Education
What was considered while drafting the National Education Policy draft?
A look at the current education scenario in India and what forms the foundation for the recommendations of the TSR Subramanian.
The past 2 months has seen a flurry of activities in conjunction with the HRD Ministry to create a draft National Education Policy. The formulation of a committee and mass public consultations are efforts that have been taken for the first time to create a truly nation-facing policy. When finally the draft of the policy was out, media was rife with news about the tussle between the head of the committee T.S.R. Subramanian and the HRD minister Smriti Irani over making the recommendations of the public consultations public.
Amidst all this, the committee recommendations have been made public. Here we try to peep into the mind of T.S.R. Subramanian – the man of the moment and the head of the committee tasked with assisting the ministry in formulating the policy. The following thoughts belong to Subramanian.
For most people the images of flagrant mass copying at Bihar examination centres are firmly etched in their minds and are synonymous with the state of Indian education in 2015. Then, the “topper” scam was revealed in the media last week; again, originating from Bihar and quickly became the symbol of all that is wrong with the examination system. However, spare a moment to think, is this only a Bihar phenomenon? What is the state of education in the rest of India?
In terms of sheer size, the Indian education system is among the largest in the world, with about 26 crore children enrolled in Classes I to XII located in 36 States and Union Territories, 683 districts, about 7,300 blocks and more than 82,000 clusters, covering more than 15 lakh schools; the total number of teachers functioning in the system (in public and private schools) is to the tune of 80 lakh. These figures don’t include enrolment figures from higher education institutions, which cover more than 3 crore students. In many senses, this is one of the largest areas of direct contact between the state and the citizen, with nearly 20% of the population directly involved daily in the teaching or learning process.
The National Education Policies of 1968, and 1986 as modified in 1992, had endorsed a norm of 6% of the gross domestic product (GDP) as the minimum expenditure on education. However, this target has never been met. The expenditure by Education Departments of the Centre and the States has never risen above 4.3% of the GDP, and is currently around 3.5%.
As compared to a meagre 12% in 1947, the overall literacy rate in India in 2011 was 74%, with a male literacy rate of 82.1% and a female literacy rate of 65.5%. However, having travelled such a long road we are still below the world average literacy rate of 84%, and India currently has the largest illiterate population in the world.
Let’s look at the state of Elementary education (Classes I-VIII) today
The Sarva Shiksha Abhiyan programme launched for the universalisation of education (Education for All), along with the no-detention policy, has resulted in a significant enhancement both in the Gross Enrolment Ratio (GER) to over 95%, and in the enrolment of girls.
In 2014-15, there were 14 lakh schools in the country imparting elementary education, with a total enrolment of 19.77 crore. Of these, government schools numbering 11 lakh accounted for an enrolment of 11.9 crore students at the elementary level.
In 2014-15, the retention rate at the primary level was 83.7% and it was as low as 67.4% at the elementary level. Roughly, 40% children enrolled in Class I were leaving school before completing Class VIII (U-DISE, 2014-15).
Focussing on the Quality of education
NGO Pratham’s The Annual Status of Education Report (ASER) 2014 survey found that nearly half of the Class V students were not able to read at Class II level; nearly the same proportion of Class V students did not have basic arithmetic skills, which they should have learned by the end of Class II (ASER 2015). It is a telling sign of the quality of education being imparted today. Here a special mention needs to be given to Gunotsav, a mass assessment process, first introduced in Gujarat in 2009, which is now being implemented with variations in some other States as well.
All the surveys reveal that at an all-India level, the percentage of older girls (in the 11-14 age groups) not enrolled in school has dropped from 10% in 2006 to close to 5% in 2014. Except for Rajasthan and Uttar Pradesh, the figure has dropped significantly for many States, with Bihar showing the steepest decline from 17.6% in 2006 to 5.7% in 2014. In fact, if we were to account on ground figures attendance rate checked randomly at government schools stood at about 71% of enrolled children, though these figures need to be taken with a pinch of salt.
While these are encouraging figures, the quality of education, in terms of learning outcomes, is undeniably poor, particularly in the government school system. This figure is of grave concern because approximately 80% of all recognised schools at the elementary stage are government-run or supported. Reading is a foundational skill; without being able to read well, a child cannot progress in the education system and it is found that reading outcomes are unacceptably poor, particularly in government and rural schools.
For example, ASER 2014 found that over 75% of children in Class III and over 50% in Class V could not read texts meant for the Class II level. At the national level, children in rural schools in Class II who could not even recognise letters of the alphabet increased from 13.4% in 2010 to 32.5% in 2014. Further, when compared year-on-year, reading levels for children enrolled in government schools in Class V showed a decline between 2010 and 2012. While reading levels in Class V in private schools were also not very high, the gap in reading levels between children in government schools and private schools appears to be growing over time.
In sum, half of all children in Class V have not yet learned basic skills that they should have learned by Class II. Close to half of all children will finish 8 years of schooling but will still not have learned basic arithmetic. However, it is also important to know that the Indian child, given the opportunity, is a fast learner—a fact which cuts across every district in every corner of India. The failure to provide the opportunity for a decent education to every child, even 7 decades after Independence, is a severe indictment of our governance standards.
Noteworthy news from recent times is that the Allahabad High Court took cognisance of the poor quality of education in government schools and directed all government servants in Uttar Pradesh to send their children only to public schools run by the State Basic Education Board.
Let’s move on to understand the state of the Secondary & higher secondary education (Classes IX to XII)
At the secondary stage, the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is the most important programme rolled out by the HRD Ministry. It has the twin aims of enhancing access to and improving the quality of secondary education in the country.
Enrolment numbers are sought to be increased by establishing a secondary school within a reasonable distance of all habitations and by removing gender, socio-economic and disability barriers to education. A list of prescribed infrastructural and physical facilities is already present including adequate number of classrooms, laboratories, libraries, art and crafts rooms, toilet blocks, drinking water availability, electricity connection, telephone and Internet connectivity and disabled-friendly amenities. However, the fact is that even minimum infrastructure standards are not available in most schools, particularly in the hinterland.
Bringing equity in the system is important and that aspect is addressed by focusing on micro-planning and opening schools in areas with concentrations of Scheduled Castes/Scheduled Tribes/Minorities. Undertaking a special enrolment drive for the weaker sections, providing more female teachers in schools and separate toilet blocks for girls are some of the other significant moves.
The RMSA aims at achieving a GER of 100% by 2017 and universal retention by 2020. While the first target could be seriously addressed, it is highly doubtful if it would be realistic to retain the “retention” target by 2020, even if major remedial steps are urgently undertaken.
The spread of secondary education throughout the country remains uneven. Regional disparities continue as do differences in access depending on the socio-economic background of students. Absence of teachers, lack of incentives and low academic standards in government schools has contributed to the rise of the private sector in secondary school education.
Where does Higher education stand today?
There has been a virtual explosion in the number of universities and colleges in the country. Many students join university courses merely to obtain a degree, which has come to be considered as a sine qua non for white (and even blue) collar employment and social status.
At last count, there were 46 Central universities and 128 deemed-to-be universities in the country (UGC Annual Report 2014-15). The Indian higher education system, which includes technical education, is one of the largest in the world. The number of universities has grown from 27 in 1950-51 to 621 in 2010-11 and further to 712 in 2013-14. The number of institutes has grown from 11,095 in 2010-11 to 11,443 in 2012-13.
The private sector is playing a more active role in the growth of colleges and institutions in India. In 2011-12, 63.9% of the total number of colleges and institutes were in the private sector and 58.9% of the total number of students were enrolled in private colleges and institutes. State institutes accounted for 35.6% and Central institutes for 0.5% of the total number of colleges and institutes.
Even today the utility of higher education in assuring employment is questionable. Many graduate and postgraduate students do not get jobs in their respective fields even after spending several years in acquiring higher education. While the problem of educated unemployed youth remains acute, there is also, paradoxically, a shortage of skilled manpower in the labour market.
The global ranking of universities is a useful indicator of their institutional performance, based on a relative assessment in the areas of research and teaching, reputation of faculty members, reputation among employers, resource availability, share of international students and activities and other factors. Hence the recommendation of a rating scale for higher education institutes on a scale of 1-8.
In conclusion, the most noteworthy point that emerges is that while issues of accessibility and enrolment have dramatically improved in the past decades and much progress has been made in relation to equity in opportunities, issues relating to quality of education at both school and higher levels have not been addressed adequately either in policy or in practice; indeed, there is a secular decline in the overall quality of education. Necessarily, issues of equity, as also of quality have to be the main focus of any new national policy.
Serious reforms are imperative and brook no delay. Major new directions now need to be taken. Issues of immediate concern and administrative constraints should not be allowed to override the medium- and long-term measures essential for major reforms. The country is now looking to the Government of India to give a new direction in the field of education. The steps taken now will determine if India will be a leading nation in the world this century.
This post is based on an article originally published here.
As political changes loom over the US education system, particularly with President-elect Donald Trump’s proposed dismantling of the Department of Education, questions arise about the ripple effects such reforms could have on global education, including in India and other parts of Asia. Historically, American education policies and practices have served as benchmarks for many countries, influencing curriculums, teaching methodologies, and educational reforms. This article explores how these proposed changes might shape the future of education worldwide.
Historical Impact of American Educational Practices
The influence of the United States on global education is well-documented. For instance, in the mid-20th century, the US pushed for science and mathematics education reforms after the Soviet Union launched Sputnik. This emphasis on STEM (Science, Technology, Engineering, and Mathematics) was mirrored in several nations, including India, which began integrating more technical education in schools. Similarly, the US-led push for standardised testing during the No Child Left Behind era inspired similar measures in Asia, where countries like China and India adopted rigorous assessment frameworks.
The idea of universal education access and inclusivity, championed in the US, has also resonated globally. The implementation of the Individuals with Disabilities Education Act (IDEA) in 1975 influenced India’s Rights of Persons with Disabilities Act, 2016, and similar policies across Asia. Therefore, if the US dismantles its Department of Education, transferring responsibilities to states, the resulting decentralised model may have implications for nations seeking inspiration from American education.
Comparing Trump’s Proposals with NEP 2020
Trump’s Agenda47 proposes greater parental control, cutting funding for initiatives deemed ideologically inappropriate, and emphasising local governance of education. While these ideas are specific to American politics, some parallels can be drawn with India’s National Education Policy (NEP) 2020.
NEP 2020 focuses on empowering schools and teachers to create tailored curriculums that meet local needs. Like Trump’s proposal to return control to states, NEP advocates for decentralisation, urging state boards and local authorities to implement flexible frameworks. However, the alignment ends here. NEP promotes inclusivity and modernisation, championing universal access to quality education and focusing on critical areas such as digital learning, skills-based education, and early childhood care.
In contrast, Trump’s proposals seem to focus more on limiting federal oversight and reducing regulations, which could result in inequitable access to resources—a stark difference from NEP’s vision of equity and inclusion. If the US adopts a more state-driven approach, India and other nations might evaluate its outcomes, particularly in balancing local autonomy with national educational standards.
A Roadmap for Global Education
The future of global education hinges on addressing universal challenges, including accessibility, inclusivity, and adaptability. Nations worldwide, including the US and India, are grappling with how best to integrate technology, emphasise STEM education, and prepare students for a rapidly evolving workforce.
A decentralised system, as envisioned by Trump, may encourage innovation and localised solutions but risks widening disparities. Conversely, global education roadmaps like UNESCO’s Sustainable Development Goals (SDG 4) advocate for inclusive, equitable, and quality education as a shared responsibility. In this regard, NEP 2020 aligns more closely with global goals than Trump’s vision, which focuses on reducing federal intervention.
If the US moves forward with dismantling the Department of Education, it will be crucial to observe whether this decentralisation fosters innovation or exacerbates inequalities. For countries like India, which are already navigating local governance in education, the American experience could serve as both a cautionary tale and a potential source of inspiration.
Hence, the relationship between American education policy and global education is undeniable. As the US contemplates radical changes, the impact on its own students and the broader world remains uncertain. For countries like India, which have often looked to the US as an educational blueprint, these developments offer lessons in balancing local autonomy with equitable access to quality education.
This unfolding story raises essential questions about the shared vision for education in 2025 and beyond. The world will be watching to see whether the US remains a pioneer or takes a step back from its global leadership in education.
In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.
The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.
Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”
The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.
As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.
ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.
This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.
Winter in North India no longer carries the gentle chill of nostalgia. Instead, it drifts in cloaked in smog, acrid pollution, and despair. Each year, as the air quality index (AQI) hits catastrophic levels, the nation seems trapped in a vicious cycle of reactive measures and inadequate solutions. Schools close their doors, children are forced into online classes, and life is put on pause—all while the question looms: are these measures too little, too late?
This week, Delhi and its neighbouring states plunged into yet another public health emergency. The AQI in the capital breached the “severe plus” category, with readings of over 500 in certain areas—levels that are equivalent to smoking 49 cigarettes in a single day. For context, smoking in Bangalore’s air, while not healthy, is currently considered healthier than simply breathing in Delhi.
{Image- Jammu, Wednesday, Nov. 20, 2024. (PTI)}
Amid this crisis, schools and universities have been forced to shift to online classes yet again. The Supreme Court has intervened, universities like Jamia Millia Islamia and Delhi University have issued notifications, and government schools have suspended physical classes. These decisions, though necessary, feel more like desperate attempts to contain the damage rather than addressing the root cause of the crisis.
As educators, policymakers, and parents, aren’t we hypocritical? We preach yoga, mindfulness, and physical wellness to our children while they breathe in air laden with PM2.5 and PM10 particles—air that clogs their lungs and hinders their growth. We promote “wellness periods” in schools and discuss the importance of holistic development, yet we do nothing to ensure that the very environment they live in supports their health and well-being.
Every child has the right to a safe and nurturing space to learn and grow, but what are we truly offering them? Masks, air purifiers, and lessons on resilience—tools to survive rather than thrive. What kind of childhood is this, where outdoor play becomes a luxury and clean air a distant dream?
The scientific community has repeatedly warned about the devastating impacts of prolonged exposure to polluted air, particularly on children. Their developing lungs are more susceptible to damage from particulate matter, which can lead to chronic respiratory diseases, reduced lung function, and an increased risk of cardiovascular conditions later in life. A study by the Lancet Commission on Pollution and Health estimates that pollution caused nine million premature deaths worldwide in 2019, with air pollution being the primary culprit.
In India, the numbers are staggering. Children exposed to high levels of air pollution are more likely to suffer from asthma, cognitive impairments, and even stunted growth. Beyond the physical toll, the psychological impact is equally alarming. Living in a constant state of environmental crisis breeds anxiety, stress, and a diminished sense of safety—all of which are detrimental to their overall development.
The Return to Online Classes: A Missed Opportunity
If air pollution is to be the “new normal” in North India’s winters, then why have we abandoned online education so completely? The pandemic forced us into virtual classrooms, but as soon as the immediate threat subsided, the system was discarded without much thought to its long-term utility. Teachers, untrained and unprepared, are now expected to conduct meaningful lessons online, while students struggle to adapt to an environment that they haven’t engaged with meaningfully since 2022.
This raises an important question: should online education remain a part of our academic framework, even when circumstances don’t demand it? Incorporating regular online classes—perhaps one day a month—could help students and teachers stay familiar with the format. It could also serve as a contingency plan for emergencies like the current pollution crisis, ensuring continuity in learning without the chaos of sudden shifts.
Moreover, training teachers to connect with students effectively in virtual environments is crucial. Simply moving the classroom to a screen is not enough. Teachers need tools, strategies, and support to create engaging and impactful lessons. Without this, online education remains a hollow exercise, benefiting no one.
Every winter, the same questions resurface: why do we wait until the AQI crosses hazardous levels to act? Why do policies remain reactive rather than preventive? And most critically, why do we continue to normalise this situation for our children?
The blame lies not just with governments or industries but with society as a whole. From unchecked stubble burning in Punjab and Haryana to vehicular emissions in urban centres, the web of responsibility is vast and interconnected. Yet, year after year, the measures taken are temporary, insufficient, and often misplaced. We treat the symptoms, not the disease.
What kind of message are we sending to our children? That their health and future are expendable? That the environment they inherit will always be an afterthought? As the smog thickens and the world debates solutions, the reality for millions of children in North India is bleak. They will grow up breathing poison, and the long-term consequences are unimaginable.
As I watch this crisis unfold, I am filled with a deep sense of worry for the children of today and tomorrow. What kind of world are we leaving for them to suffer in? If we don’t act now—boldly, decisively, and with genuine commitment—we risk condemning them to a lifetime of struggle in an environment that is hostile to their very existence.
The time for half-measures is over. We owe it to our children to build a future where they can breathe freely, dream fearlessly, and live fully. The question is, are we ready to rise to the challenge?
Khan Academy, the global nonprofit dedicated to providing free, world-class education, has launched its AI-powered tool, Khanmigo, free for all teachers in India. Starting this Children’s Day, educators can access this innovative teaching assistant at no cost, in both English and Hindi, through Khan Academy’s platform.
Khanmigo, designed to enhance both teacher productivity and student engagement, functions as an AI-powered teaching assistant and student tutor. By streamlining tasks like lesson preparation, generating curriculum-aligned assessments, and creating concise chapter summaries, Khanmigo allows teachers to focus on personalised learning experiences for their students.
Highlighting the importance of this initiative, Swati Vasudevan, Managing Director of Khan Academy India, shared:
“On this special occasion of Children’s Day, we’re thrilled to make Khanmigo available to all teachers across India at no cost. At Khan Academy, we believe teachers are the key to unlocking each child’s potential. By providing Khanmigo, we’re empowering educators to create impactful and tailored learning experiences. Our aim is to break down barriers to technology access, enabling teachers to inspire and support India’s children in achieving their full potential.”
Supported by Microsoft’s investment, Khanmigo is part of Khan Academy’s global rollout, now available in over 40 countries. Indian teachers can create an account on the Khan Academy platform to access this resource and benefit from its features, including interactive student tutoring and classroom management tools.
Khan Academy also emphasises that the implementation of Khanmigo remains a work in progress. Teachers and students are encouraged to engage with the tool thoughtfully, fostering digital literacy, critical thinking, and responsible AI use.
This launch marks a significant milestone in Khan Academy’s mission to expand educational opportunities through technology, making quality resources accessible to educators and students across India.
The Guthli Ad Fest 2024 launched in spectacular fashion at the iconic St. Xavier’s College, Mumbai. Day 1 was filled with high-energy sessions, insightful discussions, and inspiring interactions. Kicking off the day, Pratish Nair introduced the vision behind Miles and Miles SoBA (School of Branding & Advertising), explaining how their collaborative approach blends creativity with empathy. Nair emphasised that their unique curriculum, which includes scuba diving and Himalayan trekking, aims to equip students with life skills that go beyond the traditional classroom, fostering resilience, teamwork, and self-awareness.
The event began with a warm welcome and inauguration, followed by a captivating tribute and a fireside chat featuring advertising legends Piyush Pandey, KV Sridhar, and Prasoon Pandey, moderated by Devaiah Bopanna. Their discussion shed light on their journeys, offering a rare glimpse into the minds behind India’s most iconic campaigns.
The day continued with Cyrus Broacha, the 90’s poster child of Indian advertising, delivering a light-hearted yet insightful session, followed by Tanya Nambiar’s presentation on how emotional bonds can be forged using the power of voice.
The afternoon saw Shirsha Thakurta delve into the art of visual storytelling, followed by a hands-on workshop led by Dr Prateesh R Nair, who demonstrated how advertising can be used as an engaging tool in classrooms. A panel discussion with Miles SoBA students and a thought-provoking session by Josy Paul on creativity in classrooms wrapped up the day.
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Day 2 promises even more excitement, with an Ad Acapella, fashion shows, excellence awards, and a lot of fun activities to look forward to. Stay tuned for more!
CLIL or Content and Language Integrated Learning is a relatively new and underutilised pedagogical approach to language learning. It is a generic term referring to the teaching of a curricular subject through a foreign language. The basis of CLIL is that the teaching-learning is carried out in a language that is not the mother tongue of the students. The end objective remains to learn the second language while the content is extracted through other subjects which the students already study as part of their curriculum. It is a dual-focused approach in which both the content and the language are learnt simultaneously.
The CLIL Methodology
The successful implementation of a CLIL programme relies on the collaboration between language teachers and content teachers. Each is an expert in his or her field, so they need to share both their respective ideologies and materials.
A content teacher is someone who teaches a subject — for example, biology, history, or art. This does not mean just teaching the subject in the English medium. These content teachers are not experts in language acquisition or pedagogy as they are experts only in their respective subjects. Content teachers also depend on the support of the language teacher to diffuse the elements of the language into their subject matter. Thus, both types of teachers have to work in close conjunction with one another to make CLIL successful.
A language teacher is principally responsible for teaching English (or another language), but in the CLIL programme, he or she also supports the content teacher by introducing relevant vocabulary and functional language related to a given subject. This is a more powerful approach to learning a new language as it focuses on the authentic use of language rather than learning it through decontextualized content fragments, memorising grammar rules, or the cramming of curricular subjects.
Let us take the example of a history lesson. The content teacher explains the Civil Disobedience Movement through pictures, demonstrations, and using the textbook in English, and if necessary, the students’ first language. In parallel, the English language teacher might teach students the grammatical structures used for explaining the past tense (simple past, past progressive, and past perfect), the language to describe cause and effect (because of, due to, results in), and word forms (empire, emperor). In summation, the student has learnt both the concept of the Civil Disobedience Movement and can articulate or explain it using appropriate grammar and terminology.
The CLIL Framework
The framework of CLIL is based on the 4Cs i.e., Content (or the subject matter), Cognition (the process of learning and thinking), Communication (the process of interacting and using the language), and Culture (developing an understanding of the language). So, CLIL teaching is not only a matter of learning how to teach both content and language, but also how to integrate them. In this aspect, it is very different from immersion or content-based instruction techniques of language acquisition as it emphasises the need to harmonise language and content-based learning rather than prioritising one over the other.
According to Marsh et al. (2001), students cannot improve their content knowledge and skills without learning the language, because the subjects are discussed, constructed, evaluated and embedded in the language. The basic aspect of learning any language or developing fluency in it is to acquire as much vocabulary as you can. Vocabulary can be divided into three parts: Basic vocabulary, academic vocabulary, and discipline-specific vocabulary. CLIL involves learning to use language appropriately while using language to learn the subject adequately.
In every CLIL lesson plan given by the University of Cambridge, ESOL examinations it is repeatedly insisted that “Every subject has its content obligatory language which means a subject-specific vocabulary, grammatical structures, and functional expressions”. For instance, a chapter on ‘Plants’ in Grade 3 Science would have vocabulary such as ‘photosynthesis’, ‘stomata’, ‘sunlight’, etc which are domain-specific for science for that level. Therefore, each chunk of content associated with CLIL has a specific vocabulary and the teacher has to relate his/her teaching with the newly learnt vocabulary with the old one, which is also the preliminary step in the CLIL approach.
The Final Word
The objectives of CLIL are varied, but among the most relevant ones are to improve the educational system, to establish the necessary conditions that will allow students to achieve the appropriate level of academic performance in curricular subjects, to develop intercultural understanding and to hone their social and thinking skills. Moreover, CLIL prepares students for the globalized world by increasing their motivation to learn foreign languages and cementing their intercultural competence.
As an approach, CLIL has been very successful in countries such as China, Malaysia and Thailand in promoting content learning and language acquisition. In India too, CLIL is gaining currency slowly and steadily but needs some more research, the willingness to adopt, and flexible implementation. Some initiatives have been taken in this direction. For instance, CLIL@India a 3-year project co-funded by the European Union was a consortium of 7 Universities from India and Europe dedicated to developing a new model of bilingual education by introducing Content and Language Integrated Learning (CLIL) as an innovative pedagogical practice in the Indian education system to preserve the nation’s multilingualism.
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References:
- https://bridge.edu/tefl/blog/what-is-clil/
- https://www.onestopenglish.com/clil/what-is-clil/501038.article
- https://www.teachingenglish.org.uk/article/clil-lesson-framework
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Authored By- Sanjhee Gianchandani
Sanjhee Gianchandani is an English language curriculum designer and editor with a Master’s from LSR, University of Delhi, and a CELTA from Cambridge. She has authored grammar books, edited over 100 academic and literary works, and specialises in English language teaching (ELT) pedagogy.
Starting from the 2025-26 academic year, the Council for the Indian School Certificate Examinations (CISCE), which oversees the ICSE and ISC board exams, will introduce substantial changes to its academic framework. These reforms align with the National Education Policy (NEP) 2020 and aim to impact over three million students across India, as reported by The Times of India.
Robotics and AI in Curriculum
A significant aspect of the reforms is the inclusion of robotics and artificial intelligence (AI) in the curriculum for Classes XI and XII. For younger students, elements of AI and coding will be integrated into their computer science courses, ensuring these technologies are taught in a simplified and engaging manner. The objective is to familiarise students with emerging technologies from an early age, equipping them with skills for the future.
Introduction of Competency-Based Exams
The CISCE will also introduce a ‘holistic progress card’, a 360-degree evaluation system to assess students’ development across academic and non-academic domains. This approach will provide a comprehensive view of student achievements beyond traditional metrics.
Changes in the board exam structure are also on the horizon. From 2025, 25% of exam questions will be competency-based, focusing on critical thinking and core skills rather than rote memorisation. This percentage will increase to 40% in 2026 and 50% by 2027, promoting deeper understanding among students.
Digital Assessments and School Improvement
To enhance educational standards, the council will roll out digital assessments for students in Classes III, V, and VIII from 2025-26. These assessments aim to identify students who need additional support or those excelling beyond their grade level. Additionally, a school improvement plan will be introduced, encouraging high-performing schools to partner with state governments to enhance the quality of education in government institutions.
The overarching goal of these reforms is to foster a balanced, skills-oriented learning environment that prepares students for real-world challenges and opportunities.
Education
Aditya Birla World Academy Hosts ‘The Happy Place’ an Interschool Festival to Drive Awareness on Mental Health
In a collaborative effort between Aditya Birla World Academy (ABWA) and Mpower, an initiative of Aditya Birla Education Trust the Happy Place Interschool Festival was successfully held to raise awareness about mental health, with this year’s theme being The Mindful Megabyte – Digital Wellness. The event saw participation from over 200 students across various schools in Mumbai across boards, engaging in a variety of creative and expressive competitions, including Solo/Duet Singing, Art, Photography, AD-Film Making, Drama, Slam Poetry, and Dance. Each event centered around the theme of digital wellness, focusing on the impact of technology on mental health and well-being.
The Happy Place Interschool Festival, introduced by Aditya Birla World Academy (ABWA), is built on the belief that mental health awareness is a crucial aspect of a child’s holistic development. At ABWA, students benefit from a robust mental health and emotional well-being curriculum that supports resilience alongside academic excellence. Under the leadership of Mrs. Neerja Birla, Founder and Chairperson of Aditya Birla World Academy and the Aditya Birla Education Trust, this vision has flourished. A passionate mental health advocate, Mrs. Birla firmly believes that mental health awareness and support should be accessible to all students, empowering them with the tools they need to thrive.
As an extension of this vision, the Mindsmatter program has reached 25 schools and over 40,000 students across India in the past year, with 318 teachers trained and 67 mentoring sessions conducted. The program has positively impacted behavior, self-esteem, and academic performance, with 83% of participants reporting improved communication skills and 61% noting reduced stigma around mental health.
For the last 6 years, The Happy Place Interschool Festival has expanded beyond ABWA, engaging students from schools across Mumbai to raise awareness on mental health through creative activities. This festival sustains the conversation on mental health, offering students a thoughtfully curated platform to explore these critical themes, express themselves creatively, and build empathy. Through themes like Digital Wellness, participants reflect on their emotional health, fostering a balanced and mindful approach to life.
Mrs. Radhika Sinha, Principal of Aditya Birla World Academy (ABWA), “highlighted the importance of such initiatives, stating, “The Happy Place interschool festival is not just a competition, but a mindful space for students to engage in conversations about mental health while expressing their creativity. The focus here is not only on winning but also on creating an environment where students can explore topics like Digital Wellness that are highly relevant to the challenges the youth face today. These activities help drive awareness, fostering a sense of empathy and mindfulness amongst our students.”
The competition’s theme, Digital Wellness, reflects the growing influence of technology in the lives of young people. While digital platforms provide numerous opportunities for connection, learning, and creativity, they also come with risks such as overuse, social media addiction, cyberbullying, and sleep deprivation. Striking a balance between the positive and negative impacts of digital media is crucial for the well-being of today’s youth.
Parveen Shaikh, VP Operations at Mpower, highlighted the urgent need for digital wellbeing support amidst the growing mental health crisis: “In today’s digital age, the constant use of technology is significantly impacting mental health, particularly among young people. Studies reveal that 1 in 5 individuals experience symptoms of mental health conditions, with excessive screen time and online pressures contributing to this rise. Alarmingly, 50% of mental health issues begin by the age of 14, and 75% by age 24. By focusing on digital wellbeing and creating awareness around healthy tech habits, we aim to provide timely interventions that encourage young people to seek help and maintain a balanced, mentally healthy lifestyle.
Research on digital wellness suggests that excessive use of digital devices can negatively affect mental health, particularly among students. Studies show that prolonged exposure to screens can lead to anxiety, depression, and social isolation. Initiatives like The Happy Place Interschool Festival play a significant role in bringing these critical discussions to the forefront, encouraging students to reflect on their digital habits and make informed choices.
As this year’s competition concludes, the collaboration between ABWA and Mpower continues to raise awareness on crucial mental health issues, ensuring that students are empowered to lead balanced, mindful lives.
Education
Department of School Education & Literacy Proposes October Activities to Honour Senior Citizens
In observance of the International Day of Older Persons, celebrated annually on 1st October, the Department of Social Justice and Empowerment, in collaboration with the Department of School Education & Literacy, has proposed a series of activities throughout October 2024. These initiatives aim to instil values of respect, care, and empathy towards senior citizens among students, fostering intergenerational bonding.
This month-long celebration focuses on connecting students with the elderly, emphasising the invaluable contributions, wisdom, and dignity of older generations. With life expectancy rising globally, and older persons expected to outnumber youth by 2030, the importance of fostering respect for senior citizens is more relevant than ever.
Educational institutions have been encouraged to observe Grandparents’ Day, featuring activities like storytelling and interactive games. Schools may also host pledge-taking ceremonies, where students and staff commit to respecting and supporting the elderly.
Morning assemblies or language classes will offer opportunities for students to recite poems and shlokas that emphasise respect for elders, drawing from India’s cultural heritage. Schools will also facilitate interactions between students and senior citizens, allowing for the sharing of stories, historical discussions, and the exploration of traditional crafts.
Students will be encouraged to engage in community service projects with senior citizens, strengthening intergenerational solidarity. Mentorship programs, where seniors share their expertise in arts, culture, and vocational skills, are also proposed, benefiting both generations.
These initiatives, rolled out across States/UTs and educational institutions, are designed to promote care and concern for senior citizens, creating a society built on mutual respect and understanding.
Education
Ministry of Education Hosts Two-Day STARS Workshop to Strengthen School-to-Work Transition and Assessment Systems
The Ministry of Education’s Department of School Education and Literacy (DoSE&L) organised a two-day knowledge-sharing workshop under the Strengthening Teaching-Learning and Results for States (STARS) project in Bhopal, Madhya Pradesh, from 30th September to 1st October 2024. The workshop aimed to foster a robust educational ecosystem that prepares students for the challenges of the future workforce, focusing on the school-to-work transition and strengthening assessment systems.
The workshop was inaugurated by Uday Pratap Singh, State Minister of Transport and School Education, who highlighted the importance of the National Education Policy (NEP) 2020 in shaping the overall development of children. He stressed the role of the STARS project in transforming the education system.
Day 1 featured key discussions led by Sanjay Kumar, Secretary of DoSE&L, who underscored the need to bridge the gap between education and employment. This was followed by panel discussions moderated by Vipin Kumar, Additional Secretary of DoSE&L, where speakers explored the integration of skill education into school curricula and the promotion of multidisciplinary learning, internships, and apprenticeships under NEP and the National Credit Framework (NCrF).
Further, Dinesh Prasad Saklani, Director of NCERT, emphasised the importance of collaboration between departments and aligning the curriculum with industry demands. Usha Titus, Managing Director of the Additional Skill Acquisition Programme in Kerala, led a session on the role of psychometric assessments and career counselling in preparing students for the workforce.
On Day 2, Vipin Kumar discussed the need to improve current assessment models, followed by presentations on psychometric analysis and innovative assessment practices by educational leaders, including Smt. Idzes Angmo Kundan and Jonas Bertling.
The workshop concluded with key takeaways from Vipin Kumar, who highlighted strategies for enhancing assessment systems and improving school-to-work transitions to ensure a better future for students.
(With inputs from ANI)
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