News
Webinar: School & Infrastructure Experts Discuss The Future of Learning Spaces
Schools in India are getting ready to reopen, what will they look like post-COVID lockdown? Here’s our webinar exploring the Future of Learning Spaces – the new pedagogy, the govt. policies, and the changes in infrastructure. Read on.
This webinar was conducted with 5000+ viewers on 9th September 2020 by ScooNews, in collaboration with Godrej Interio, that discussed the Future of Learning Spaces when the school will reopen.
(MODERATOR)
Dr Arunabh Singh, Director Nehru World School, Chairperson FICCI Arise, Western UP
(SPEAKERS)
Mr Sameer Joshi, Head, Workspace Research & Ergonomics, Godrej Interio
Ms Meena Murthy Kakkar, Design Head & Partner, Envisage
Dr Swati Popat Vats, President, Podar Education Network
Ms Geetika Bahuguna, COO (Services), Millennium Education Management Pvt. Ltd
Mr Himmat Singh Dhillon, Headmaster, The Lawrence School, Sanwar
Excerpts
Dr Arunabh Singh: How do you see the network of Millenium schools when they would reopen? What kind of pedagogical shifts would it require?
Geetika Bahuguna: Let me start by telling you what we are currently doing. According to us, the change has to happen in 2 phases and we have covered the 1st phase of preparing the schools for this shift. Millenium schools have very strong learning philosophy, culture, curriculum and infrastructure which helps the learning approach. But since the lockdown, the use of infrastructure that helped in not only academic learning but also skill-based learning was out of the window, we created virtual portals. With the help of teachers, matter experts and mentors, we also updated accordingly.
When NEP came out, we mapped out a 10-year-old 5E learning approach that is used in millennium schools with the NEP and realised we were already 80 % there. So what we have planned for reopening is that only 33 % of total students would come to school for 2 days a week. This will bring that socio-emotional bonding back between the teacher and children. Because even when children are cognitively learning at home and the virtual portals are working fine, the emotional connect is still left out. Reopening would bring that back and let us use the infrastructure along with the virtual learning modules, that are carefully drawn, to help in the kind of learning millennium schools believe in.
Arunabh Singh: In your opinion, what would you say the schools would require when they reopen?
Sameer Joshi: We carried out a survey of 350 students and parents for teachers and schools to understand their mindset in terms of online learning and for when schools may reopen. What is interestingly surprising is that 33% of parents do not wish to send their wards to school anymore out of concern for their safety. And this is understandable when you look at the office/school spaces, they weren’t initially built to stop the spread of infection but to bring people together. So the main concern comes down to infrastructure.
Another one is staggering timing of crowd amongst the campus. What school basically need to do is not only create safer spaces but also be visually communicative of the safety measures they are taking for students as well as teachers.
There need to be several interventions regarding a variety of points like protocols, isolation (in case needed), safety procedure and whatnot. We have come up with a summary that gives out the possible interventions that are emerging as a critical need for the schools, both for online and on-campus studies.
Dr Arunabh Singh: How are you planning to regulate 4-5-year-olds when schools reopen?
Dr Swati Popat Vats: Reopening of schools and educational institutes is going to be the new normal because schools that we knew of do not exist any more. There will be a new kind of reality in schools. As for children, we should remember that since the last 6 months, they are no more in a habit of ‘sitting’ in one place. But as the schools reopen, they will be expected to ‘sit,’ not move around and be socially distanced. For this, we have realised that the ‘Bubble Format’ has been very useful, we are seeing that in schools abroad. It is not a literal bubble but a group of children with one teacher, they do not interact with another group or teacher. What will be challenging is that Indian schools have more number of students so not all of them will be able to attend at once. And for those bubbles to remain non-contagious, we will have to make sure to keep an eye on no-exchange of items amongst children, no close proximity contact, etc. It will be difficult and challenging, a lot of activities like playing with sand/water will not be possible in the beginning in order to keep safety a priority.
What can be done to ensure this includes:
- Proper training of the staff so they do not become too obsessed over a lot of things and stress unnecessarily.
- Parent-partnership is going to be very important.
- To open early schools at the last after older classes have reopened and it is been studied how things are going.
- The physical structure of the classroom to keep it safe and comfortable for the children to sit for a longer duration as they are not used to it anymore.
What might help parents and children, is virtually getting used to the transition before physically getting used to it.
Dr Arunabh Singh: What are the expected changes for residential schools like The Lawrence School?
Himmat Singh Dhillon: In every crisis, there is a hidden opportunity! What is requite is infrastructure and space currently which we have. Having said that we have come up with SOPs during all this time we had. According to which there will be staggered induction of some grades like class 12, there are going to be decontamination zones, holding areas for quarantine and a set process of integration for students as well as teachers that will be a minimum of 14 days. We are very thankful to have received guidance from the secretary of education who is our chairperson and have had collaboration like, Indian Public School Conference to map out a do-able, well thought out SOP. As for the common areas, there will be no congregation allowed whether, during meals or breaks, masks and shields will be mandatory. Sanitization of not only hands but of common area, surfaces, items will be a priority, children and teachers will not come in face to face contact with the cleaning crew and all the staff members will have Aarogya Setu apps. We are going to set the classrooms and dormitories in a way that abides with the 6-feet distance rule and further bring similar changes to the safety of children and teachers.
Dr Arunabh Singh: As an architect, what do you think are the areas of schools that need more analysis after this pandemic?
Meena Murthy Kakkar: It is extremely important to understand the demographic population of a school, concerns will vary accordingly. A meticulous training of the staff is significant to equip them for the reopening of schools. Space layout and circulation is to be chalked out literally to avoid overcrowded routes for students and teachers. And of course, individual class/activity room layouts need to be looked at as well. Process of functioning will have a lot of administrative part in it apart from design.
What usually gets looked over at is the building’s services and ventilation, we need the already present air to be cleaner apart from all the sanitization of spaces and materials. A critical look at technology and communication is required as well.
More importantly, a health audit of the building should be done before putting in expenditure in all the redesigning, to check what already is available. And after all that we do not want the schools to look like hospitals, we need to address the fears of children and parents in order to encourage them to come back.
Dr Arunabh Singh: How are classrooms going to provide that feeling of collaboration under these social distancing times and norms?
Geetika Bahuguna: Collaboration is of two kinds physical and mental, we are leaning towards the mental collaboration where a child is able to share thoughts connected with the idea and exchange views because that is how learning happens. At the bottom line comes the training of children and teachers because once the students are in school, it is a whole different play so we are planning to start with the senior lot.
Dr Arunabh Singh: What is your advice for people who run early childhood schools?
Dr Swati Popat Vats: Firstly please stop calling them pre-primary, that brings the focus on preparing them for primary and removes it from the Early Childhood category.
Second training and mock drill before children come back is going to be extremely necessary.
Lastly, it is prime to have parents trusting you and feeling safe with leaving their children with you so parent-partnership is going to be of utmost importance.
Dr Arunabh Singh: How would you bring the parents to trust and feel safe in sending their children to residential schools?
Himmat Singh Dhillon: Faith can only be there when there is communication and trust. There has to be a relationship with the parents. To do so, we share as much as possible with them, students and all the stakeholders. We would also share the SOPs and would invite suggestions as to what more can be done for the children once they are back at the campus.
I would also like to say that there are two ways of looking at a residential school. One, it is isolated during this pandemic and two, there is not yet a single case on the campus. All we want to tell the parents is that we will leave no stone unturned in taking care of them.
Arunabh Singh: What is your advice to people who are starting to design a school?
Meena Murthy Kakkar
- Look at the indoor air quality, pressure intake and circulation. Do not restrict learning to authentic style classroom, make sure to incorporate open spaces into the building.
- Multiutalitarian spaces are needed, especially in these social distancing times. Flexibility is the new buzz word in school design.
- Incorporate technology into the system. The learning took a paradigm shift recently and some of the technology and online learning is here to stay along with the tech tools, do not avert from them, instead accept them.
Dr Arunabh Singh: What can we expect from companies like Godrej Interio, what can we expect to learn from White Paper?
Sameer Joshi: Investment in the flexibility of infrastructure, design and other areas seems to be the way forward. What White Paper deals with is what was just discussed here – the generic problem; what changes do I make; how do I take care of safety, etc. It provides guidelines based on survey and research on a vast number of queries.
Earlier, we came out with another White Paper that dealt with the health and wellness of teachers, where a survey of 600 teachers was done. We need to add that extract of health and wellness to dimension as well.
To contact Godrej Interio for school infrastructure, just go to the website and put in the contact info and the team will reach out to you.
Dr Arunabh Singh: What must be done if a child tests positive for COVID?
Dr Swati Popat Vats: So, if a child is positive, the entire bubble should be quarantined. If more than one child is positive, the entire school should be closed and quarantined for at least 14 days. Surely, our government will come out with guidelines as well. Meanwhile, what schools must remember is to be transparent and not hide if a positive case is found. Reporting the case is important, do not worry about reputation, you will not lose anything for being straightforward but you might lose if you do not come out clean.
Dr Arunabh Singh: What about school in semi-urban settings?
Dr Swati Popat Vats: Local governments will have to be reached out to in case of all the budget-related constraints. Reach out to ECA & NAPER if you need trained staff or need parents to understand what to expect during these times, etc.
Dr Arunabh Singh: Apart from all this, there is a 5-page SOP that has been launched and it shows several demographics and geographical variations that were kept in mind. Check it out.
Sameer Joshi: There is a lot of anxiety about it, but we need to give that positive message that it will be better now. Yes, a lot of interventions are required; people, process, workspace framework, all of it goes hand in hand. But with these difficulties, training, preparations and much more, we would go back to school for sure. As one of the principals said during the White Paper survey, “We build citizens of India, we instil discipline in them, we build morals and teach them a whole lot of things; it is just not about only textbooks and exams, there is no alternative to going back to schools.”
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.
Sunbeam Suncity (School & Hostel) Varanasi has had a noteworthy year, marked by significant achievements across academics, sports, and cultural domains. Upholding the Sunbeam Group’s 52-year legacy, the school has demonstrated a steadfast commitment to fostering holistic education, encouraging global engagement, and nurturing well-rounded individuals.
A standout event of the year was the hosting of the Round Square Conference 2024 on Sunbeam Suncity’s expansive 65-acre campus. The event brought together 210 delegates from India, Europe, and the Middle East, providing a platform for students to engage in cross-cultural dialogue and develop a broader global perspective. This conference, along with the school’s active participation in associations such as Round Square and AFS, has offered students avenues to interact and collaborate on international platforms.
In the realm of academics and the arts, the school’s students delivered notable performances, particularly at the Kanchenjunga Lit Fest 2024, where they were awarded the title of Overall Champion. Students excelled in events such as quiz competitions, creative writing, debate, and visual arts, underscoring the school’s focus on fostering intellectual exploration and creative expression.
Sports also played a significant role in the school’s accomplishments this year. Sunbeam Suncity’s teams earned commendable recognition at various events, including the CBSE Cluster Table Tennis Championship 2024, where both team and individual honours were secured.
The school’s efforts to promote leadership and global awareness, combined with its consistent success in academic, creative, and athletic pursuits, highlight its dedication to preparing students for future challenges. Through a blend of tradition and innovation, Sunbeam Suncity continues to provide an educational environment that prioritises comprehensive growth and achievement.
The US PowerSchool data breach has once again spotlighted the vulnerabilities of the education sector to cyberattacks. As reported by Caitlynn Peetz for Education Week, the breach potentially exposed the personal data of millions of students and teachers, raising significant concerns about digital security in schools.
The K-12 operations platform PowerSchool, serving over 60 million students across 18,000 institutions globally, experienced a significant data breach on 28th December 2024. Hackers accessed sensitive information, including names, addresses, Social Security numbers, grades, and medical details of students and educators. This incident highlights the vulnerabilities in systems managing critical educational data, sparking concerns about privacy and cybersecurity in the education sector.
The Growing Threat in India
India is facing a surge in cyberattacks, with the education sector emerging as one of the most targeted. A report by Check Point Software Technologies reveals that Indian educational institutions experience an average of 8,195 weekly attacks, significantly higher than the global average of 3,355. Sensitive data, including students’ personal, academic, and financial records, makes these institutions lucrative targets for cybercriminals.
Weak cybersecurity measures and the growing reliance on digital tools post-pandemic have further exacerbated vulnerabilities. Generative AI and sophisticated phishing techniques have increased the frequency and severity of these attacks, exposing institutions to risks ranging from financial loss to reputational damage.
Consequences of a Data Breach
The consequences of a data breach in the education sector are far-reaching and can be devastating:
- Identity Theft: Personal information, once leaked, can lead to identity theft, affecting students and their families.
- Financial Fraud: Misuse of sensitive financial data can result in fraudulent transactions.
- Disruption to Learning: Cyberattacks often paralyse institutional operations, forcing schools to shut down for days or weeks.
- Erosion of Trust: Breaches undermine confidence in institutions, leading to reputational damage that can take years to repair.
Why the Education Sector is Vulnerable
Educational institutions store vast amounts of sensitive data but often lack robust cybersecurity frameworks. Their reliance on online platforms, coupled with limited budgets for IT infrastructure, makes them easy targets for cybercriminals. In India, post-COVID-19 adoption of online learning platforms has only increased exposure to data breaches.
Lessons from the PowerSchool Breach
The PowerSchool breach occurred due to compromised credentials, highlighting the importance of basic cybersecurity practices. The company has since implemented stronger password policies and multi-factor authentication. However, this incident underscores the need for a proactive approach to prevent such attacks in the first place.
Mitigating Cybersecurity Risks
To prevent 2025 from becoming the year of rampant cyberattacks on education, a multi-pronged approach is essential:
- Training and Awareness: Teachers, staff, and students must be educated about phishing and other cyber threats.
- Strong Password Practices: Implementing multi-factor authentication and avoiding password reuse are critical steps.
- Regular Audits: Conducting cybersecurity audits can help identify vulnerabilities and address them proactively.
- Data Encryption: Sensitive data should be encrypted to minimise the impact of breaches.
- Collaboration with Experts: Partnering with cybersecurity firms can provide institutions with the latest tools and strategies to combat threats.
- Government Support: Leveraging grants and policies to strengthen IT infrastructure in schools is imperative.
The alarming frequency of cyberattacks in both the US and India signals a pressing need for educational institutions to prioritise cybersecurity. As experts have advocated for integrating sports, humanities, AI, or STEM into education, a similar emphasis on digital safety could create a holistic approach to modern learning.
The data of students and educators is priceless. Safeguarding it is not just a technological challenge but a moral imperative to ensure the integrity and trustworthiness of educational institutions worldwide.
Education
Bhaichung Bhutia and Neeraj Chopra Amplify The Mission to Make India a Champion Nation Through Sports-Driven Education
Creating a nation of sports champions requires a fundamental shift in how India balances education and athletics. Former Indian football team captain Bhaichung Bhutia and Olympic gold medallist Neeraj Chopra have called for a more sports-integrated education system to nurture talent and elevate India’s global athletic standing.
Speaking at the Viksit Bharat Young Leaders Dialogue, Bhutia emphasised the urgent need for collaboration between the Ministry of Education and the Ministry of Youth Affairs and Sports. “Every child is trained to become a doctor or an engineer, but we need a more sports-friendly curriculum. Only then will India produce world champions,” Bhutia said. He suggested making sports a major subject in schools to build an ecosystem that values athletic achievement alongside academics.
Echoing similar sentiments, Neeraj Chopra highlighted the success of student-athletes in the United States, where schools and universities play a critical role in producing Olympic-level athletes. “If schools and universities in India adopt a similar approach, we will see a big rise in sports,” Chopra told Lallantop. He stressed that with proper management, balancing sports and education is achievable, citing American athletes as examples.
Both athletes pointed to the need for systemic changes in policy and mindset. Bhutia called for sports and education ministries to collaborate closely, while Chopra advocated for schools and universities to integrate competitive sports programs.
The calls from Bhutia and Chopra align with India’s growing focus on youth development under initiatives like the Viksit Bharat Young Leaders Dialogue. For India to become a sporting powerhouse, the nation must prioritise infrastructure, policy reforms, and a cultural shift that places equal importance on athletic and academic excellence.
Education
2024 Year in Review: Updates and Insights from the Department of School Education & Literacy
The Department of School Education & Literacy, under the Ministry of Education, unveiled several key initiatives and achievements in 2024, reflecting its commitment to implementing the National Education Policy (NEP) 2020. From boosting foundational literacy to advancing eco-conscious education, the department’s efforts highlight a transformative year in the realm of school education in India.
Samagra Shiksha: A Holistic Approach to Education
The Samagra Shiksha scheme continued its focus on integrating education from pre-primary to Class XII, aligned with Sustainable Development Goal 4 (SDG-4). Between 2018 and 2025, the scheme achieved notable milestones:
- 3,656 schools upgraded.
- 138,802 schools equipped with ICT and digital initiatives.
- 9,477 schools introduced vocational education.
The scheme also addressed inclusivity with provisions for children with special needs, including stipends, aids, and barrier-free infrastructure, ensuring equitable access to education.
PM SHRI Schools: Exemplars of NEP 2020
The PM SHRI scheme aims to establish over 14,500 exemplar schools to implement NEP 2020 effectively. As of 2024, 12,084 schools have been selected, spanning primary to senior secondary levels. These schools boast state-of-the-art infrastructure, including smart classrooms, Atal Tinkering Labs, and enhanced sports facilities, fostering holistic education and innovation.
PM POSHAN: Tackling Hunger and Promoting Nutrition
The PM POSHAN scheme continued to provide hot meals to students from pre-primary to Class VIII in government and government-aided schools. Key enhancements included:
- Integration of school nutrition gardens.
- Special provisions for anaemia-prone districts.
- Community participation through Tithi Bhojan.
Material costs for meals were also revised to address inflation, ensuring sustained nutrition for students.
ULLAS: Fostering Lifelong Learning
The ULLAS initiative aims to achieve universal literacy by providing foundational and vocational education to adults aged 15 and above. In 2024:
- Over 2 crore learners and 39 lakh volunteer teachers registered.
- Ladakh became the first fully literate administrative unit.
- National Literacy Week saw 4.8 crore participants.
PARAKH and Assessment Reforms
The National Assessment Centre, PARAKH, implemented the PARAKH Rashtriya Sarvekshan 2024, covering 23 lakh students across 87,619 schools. The survey aimed to benchmark student competencies and introduced Holistic Progress Cards (HPC) to capture multidimensional student progress.
Inclusivity and Accessibility
Under Samagra Shiksha, efforts to include children with special needs advanced significantly. Key achievements include:
- Accessible infrastructure in 58.5% of government schools.
- Development of educational content in Indian Sign Language.
- Dedicated resources for screening and supporting students with disabilities.
Environmental Awareness: Eco Clubs for Mission LiFE
Eco Clubs, aligned with the Mission LiFE initiative, empowered students to adopt sustainable practices. Activities in 2024 included:
- 1.46 lakh new Eco Clubs established.
- 5.18 crore saplings planted during tree plantation drives.
- School nutrition gardens promoting sustainable food systems.
Teacher Education and Training
The introduction of the Integrated Teacher Education Programme (ITEP) aims to enhance teacher training by offering a dual major bachelor’s degree in education and a specialised subject. This initiative, along with the National Mission for Mentoring (NMM), strives to elevate teaching standards and professional development.
Equivalence Across School Boards
PARAKH facilitated regional workshops and studies to standardise assessments and curricula across school boards, promoting equity in education nationwide.
Key Infrastructure Developments
- Approval for 85 new Kendriya Vidyalayas (KVs) and expansion of one existing KV.
- Enhanced accessibility through the generation of over 7 crore APAAR IDs, ensuring seamless academic transitions for students.
Looking Ahead
The department’s initiatives in 2024 reflect a comprehensive effort to make education inclusive, innovative, and aligned with future needs. From integrating technology to fostering environmental responsibility, these steps pave the way for a transformative educational landscape in India.
Sunbeam School Sarnath has marked a year of significant achievements, reflecting its commitment to innovation, talent, and holistic development. Among its accomplishments, the school secured 1st place in the Disaster Management category at the CBSE Regional Science Exhibition 2024, held at DPS Gomtinagar, Lucknow. This win has qualified its students for the National Finals, showcasing their capability to address real-world issues through science.
The school also hosted the district-level National School Band Competition 2024, where over 13 teams participated. Sunbeam School Sarnath’s Brass Band emerged victorious, earning first place and advancing to the National Finals. The event highlighted the dedication and teamwork of young performers.
In sports, the school’s U-11 Aerobics Team won a gold medal at the Inter School Gymnastics Aerobics Competition, held at Panini Kanya Mahavidyalay and organised by the Varanasi District Gymnastics Association.
Additionally, the school was honoured with the Institution of Happiness Award at the Institution of Happiness Conclave in Bangalore. This achievement was backed by the school’s emphasis on mental well-being and fostering an inclusive educational environment that prioritises emotional health alongside academic growth.
Union Minister for Education, Shri Dharmendra Pradhan, launched the draft UGC (Minimum Qualifications for Appointment & Promotion of Teachers and Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) Regulations, 2025, in New Delhi. The event also saw the inauguration of ‘Pushpagiri’, the new auditorium of the University Grants Commission (UGC), honouring the intellectual heritage of Odisha.
Addressing the audience, Shri Dharmendra Pradhan highlighted how the proposed reforms align with the National Education Policy (NEP) 2020, aiming to foster innovation, inclusivity, and flexibility in higher education. He praised the UGC team for their efforts and expressed optimism that these guidelines will empower academic staff, strengthen educational standards, and pave the way for Viksit Bharat 2047 through quality education and research.
The draft regulations have been made available for public feedback, with stakeholders invited to share their suggestions before the final version is published. Shri Pradhan underlined the transformative potential of these guidelines in shaping India’s education system, promoting holistic learning, and driving the country towards excellence in research and academia.
Key Highlights of the Draft Regulations 2025
- Flexibility in Qualifications: Candidates with NET/SET qualifications can pursue teaching careers in subjects differing from their previous degrees, with PhD specialisation prioritised.
- Promoting Indian Languages: Encourages academic publications and degree programmes in Indian languages.
- Holistic Evaluation: Eliminates score-based shortlisting, focusing on broader qualifications, including “Notable Contributions.”
- Inclusivity: Creates pathways for experts in arts, sports, and traditional disciplines, and welcomes accomplished sportspersons, including those with disabilities, into academia.
- Enhanced Governance: Revises Vice-Chancellor selection processes with expanded eligibility and transparency.
- Simplified Promotions: Streamlines promotion criteria, emphasising teaching, research, and academic contributions.
- Professional Development: Encourages faculty development programs for continuous skill enhancement.
- Transparent Processes: Ensures accountability in recruitment, promotions, and grievance redressal.
A Potential Game-Changer
If implemented effectively, the Draft UGC Regulations 2025 could significantly transform higher education in India. By fostering inclusivity, encouraging multilingualism, and prioritising holistic evaluation, these reforms align with global standards. Enhanced transparency and opportunities for professional development can uplift the teaching community, creating a vibrant ecosystem of learning and innovation. The focus on Indian languages and traditional disciplines could bridge the gap between modern education and cultural heritage, setting a benchmark for academic excellence worldwide.
The draft guidelines can be accessed for review and feedback on the UGC website.
“India will grow only if India reads.” But is India truly reading? Recent statistics reveal a sobering reality: over the past two years, 1.72 crore children have dropped out of school. The Unified District Information System for Education (UDISE+) 2023-24 report highlights a worrying decline in school enrolments, dropping from 26.5 crore in 2021-22 to 24.8 crore in 2023-24. This marks the first major fall in six years, raising critical concerns about the robustness of India’s education system.
Inspired by a video report by The Quint, highlighting key insights into India’s education challenges.
A Declining Trend Across States
States like Bihar, Uttar Pradesh, and Maharashtra have witnessed significant drops in enrolments, with Bihar alone seeing a decline of 35.65 lakh students. At the primary level, enrolments have fallen by 46 lakh in the last year, while secondary-level dropout rates remain alarmingly high. Despite the National Education Policy (NEP) 2020’s ambitious vision of universal access and equity, the stark reality indicates otherwise.
The Gross Enrolment Ratio (GER), which measures the proportion of students enrolled in a particular level of education against the age-appropriate population, has seen minor dips at most levels. While retention rates are higher at the elementary level, the secondary level remains a challenge, with dropout rates spiking significantly.
Reasons for the Decline
UDISE+ attributes the decline to several factors:
- Improved Data Collection: Earlier, children were often dual-enrolled in government and private schools to access benefits. Aadhaar-linked verification has curtailed this practice, reflecting more accurate enrolment figures.
- Reverse Migration: The COVID-19 pandemic saw families moving back to villages, enrolling their children in government schools. As migration reverses, many students are returning to private schools.
However, these reasons fail to explain why the overall enrolment rate has not stabilised or increased. This raises questions about the authenticity of data in previous years and the systemic gaps in ensuring universal education.
Infrastructure and Teacher Shortages
India’s education system faces significant infrastructural and human resource challenges.
Over 110,000 schools operate with only one teacher, making effective learning nearly impossible.
States like Bihar and Uttar Pradesh report dismal teacher-student ratios, with thousands of teaching positions lying vacant. In Assam, Odisha, and Karnataka, underutilised infrastructure due to low student-to-school ratios further underscores the inefficiency in resource allocation. While digital initiatives have gained traction, only 7% of schools across the country have digital libraries, and fewer have functional computers for educational use. These gaps highlight the urgent need for equitable distribution of resources and investments.
Vision 2025: A Lofty Goal
The NEP 2020 outlines a transformative roadmap for education by 2025, focusing on universal access, quality improvement, and innovation. It aims to:
- Achieve a 100% Gross Enrolment Ratio in school education.
- Integrate vocational education into mainstream curricula.
- Promote multilingualism and mother-tongue instruction in early grades.
- Strengthen teacher training and professional development.
While the vision is commendable, the ground realities paint a different picture. Without addressing foundational challenges such as teacher shortages, inadequate infrastructure, and socio-economic disparities, these goals may remain aspirational rather than achievable.
The Path Forward
To realise its Vision 2025 and the broader aspiration of becoming a global superpower by 2047, India must prioritise education as a critical driver of progress. Key measures include:
- Investing in Teachers: Teachers are the backbone of any education system. Comprehensive training, better salaries, and improved working conditions are essential to attract and retain talent.
- Bridging the Infrastructure Gap: Adequate infrastructure, including classrooms, laboratories, and digital resources, must be a priority. States with underutilised resources should focus on optimising their infrastructure to ensure equitable access.
- Addressing Dropout Rates: Targeted interventions, such as scholarships, counselling, and after-school support, can help retain students, particularly at the secondary level.
- Fostering Public-Private Partnerships: Collaborations between the government, private sector, and non-profits can enhance resource allocation, innovation, and accountability.
- Focusing on Data Transparency: Reliable data is critical for effective policymaking. Strengthening systems like UDISE+ to ensure accurate and timely reporting can help identify gaps and track progress.
A Nation’s Future Hinges on Education
As India marches towards its centenary of independence in 2047, its aspirations of becoming a superpower are intrinsically linked to the quality of education it provides. A nation’s strength lies in its people, and education is the cornerstone of human capital development. Bridging the divide between vision and reality requires collective effort, strong political will, and unwavering commitment from all stakeholders.
Language evolves at a rapid pace, and the younger generation—Gen Z and the emerging Gen Alpha—are taking it to new heights. Social media platforms like TikTok and Instagram have become hotbeds for linguistic innovation, where abbreviations, slang, and newly minted words emerge faster than ever before. Words like “brb,” “slay,” “sus,” and even Oxford’s Word of the Year 2024, “brain rot,” are part of their everyday vocabulary. But amidst this linguistic whirlwind, one question arises: Are teachers catching up?
A Gap in Communication
Imagine a classroom where a student says, “brb! Wanna use the washroom,” and the teacher pauses, unsure of the abbreviation. Such scenarios highlight a communication gap. Research consistently shows that effective communication between students and teachers fosters trust, engagement, and better learning outcomes. According to a 2022 study by Education Week, students who feel understood by their teachers are 45% more likely to excel academically and 30% less likely to skip classes.
However, understanding Gen Z’s and Gen Alpha’s linguistic trends isn’t just about learning a dictionary of slang—it’s about bridging a generational divide and fostering mutual respect.
Tackling the Language Gap
- Training Teachers on Evolving Language
One way to address the gap is to provide teachers with targeted training sessions that focus on the language trends of younger generations. These sessions could include decoding popular abbreviations, slang, and even cultural references that dominate social media. This approach can help teachers stay relevant and avoid miscommunication. However, with mounting academic and emotional responsibilities, many educators might find such training an added burden. - Building Relationships Through Interaction
A more organic solution lies in fostering better teacher-student relationships. By engaging in informal conversations with students, teachers can learn their language naturally. This approach not only helps teachers understand evolving slang but also humanises them in the eyes of their students, fostering trust and relatability. Interacting with students on their terms creates a classroom culture of mutual respect and understanding.
The Role of Language in Education
Language is more than just a tool for communication—it shapes relationships and builds cultural bridges. The words of the year like “manifest” and “brat” represent not only linguistic trends but also cultural shifts towards empowerment, individuality, and self-expression. Teachers who understand this language can better connect with their students, appreciating the unique values and pressures they face.
The Words of the Year 2024—‘brain rot’, ‘manifest’, ‘brat’, and ‘demure’—offer educators a glimpse into the psyche of today’s youth.
For example, ‘brain rot’ reflects Gen Z’s awareness of digital overconsumption, while ‘manifest’ underscores their optimism and drive for self-improvement. A teacher who grasps these nuances can integrate them into lessons and discussions, creating a more engaging learning experience.
Ultimately, understanding the language of younger generations is a two-way street. While teachers can make an effort to decode Gen Z and Gen Alpha slang, students too can adapt to bridge the gap. The key lies in fostering dialogue and mutual respect, ensuring that language differences become a point of connection rather than a barrier.
As language continues to evolve at a breakneck pace, the classroom must remain a space where both students and teachers feel heard and understood. By embracing change and prioritising communication, education can keep up with the times while maintaining its core values.
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.
National Startup Day: A New Era for Education and Entrepreneurship
Sunbeam Suncity’s Year of Achievements and Global Engagement
2025: A Wake-Up Call for Cybersecurity in Education After the US PowerSchool Breach
Bhaichung Bhutia and Neeraj Chopra Amplify The Mission to Make India a Champion Nation Through Sports-Driven Education
National Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?
2024 Year in Review: Updates and Insights from the Department of School Education & Literacy
Sunbeam School Sarnath Achieves Multiple Milestones in Education and Beyond
Union Minister for Education Dharmendra Pradhan Unveils Draft UGC Regulations 2025
India’s Education Conundrum: Envisioning 2025 Amid Ground Realities
Collaboration vs. Competition: Can Schools and Coaching Centers Work Together to Improve Student Success
Word of the Year 2024: Can Teachers Keep Up With The Evolving Language of Gen Z?
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
What Does the Future Look Like for World Education?
ICAI and CBSE Join Hands to Promote Commerce-Based Skill Courses in Schools
When Education Suffocates: A Reflection on Pollution and Hypocrisy
Khan Academy Launches Khanmigo AI Tool for Teachers in India
Guthli Ad Fest Day 1: A Grand Start at St. Xavier’s College, Mumbai
Content and Language Integrated Learning (CLIL): A Synergistic Approach to Education
CISCE to Implement Major Academic Reforms Aligned with NEP 2020 from 2025-26
Aditya Birla World Academy Hosts ‘The Happy Place’ an Interschool Festival to Drive Awareness on Mental Health
Department of School Education & Literacy Proposes October Activities to Honour Senior Citizens
Ministry of Education Hosts Two-Day STARS Workshop to Strengthen School-to-Work Transition and Assessment Systems
Embracing Project-Based Learning: A Journey of Discovery in “How We Organize Ourselves”
An Aristocracy Of Service: The 4S Approach to Quality Education
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
ICAI and CBSE Join Hands to Promote Commerce-Based Skill Courses in Schools
Khan Academy Launches Khanmigo AI Tool for Teachers in India
What Does the Future Look Like for World Education?
Content and Language Integrated Learning (CLIL): A Synergistic Approach to Education
Guthli Ad Fest Day 1: A Grand Start at St. Xavier’s College, Mumbai
Word of the Year 2024: Can Teachers Keep Up With The Evolving Language of Gen Z?
When Education Suffocates: A Reflection on Pollution and Hypocrisy
Sunbeam School Sarnath Achieves Multiple Milestones in Education and Beyond
India’s Education Conundrum: Envisioning 2025 Amid Ground Realities
Collaboration vs. Competition: Can Schools and Coaching Centers Work Together to Improve Student Success
National Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?
2024 Year in Review: Updates and Insights from the Department of School Education & Literacy
National Startup Day: A New Era for Education and Entrepreneurship
2025: A Wake-Up Call for Cybersecurity in Education After the US PowerSchool Breach
Union Minister for Education Dharmendra Pradhan Unveils Draft UGC Regulations 2025
Sunbeam Suncity’s Year of Achievements and Global Engagement
Bhaichung Bhutia and Neeraj Chopra Amplify The Mission to Make India a Champion Nation Through Sports-Driven Education
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur
ScooNews | After Movie | ScooNews Global Educators Fest 2023
Aftermovie | NIES2 UP Chapter | 21 Jan 2023
WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement
ScooNews | WEBINAR| Importance of Physical Activity for Children at School | Plaeto
SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT
Keynote Address | Lakshyaraj Singh Mewar
Anurag Tripathi, Secretary, CBSE at SGEF2022
How schools can nurture every student’s genius
Aftermovie | SGEF2022 | Jaipur
Li Andersson | Minister of Education | Finland
Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020
ScooNews | Early Ed Asia 2019 | Aftermovie
#PodarECEconf : Pursuing quality ECE
#CBSE Class XII #Results #Highlights
The interesting story of India’s educational system | Adhitya Iyer
A young scientist’s quest for clean water
The Danger of Silence: Clint Smith
National Digital Library of India is an initiative by HRD Ministry
Remembering Kalpana Chawla on her birthday!
Message from Sadhguru for Students!
Message from Sadhguru for Students!
The Untapped Genius That Could Change Science for the Better
Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon
#TEDxCanberra : What if every child had access to music education…
-
Education2 months agoJaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
-
Education2 months ago
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
-
Education2 months agoICAI and CBSE Join Hands to Promote Commerce-Based Skill Courses in Schools
-
Education2 months agoKhan Academy Launches Khanmigo AI Tool for Teachers in India
-
Education2 months agoWhat Does the Future Look Like for World Education?
-
Education3 months agoContent and Language Integrated Learning (CLIL): A Synergistic Approach to Education
-
Education3 months agoGuthli Ad Fest Day 1: A Grand Start at St. Xavier’s College, Mumbai
-
Edutainment1 month agoWord of the Year 2024: Can Teachers Keep Up With The Evolving Language of Gen Z?
-
Education2 months agoWhen Education Suffocates: A Reflection on Pollution and Hypocrisy
-
Education1 week agoSunbeam School Sarnath Achieves Multiple Milestones in Education and Beyond