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.”
Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.
In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.
The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”
He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.
The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.
Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.
The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.
In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.
This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.
Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.
Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.
In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.
Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.
Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.
Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.
At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.
Why These Topics Were in the Curriculum in the First Place
Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.
Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.
What Could Have Been Done Differently
If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.
A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”
The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.
And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.
Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.
New Programmes and Policy Decisions
Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.
A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.
As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.
Education
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.
In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.
While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.
The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.
To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.
NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.
Education
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.
The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.
The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.
To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:
-
Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.
-
Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.
Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.
The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.
To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/
As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.
Education
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.
Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.
And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.
The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.
For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.
Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.
This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.
Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.
Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.
The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.
The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.
In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.
These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.
Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.
Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.
Mizoram has officially been declared India’s first fully literate state, marking a significant milestone in the country’s journey towards inclusive education. The announcement was made by Mizoram Chief Minister Lalduhoma on 20 May 2025, during a ceremony held at Mizoram University in Aizawl.
The declaration follows the successful implementation of the ULLAS – Nav Bharat Saaksharta Karyakram (New India Literacy Programme), a centrally sponsored scheme focused on adult education for those aged 15 years and above. Aligned with the National Education Policy 2020, the programme covers five areas: foundational literacy and numeracy, basic education, critical life skills, vocational skills, and continuing education.
According to the 2011 Census, Mizoram had already achieved a high literacy rate of 91.33%, placing it third in the country. To bridge the remaining gap, a door-to-door survey conducted by Cluster Resource Centre Coordinators (CRCCs) in August–September 2023 identified 3,026 non-literate individuals. Of these, 1,692 actively engaged in learning activities. This progress helped the state surpass the 95% literacy threshold required to be considered fully literate, as per the Ministry of Education’s criteria. The 2023–24 PFLS survey further confirmed Mizoram’s literacy rate at 98.20%.
This achievement was made possible through the efforts of 292 volunteer teachers, including students, educators, and CRCCs, who supported learners at the grassroots level. Their contribution, driven by community spirit and a strong sense of duty, was instrumental in reaching every corner of the state.
The event was attended by Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship and Minister of State for Education; Vanlalthlana, Mizoram’s Minister of School, Higher and Technical Education; Chief Secretary Khilli Ram Meena; and Special Secretary David Lalthantluanga, among other dignitaries and students. Mizoram’s accomplishment offers a model for other states aiming to eliminate adult illiteracy. Nationally, the ULLAS scheme has seen more than 2.37 crore learners and over 40.84 lakh volunteer teachers registered through the mobile app. Earlier, on 24 June 2024, Ladakh became the first administrative unit in India to declare full literacy.
Education
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
Starting from the academic year 2025–26, government schools in Delhi will introduce a pre-vocational education programme titled Kaushal Bodh for students of Classes 6 to 8. The initiative, aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023, aims to equip students with essential life skills and vocational awareness from an early age.
According to a circular issued by the Vocational Education Branch of the Directorate of Education (DoE), the programme will be rolled out in phases—beginning with Class 6 in the first year, followed by Classes 7 and 8 in subsequent academic sessions. Kaushal Bodh has been conceived as a distinct subject that places equal emphasis on hands-on learning and real-world applicability.
The curriculum is designed around three core domains: Work with Life Forms, Work with Machines and Materials, and Work in Human Services. Students will complete three practical projects annually—one from each domain—engaging in activities such as organic farming, pottery, carpentry, millet-based cooking, embroidery, and basic electrical tasks.
Each student will dedicate 110 hours per academic year to this programme. Assessments will be conducted using a mix of written tests, oral presentations, activity logs, portfolios, and teacher observations. These will focus not only on the mastery of practical skills but also on critical thinking, collaboration, and problem-solving.
The circular also outlined the responsibilities of school leadership and teachers in ensuring the success of this initiative. Heads of schools are tasked with overseeing the implementation of the programme and supporting teacher training. Regular subject teachers will guide students through vocational tasks and help integrate skill development into everyday learning. To further enhance student engagement, the Directorate of Education will also host Kaushal Melas—school-level exhibitions showcasing student work, fostering cross-learning, and encouraging community participation.
By making vocational education a structured and integral part of middle school learning, Kaushal Bodh seeks to bridge the gap between academic knowledge and practical life skills. The initiative not only reflects a shift towards holistic, application-based learning but also responds to growing calls for early exposure to career-oriented competencies within the school system.
In an effort to combat rising sugar consumption among students, the Central Board of Secondary Education (CBSE) has directed all affiliated schools to establish “Sugar Boards”—a dedicated awareness initiative designed to monitor and educate students about the dangers of excessive sugar intake. This decision follows a sharp increase in Type 2 diabetes among children, a condition once primarily seen in adults, but now a growing concern in school-aged populations.
Why Sugar is Becoming a Silent Crisis
The CBSE has observed a troubling rise in Type 2 diabetes among students over the past decade. Health experts attribute this trend to the easy availability of sugary snacks, soft drinks, and processed foods within school environments. Studies indicate that sugar constitutes 13% of daily calorie intake for children aged 4 to 10 years and 15% for those aged 11 to 18 years—far exceeding the World Health Organization’s (WHO) recommended limit of 5%.
These Sugar Boards, mandated by CBSE, will serve as educational displays within schools, informing students about the risks of excessive sugar consumption. They will display critical information, such as:
-
Recommended daily sugar intake
-
Sugar content in commonly consumed foods (sweets, sodas, chocolates)
-
Health risks associated with high sugar intake, including obesity, diabetes, and dental problems
-
Healthier dietary alternatives
The directive also encourages schools to conduct awareness seminars and workshops, helping students make informed food choices. Schools are required to submit reports and photographs of their Sugar Boards by July 15.
The Real Enemy is Advertising
But while the CBSE is focusing on sugar consumption within schools, global research highlights a much larger problem—junk food advertising. As reported by The South First in a recent story, a study presented at the 2024 European Congress on Obesity in Malaga found that even five minutes of exposure to junk food advertisements could cause children to consume an extra 130 kilocalories per day. Professor Emma Boyland from the University of Liverpool explained, “Our results show that unhealthy food marketing leads to sustained increases in caloric intake among young people—enough to promote weight gain over time.”
This research highlights that children’s sugar consumption is not just influenced by what they eat in school but also by what they see on their screens. Junk food marketing—whether through TV, online ads, or even brand-only advertisements—significantly impacts children’s eating habits.
Nithin Kamath, Founder & CEO of Zerodha & Rainmatter Foundation, and a popular LinkedIn thought leader, recently highlighted the Sugar Boards initiative on social media, thanking Food Pharmer (Revant Himatsingka) for contributing to this change with his content.
Revant Himatsingka, popularly known as Food Pharmer, has been a vocal advocate for healthier eating habits among children. His digital content, which breaks down the sugar content of everyday foods—from malted drinks to packaged juices—has gained widespread attention and spurred conversations on healthy eating among parents, schools, and policymakers.
Kamath’s post acknowledged that while the CBSE’s initiative is a step in the right direction, true change requires parental awareness and action. “Now to figure out how to get parents to care about it. How to reduce sodas, coffee/tea (majority of it is mostly sugar), malted drinks, chocolates, sweets, etc.,” he wrote.
Will ‘Sugar Boards’ Be Enough?
While the Sugar Boards are a commendable initiative, many may argue that they are only part of the solution. Schools can monitor students’ sugar intake on campus, but the problem extends beyond the school gates. Children are exposed to junk food advertising on social media, in video games, and even through influencer endorsements.
Professor Boyland’s research shows that even brand-only food ads—advertisements that showcase brand logos without directly promoting food—can significantly increase children’s calorie intake. This means that without stricter advertising regulations, schools may find it difficult to counter the impact of sugar marketing.
CBSE’s Sugar Boards are a commendable initiative, but their success will depend on consistent awareness efforts, parental involvement, and broader policy changes. Experts recommend a multi-pronged approach:
-
Stricter regulations on junk food marketing aimed at children
-
Mandatory nutrition education as part of the curriculum
-
Collaboration with parents to reduce sugary foods at home
-
Regular health check-ups and BMI monitoring in schools
With diabetes and obesity on the rise among young Indians, addressing the sugar crisis is no longer just a dietary choice—it is a public health necessity.
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
Mizoram Declared First Fully Literate State in India
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
Human (Soft) Skills: The Missing Piece in School Curriculums
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
India-Turkey Relations Sour: Indian Universities Suspend Academic Ties Over National Security Concerns
Geopolitics in Classrooms: Why India’s Students Need to Understand the World Beyond Borders
UK’s New Immigration Rules: What They Mean for Indian Students
Maharashtra Launches Statewide Staff Mapping Drive for Schools
Indian Students Flock to Singapore, Ireland, and Dubai for Higher Studies: 38% Surge Recorded
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions
CUET-UG 2025 Likely to be Postponed, Fresh Dates Expected Soon
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
CBSE Finally Comes to Rancho’s School: Druk Padma Karpo Breaks a 24-Year Wait
India 2050: Are We Preparing for the World’s Youngest Classroom?
Caste Census: A New Chapter in Our Social Sciences Textbook?
Delhi Approves Landmark Bill to Regulate School Fees Across 1,677 Institutions
NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
CBSE Warns Dummy School Students May Be Barred from Board Exams
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
Is Your School Following These Mandatory CBSE Committees?
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
India Bids Farewell to NEP Architect Dr K. Kasturirangan
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?
Stonehill International School Students Shine in Spectacular Performance of In the Heights
Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools
Delhi Approves Landmark Bill to Regulate School Fees Across 1,677 Institutions
Rajasthan Cabinet Approves Bill to Regulate Coaching Centres Amid Rising Student Suicides
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…
-
Education3 months agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
-
Education3 months agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
-
Education3 months ago
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
-
Education3 months agoNagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
-
Education2 months ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
-
News2 months ago
CBSE Warns Dummy School Students May Be Barred from Board Exams
-
Education2 months agoSunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
-
Education2 months agoIs Your School Following These Mandatory CBSE Committees?
-
Education1 month agoMaharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
-
Education2 months agoRewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
