we can set for our children is that we would send them back to the villages. Hearing this is very difficult for them because it leaves them feeling that we may have exhausted all of our resources to reach out to them. However, it’s not the fear of this ultimate consequence which stops our children from misbehaving or making mistakes. It is our understanding and acceptance of them despite their behaviours which makes them transform themselves. Their misbehaviours and mistakes are not the real issues. The true reasons are their underlying and unresolved wounds from the past which make them ask for love and care through the most unloving behaviours and attitudes. Their struggle is not trusting, but not knowing how to ask for the help they need.
What positive changes do you see in the children and the community around, after all these years?
Most of the children at Jhamtse Gatsal would have been vulnerable or at high risk of falling into a life of addiction and/or crime had the Community not accepted them. They would have become a liability to society. However, at Jhamtse Gatsal, the children learn to heal themselves and transform their lives. They are able to alter the course of their life from barely surviving to becoming contributors to society. The most positive change that I see in the children today is that where they had nothing and no hope in their life; today, they are dreaming and thinking of doing something for the world at large; they are thinking of paying forward the kindness of their supporters and caregivers. This, to me, is the biggest achievement of all.
As for the positive change in the region, I think the grandfather of one of our children best described how he witnessed the growth of Jhamtse Gatsal. He told me that he was sceptical about sending his grandson here, but today he is happy that his grandson is a part of Jhamtse Gatsal. He said that our children are not handicapped by modern education, rather their education prepares them fully for every aspect of life irrespective of where they may choose to live. Often, modern education only prepares us with one tool or in one skill, but it handicaps us in all of the other aspects of life. The fact that children at Jhamtse Gatsal learn to take care of their surroundings, grow their own vegetables, live sustainably, participate in all community activities, be it cooking, cleaning, carpentry, masonry, day-to-day management, traditional practices, etc., they are prepared for life. He appreciates that the inclusive and holistic educational model of Jhamtse Gatsal has prepared children such that they can fit in just as comfortably in their remote villages as in the hub-bub of city life. He appreciates that the children are self-reliant and independent with a diverse toolkit of skills and infinite opportunities to explore.
Take us through an ordinary day at Jhamtse Gatsal, to what extent does your direct contact with the children remain possible on a regular basis?
At Jhamtse Gatsal, every day is much like it would be for a family. Children start their day with meditation, clean the campus, do their chores and go to school. A lot of life skills like cooking, cleaning, farming, etc. are integrated into their routines. I consider my role in Jhamtse Gatsal to be more of a father than a director. Just like any father, I try to spend as much time as possible with my children. Apart from the 1-2 months that I spend travelling to different countries to share our story, I spend all my time in the Community. We live together, eat together and work together. As a director, I do oversee the day-to-day operations of the Community, but I make it my priority to spend time with the children and hear about their life, their struggles and their joys.
How is the organisation kept afloat monetarily?
Our biggest contributors are individual donors, supporters and friends of Jhamtse Gatsal. We have also received a corpus fund from the State Government of Arunachal Pradesh, which gives us a steady source of yearly income. Finally, a recurring grant from Wipro Cares, the CSR-initiative of Wipro Ltd., helps us meet our financial needs.
How do the geographical location and lack of internet or phone signals affect the daily education of children?
While technology has an important role to play in our younger generation’s life today and there can be great purpose and value to it, I feel that it is mostly overused and ineffective in building the right kind of skills in our children. Personally, I see a great benefit in having access to these tools as young adults when children are more capable of building a healthy relationship with the use of technology. I see great opportunities in our remote location to create a distraction-free and relationship-rich environment to raise our children. Most significantly, our children are saved from being inundated by a conflicting plethora of choices from a young age, which are a daily struggle for children in urban settings. Furthermore, given the lack of access to technology, we have found that when children are compelled to find solutions to their problems instead of becoming dependent on the Internet to get their answers, it helps build their logical thinking and reasoning capabilities. Even with the fairly limited access to technology, many of us at the Community feel that our dependence to it has grown in the past few years. This has sparked an interesting debate among community members to consider creating tech-free days, weeks or months.
This being said, we understand the need of this generation and children at Jhamtse Gatsal are allowed the use of computers and technology for educational and research purposes as they grow older. When they go on to pursue their higher education, they get their first cell phones and laptops to facilitate communication and learning requirements. Emergency life and medical situations are the few times when our remote location and limited connectivity become an impediment. At all other times, we find them an asset to create meaningful relationships and life for our children and ourselves.
What does the future look like for the organisation, what would you want to focus on?
The three pillars of Jhamtse Gatsal are Awakening Mind, Kind Heart, Healthy and Skilled Body. Currently, one of our two long-term goals is to create a unique school and educational space, which has in its design the ability to stimulate and facilitate the learning and engagement of a child’s body, mind and heart. We seek out-of-the-box thinkers and designers who can help us turn this vision for our physical space into reality. We envision this space to be sustainable and geared towards right livelihood choices.
Our second long-term goal is to turn Jhamtse Gatsal into a model learning environment which embraces the full circle of life. We envision the creation of a Right Livelihood Village within Jhamtse Gatsal where those who serve the Community lifelong would be entitled to live even after they retire if they so choose. We believe that it takes a village to raise and educate a child. Thus, spending time with caring grandparents would help young children learn about life and supporting them would help the children learn through service. Most existing educational models are limited in their focus on some skills. However, if we believe that the function of education is to prepare children for life, then a learning approach which involves the knowledge and experience of three generations can truly enrich a child’s preparation for life.
Please talk about the documentary movie Tashi and The Monk. What are your thoughts on it, how surprised were you when you were approached for the documentary?
Today, Tashi and the Monk is far beyond what I imagined it would be. I had assumed that, like most films, it too would have a limited shelf life, but it’s timelessness and the universal connection that people from all over the world feel with the story never ceases to amaze me. I am in awe of the filmmakers, Andrew Hinton and Johnny Burke, for their skilful and artistic capture of the life and essence of Jhamtse Gatsal. Even after six years since its release, I continue to receive heartwarming messages from people around the world at how the film has touched them and how much they can relate to the story arc. The film and people’s response to it reaffirm my belief in the universal and transformative power of love and compassion.
The journey of the making of Tashi and the Monk started a few years prior to its real filming. Andrew Hinton came on a three-day assignment to Jhamtse Gatsal to film the experience of a Thiel Fellow from the US who was then volunteering at Jhamtse Gatsal. After finishing the assignment, Andrew came and asked me if he could stay back for a few more days. He tried to convince me about his idea of making a high-end documentary film on Jhamtse Gatsal, which could become something big. I told him jokingly that if that happened, I would quit my job here and move to Hollywood.
Many visitors come to Jhamtse Gatsal with a camera and want to capture their experiences here. I thought the same of Andrew. However, before leaving, Andrew asked me for an interview about my life and journey of creating Jhamtse Gatsal which brought him to tears. I was touched by his seriousness and genuineness and said Yes to him. I was moved by how much the desire to make the film came from his heart. While I had said Yes to him, I still didn’t harbour any expectations of the film coming through.
When he left, Andrew said to me that he would raise funds and return to make the film, which he did a year and a half later with his friend and editor, Johnny Burke. Together Andrew and Johnny captured many hours of life at Jhamtse Gatsal on film, out of which came their labour of love, Tashi and the Monk.
ScooNews is honoured to be a part of Lobsang La’s life and Jhamtse Gatsal’s. People like him reaffirm faith in humanity and prove why monks are held in high regard all over the world. We wish to see many such children find a home and education in this community.
Tashi and the Monk is available on https://vimeo.com/242367699
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.”
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:
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A shift from rote learning to competency-based, experiential learning
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Focus on Indian traditions and cultural rootedness
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Moving away from exam-centric teaching, especially in early years
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Recognition of multilingualism and contextual learning
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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!”
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-
Education
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
Varanasi: Sunbeam Indiranagar, Varanasi, has emerged as a dynamic centre for academic excellence, cultural enrichment, and sporting achievements, reinforcing its commitment to holistic education. In a year marked by significant accomplishments, students and faculty have demonstrated a dedication to intellectual growth, creative expression, and leadership development, embodying the rich legacy of the Sunbeam Group.
The school’s approach extends beyond traditional academics, encouraging students to engage in parallel activities that nurture a well-rounded skill set. From literature festivals to classical dance championships, Sunbeam Indiranagar has provided students with platforms to explore, innovate, and excel.
Students had the opportunity to engage with global thought leaders through their participation in prestigious events such as the Jaipur Literature Festival and the Great Indian Learning Festival (GILF) at Daly College, organised by ScooNews. These experiences enabled them to explore contemporary literary and intellectual discussions, sharpening their analytical and creative abilities.
The performing arts department also made a mark with theatrical performances at Banaras Hindu University (BHU) and the Krishnamurti Foundation, under the guidance of renowned dramaturgist Mukherjee P.. The school’s commitment to developing critical thinking and communication skills was further reflected in students’ achievements in quizzes, creative writing, Olympiads, debates, and visual arts competitions, underscoring a culture of academic inquiry and artistic exploration.
Sunbeam Indiranagar’s focus on all-round development was evident in the State Level Kathak Championship, where students showcased their prowess in Indian classical dance. The school’s sporting achievements were equally impressive, with students excelling in the East Zone Skating Championship 2024 and the Open District Roller Championship 2024, securing both individual and team accolades. The school’s impact extends beyond student achievements, with its leadership being recognised for their visionary contributions to education. The Principal of Sunbeam Indiranagar was honoured with the Distinguished Educator for Future-Ready Skills award, securing All India Rank (AIR) 6 in the School Leader’s category by CENTA and receiving the Nari Shakti Sammaan for contributions towards empowering students through progressive learning methodologies.
Sunbeam Indiranagar’s standing as a leading educational institution was reaffirmed when it was ranked 5th among the Best Co-Ed Day Schools in Varanasi.
With its continued emphasis on holistic development, Sunbeam Indiranagar remains dedicated to shaping young minds, reinforcing its reputation as an institution that values learning in all its forms.
Education
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
Adolescence is a pivotal phase in a child’s development, marked by rapid physical and psychological transformations. It is a time of exploration, self-discovery, and, often, vulnerability. To provide structured guidance and empower young girls during this crucial stage, Nagaland has introduced ‘Adolescent Girls Clubs’ in both government and private schools for girls aged 10-19 years under Mission Shakti.
On 5th October 2024, the first Adolescent Girls Club was launched at Don Bosco Higher Secondary School, Wokha, Nagaland, with 50 adolescent girls as its founding members. The initiative aims to equip girls with essential skills, knowledge, and support systems to navigate challenges, make informed choices, and build a strong foundation for their future. With the motto “Live the Promise,” the clubs aspire to develop confident, informed, and compassionate leaders of tomorrow.
The initiative is designed with key objectives to educate, uplift, and empower adolescent girls:
The Adolescent Girls Club will engage its members in workshops, mentorship programmes, health camps, community service projects, and creative expression activities. Additionally, a special adolescent toolkit is being developed to serve as a guide for both adolescent girls and their parents. The toolkit will include informational materials on menstrual hygiene management (MHH), mental health, teenage pregnancy prevention, child abuse awareness, and emergency helpline numbers.
Teachers and counsellors are actively working on IEC (Information, Education, and Communication) materials tailored to adolescent needs. The clubs will also conduct monthly activities to ensure continuous engagement, provide a platform for girls to discuss their concerns, and create a safe space for their growth and development.
This initiative under Mission Shakti is expected to positively impact thousands of young girls across Nagaland, equipping them with the necessary tools to navigate adolescence with confidence and resilience.Objectives of the Adolescent Girls Club
In a heartwarming recognition of dedication and innovation in education, Saudi Arabian teacher Mansour bin Abdullah Al-Mansour has been awarded the prestigious $1 million GEMS Education Global Teacher Prize. Announced at the World Governments Summit in Dubai, the award celebrates Al-Mansour’s transformative work in empowering students from low-income families, including hundreds of gifted orphans, and his 3,000+ hours of community service.
Al-Mansour, a teacher at Prince Saud bin Jalawi School in Al-Ahsa, has spent over two decades uplifting students facing academic challenges, disabilities, and financial hardships. His efforts include establishing mentorship programmes, innovation incubators, and financial literacy initiatives, enabling students to achieve global recognition. Notably, he plans to use the prize money to build a school for talented orphans, furthering his mission to provide quality education to underprivileged children.
(Image: Mansour Al Mansour- 2025 Global Teacher Prize Winner)
Beyond the classroom, Al-Mansour has authored 21 educational books, trained over 300 educators, and led literacy programmes for prison inmates, helping reduce sentences for some. His work has earned him accolades as an international ambassador for educational excellence.
The Global Teacher Prize, now in its ninth year, recognises exceptional educators who make a profound impact on their communities. Al-Mansour was selected from over 5,000 nominations across 89 countries, joining a prestigious list of global educators.
Sunny Varkey, Founder of the Global Teacher Prize, praised Al-Mansour’s “passion, dedication, and the life-changing power of education.” Stefania Giannini, UNESCO Assistant Director-General for Education, highlighted the importance of investing in teachers to build a sustainable future.
As the world faces challenges like inequality and climate change, Al-Mansour’s story serves as a beacon of hope, reminding us of the transformative power of education and the unsung heroes shaping our future.
The Ministry of Women and Child Development is set to celebrate the 10th anniversary of the Beti Bachao Beti Padhao (BBBP) scheme, a landmark initiative aimed at protecting, educating, and empowering the girl child. Launched on 22 January 2015 in Panipat, Haryana, the scheme has evolved into a national movement that addresses gender discrimination and fosters societal change towards valuing and empowering girls and women.
The inaugural event on 22 January 2025 at Vigyan Bhawan, New Delhi, was attended by Union Ministers Shri J. P. Nadda and Smt. Annpurna Devi, alongside international representatives from UNICEF, UN Women, and other global organisations. Women officers from various sectors and girl students joined the event, which featured an oath-taking ceremony and the launch of compendiums and digital initiatives such as Mission Vatsalya and Mission Shakti portals.
The celebrations, spanning until International Women’s Day on 8 March 2025, will include rallies, cultural events, and campaigns at state and district levels. Schools, community groups, and women achievers will actively participate in activities under SANKALP: Hub for Empowerment of Women. Nationwide media campaigns and sustainable practices such as a plantation drive will amplify the scheme’s message.
In its decade-long journey, BBBP has sparked a nationwide dialogue on gender equality, challenging societal biases and championing the rights and dignity of women. The scheme’s accomplishments include a rise in the national Sex Ratio at Birth from 918 in 2014-15 to 930 in 2023-24, an increase in institutional deliveries to 97.3%, and higher enrolment of girls in secondary education, now at 78%. Initiatives such as the Kanya Shiksha Pravesh Utsav and Yashaswini Bike Expedition have further underscored the scheme’s impact.
Through collaboration with partner ministries, the mission of this campaign is to advancing gender equality, ensuring girls become active leaders of change and shaping a more inclusive India.
As India celebrates nine years of the Startup India initiative on National Startup Day, 16 January 2025, it’s evident how deeply the entrepreneurial spirit has been embedded in the nation’s fabric. From being a country of aspiring doctors and engineers to a hub for budding entrepreneurs, India has undergone a significant transformation. This shift isn’t confined to adults but is increasingly taking root in schools, where the next generation of business leaders is being nurtured.
The Entrepreneurial Wave in Schools
Startup culture has permeated classrooms, with students now creating and marketing products under professional guidance. Chemistry labs aren’t just for experiments anymore; they’ve become mini manufacturing units. Students are crafting innovative products—think handmade soaps, eco-friendly cleaning agents, and even tech gadgets—and selling them under their school’s brand. This hands-on experience in entrepreneurship is teaching them valuable lessons in problem-solving, teamwork, and financial literacy, far beyond traditional academics.
Shows like Shark Tank India have also played a crucial role in shaping young minds. These programmes, widely watched across TV and OTT platforms, have demystified entrepreneurship for students and parents alike. By showcasing real-life success stories, they’ve encouraged families to view entrepreneurship as a viable career path, on par with medicine or engineering.
Schools as Incubators of Ideas
Schools today are recognising their potential to act as incubators for future business leaders. Many are introducing entrepreneurship programmes, collaborating with startups, and organising business pitch competitions. These initiatives allow students to explore their interests and learn the intricacies of building a business—from ideation and prototyping to marketing and scaling.
Some schools have even created dedicated innovation labs and partnered with local businesses for mentorship opportunities. These setups not only foster creativity but also give students exposure to the practical aspects of running a business. Such efforts align perfectly with the government’s Startup India initiative, which has championed innovation and inclusivity for nearly a decade.
Why This Matters for the Future
Entrepreneurship isn’t just about creating businesses; it’s about fostering a mindset. Students who grow up in this environment are better equipped to tackle real-world challenges, think creatively, and adapt to changing circumstances. These skills are invaluable, whether they eventually choose to run their own business or work within an organisation.
Moreover, promoting entrepreneurship in schools has a ripple effect. It not only prepares students for the future but also inspires communities and contributes to economic growth. Schools that actively engage in such initiatives are setting a precedent for holistic education that balances academics with life skills.
What Next?
With over 1.59 lakh startups now recognised in India, the country has become a global hub of innovation. Schools must seize this moment to integrate entrepreneurial education into their curriculums actively. By doing so, they will not only align with national objectives but also prepare students for a world that values innovation and adaptability above all.
As we celebrate National Startup Day, let’s look forward to a future where classrooms double as boardrooms and students graduate not just with degrees but with dreams ready to take flight.
On 12 January each year, India celebrates National Youth Day, commemorating the birth anniversary of Swami Vivekananda—a visionary whose ideals continue to inspire generations. His emphasis on courage, self-discipline, and selflessness laid the foundation for building a nation of empowered youth. Yet, as we reflect on his teachings, a poignant question arises: if Swami Vivekananda were alive today, would he be proud of the state of India’s youth?
A Disturbing Landscape
Despite remarkable strides in education, technology, and global recognition, troubling statistics reveal a different narrative. Reports show a disheartening rise in suicides among young students, with academic pressure, bullying, and mental health struggles emerging as significant factors. According to the National Crime Records Bureau, India recorded over 13,000 student suicides in 2022—a grim reminder of the challenges our youth face.
Swami Vivekananda famously said, “Arise, awake, and stop not till the goal is reached.” But how do we encourage this awakening in an environment that often prioritises grades over mental well-being, competition over collaboration, and individual success over collective growth?
Polarisation and Division
In his landmark address at the Parliament of the World’s Religions in Chicago, Vivekananda envisioned a harmonious world, where mutual respect and inclusivity thrived. Yet, incidents of hate crimes in educational institutions paint a different picture. Instead of fostering understanding, many schools struggle to counter narratives of division and intolerance, which are seeping into the minds of impressionable young individuals.
Vaping is Cool!
Another alarming trend is the increasing prevalence of substance abuse and vaping among teenagers. Easy accessibility and peer influence have made vapes and drugs a growing concern in schools and colleges. Vivekananda’s ideal of youth as paragons of strength and discipline seems to clash with a reality where momentary fun triumphs responsibility.
Are We Listening to the Youth?
One of Vivekananda’s core messages was to listen and understand the needs of the youth, not dictate them. Today’s students crave purpose and authenticity in their pursuits. Yet, our education system largely remains exam-centric, with limited focus on developing emotional resilience, moral values, and critical thinking skills.
The rise of mental health issues highlights the urgent need for robust counselling frameworks in schools. Bullying, academic stress, and societal expectations weigh heavily on students. Swamiji believed in holistic education that nourished the body, mind, and soul—a vision that modern-day institutions must strive to achieve.
The Path Forward
- Mental Health Awareness: Schools must normalise conversations about mental health. Hiring trained counsellors and introducing life skills education can empower students to cope with stress and trauma.
- Fostering Inclusivity: Combatting polarisation starts with creating safe spaces for dialogue. Schools can champion diversity and empathy through collaborative activities and community-driven projects.
- Balanced Education: Beyond academic excellence, education must focus on creativity, moral values, and societal contributions—aligning with Vivekananda’s philosophy of balanced personal and communal growth.
- Youth Empowerment: Engage students in decision-making processes within educational institutions, giving them a sense of ownership and responsibility.
- Combatting Addictions: Early intervention and peer education programmes can deter substance abuse. Incorporating discussions on self-control and the consequences of addiction is crucial.
A Call to Action
If Swami Vivekananda were here today, he might be disheartened by some of these realities but would undoubtedly call upon educators, parents, and leaders to rise to the occasion. The Indian youth remain a powerful force capable of leading transformative change, provided they are equipped with the right guidance and support.
As educators and leaders, we must ask ourselves: Are we nurturing the kind of youth Swami Vivekananda dreamed of? Are we empowering them with the tools to think critically, act compassionately, and embrace diversity? Or are we just celebrating the day just for the sake of it? We need to ask real questions. The answers lie in our collective efforts to reshape the educational and societal systems influencing young minds.
Swami Vivekananda’s timeless words echo loudly: “The youth are the pillars of the nation.” It is upon us to ensure that these pillars stand strong, united, and unwavering, ready to lead India toward a brighter and more inclusive future.
Education
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.
The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.
Key Details of the Plan
According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.
For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.
Implementation Framework
The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.
Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.
By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.
Education
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.
A Groundbreaking Theme: Financial Literacy Through Folk Tales
The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.
Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.
Festival Highlights
The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:
- Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
- Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
- Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
- Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
- Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
- Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.
Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.
National Reach and Global Aspirations
The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.
The Legacy of JHF
Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.
With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.
Looking Ahead
As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.
This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.
In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.
The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.
Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”
The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.
As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.
ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.
This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.
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