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.
In a move aimed at ensuring transparency and accountability, the Maharashtra School Education Department has initiated a comprehensive mapping of all teaching and non-teaching staff positions across government and aided schools in the state. This major exercise will align all staff posts with the approved ‘Sanction Structure’ and validate these positions against salary records in the state’s official payment processing system, Shalarth.
Mapping for Accountability
According to a recent report by Hindustan Times, the Maharashtra government has issued directives to all government, fully-aided, and partially-aided secondary schools, directing them to complete this mapping process by the end of June 2025. The initiative will involve verifying every teaching and non-teaching position against the Sanction Structure and matching these with salary records on the Shalarth portal, which is used for processing staff payments.
The mapping process will leverage an Application Programming Interface (API) developed by the National Informatics Centre (NIC), allowing the education department to cross-check the data submitted by schools for accuracy. Schools will be required to upload a PDF copy of their completed Sanction Structure mapping before the release of July salaries in August. Any institution failing to comply will face salary disbursement restrictions.
This exercise is a direct response to growing concerns about financial mismanagement in school staffing, including payments made to unauthorised or non-existent employees. The education department has made it clear that strict action will be taken against schools and staff who fail to comply with the new data submission guidelines. Salaries will be withheld in cases where schools delay or neglect the mapping process.
A senior education officer, speaking on condition of anonymity, told Hindustan Times, “We are taking a data-driven approach to ensure that only legitimate employees are drawing salaries from government funds. The mapping of posts and salary systems will bring transparency and accountability at every level.”
Implications and Potential as a National Model
This initiative has the potential to become a model for other states seeking to ensure transparency in education funding. If successful, the mapping drive can eliminate the problem of “ghost employees,” ensure the fair distribution of government funds, and prevent the influence of politically-backed illegal appointments. However, it also places significant pressure on school administrations, which must ensure complete and accurate data submission.
While the drive promotes accountability, there is a risk of administrative overload, especially in remote or understaffed schools. The use of digital tools, such as the API integration with Shalarth, is a positive step, but effective implementation will depend on user training and technical support.
If proven effective, Maharashtra’s staff mapping initiative could serve as a blueprint for other states in India to adopt a similar approach, ensuring that education funds are used solely for legitimate purposes.
Education
Indian Students Flock to Singapore, Ireland, and Dubai for Higher Studies: 38% Surge Recorded
Indian students are increasingly looking beyond traditional study-abroad destinations like the United States, United Kingdom, and Australia. According to a recent report by Gradding.com, a study-abroad platform, the number of Indian students choosing countries like Singapore, Ireland, and Dubai has surged by 38%. This trend marks a significant shift in the preferences of Indian students seeking global education.
While the US, UK, and Australia have long been popular choices, the tightening of immigration policies and restrictive post-study visa rules in these countries have caused a decline in student interest. Canada experienced the biggest drop in Indian student enrollments at 41%, followed by the UK with a 27.7% decline and the US with 13%. In contrast, Singapore, Ireland, and Dubai have become preferred alternatives due to their globally recognised institutions, affordable education, and strong job markets.
Mamta Shekhawat, founder of Gradding.com, highlighted the changing landscape, stating, “The evolving preferences of Indian students reflect a transformative shift in global education dynamics. With destinations like Singapore, Ireland, and Dubai offering quality education, affordability, and strong career prospects, we’re witnessing a more informed and strategic approach to overseas education.”
The numbers reinforce this shift. The total number of Indian students studying abroad rose from 750,365 in 2022 to 892,989 in 2023, with a notable increase in those opting for lesser-explored destinations. Singapore, for instance, recorded a 25% year-on-year growth in Indian student enrolment.
The rise of these new destinations is attributed to their student-friendly policies, industry partnerships, and focus on emerging sectors such as finance, technology, and healthcare. As Indian students continue to explore alternative destinations, universities in Singapore, Ireland, and Dubai are expected to see a steady influx, reshaping the global education map.
Education
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
For John B. King Jr., former U.S. Secretary of Education, school wasn’t just a place—it was a lifeline. In his newly released memoir, Teacher By Teacher: The People Who Change Our Lives, King traces his journey from a grief-stricken child in New York to the corridors of educational leadership in Washington, D.C. But while the book is rooted in the American educational experience, its messages about the impact of teachers resonate far beyond U.S. borders.
In an exclusive interview with Education Week’s Sam Mallon on May 5, 2025, King reflected on his memoir, the teachers who shaped his life, and the ongoing challenges educators face worldwide.
A Childhood Saved by Teachers
King’s story is a testament to the power of mentorship. Following the death of his mother and his father’s battle with Alzheimer’s, school became King’s sanctuary. “Teachers saved my life,” he shared, recalling how educators believed in him, nurtured his potential, and gave him hope even when the world outside seemed dark.
From those formative years, King went on to earn degrees from Harvard, Columbia, and Yale. His career as a teacher, school principal, education policymaker, and eventually, U.S. Secretary of Education became a journey of giving back. The memoir celebrates not only King’s personal resilience but the quiet heroism of teachers everywhere.
Former Secretary of U.S Education John King. Image Source- EducationWeek
While King’s book is anchored in American education, the messages it carries are universally relevant. Teachers worldwide are grappling with challenges—overcrowded classrooms, mental health issues among students, and ever-changing education policies. In his interview with Education Week, King highlighted how schools must be more than academic factories. They must be safe havens, places of healing, and hubs of inspiration.
King advocates for “trauma-informed practice”—an approach where teachers are equipped to understand and support students facing emotional challenges. This is a lesson that transcends borders, as schools globally encounter rising mental health concerns among students.
Teacher Evaluations and Policy Pressures
King’s time as U.S. Secretary of Education was marked by ambitious reforms—from implementing the Every Student Succeeds Act (ESSA) to pushing for more rigorous teacher evaluation systems. But looking back, he acknowledges a key lesson: change cannot be forced without teacher buy-in.
“Teachers can’t be bombarded with reforms,” he explained. Change must be gradual, and educators must feel a sense of ownership over new policies.
King’s narrative is ultimately about hope. In his memoir, he shares how a single teacher’s encouragement can change a student’s life trajectory. He recalls how his father’s legacy as New York’s first Black deputy schools chief was kept alive by a former student who, years later, shared how impactful his father’s teaching was.
Teaching is more than a job—it is a calling. It is a force for social good, a platform for mentorship, and a means to nurture the next generation of thinkers, leaders, and dreamers. King’s Teacher By Teacher is a reminder that educators everywhere have the power to transform lives, often without even knowing it.
Though written from an American perspective, Teacher By Teacher is a love letter to educators everywhere. It is a call to support teachers, to understand the pressures they face, and to recognise the life-changing impact they can have on their students.
For a world that often takes teachers for granted, John King’s memoir is a reminder of the heroes who stand at the front of every classroom, ready to make a difference.
Excerpts referenced in this article were taken from John King's exclusive interview with Education Week on May 5, 2025, in Washington, conducted by Sam Mallon for Education Week.
Education
Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions
In the wake of escalating tensions between India and Pakistan following the April 22 Pahalgam terror attack, the Indian government has launched Operation Sindoor, targeting terrorist infrastructure across the border. This military action has prompted heightened security measures nationwide, including the closure of schools in several border districts and the initiation of Operation Abhyaas—a nationwide civil defence mock drill aimed at bolstering emergency preparedness.
As a precautionary step, educational institutions in border districts of Punjab (Ferozepur, Pathankot, Fazilka, Amritsar, Gurdaspur), Rajasthan (Ganganagar, Hanumangarh, Bikaner, Jaisalmer, Barmer), and Jammu & Kashmir have been temporarily closed. These closures aim to ensure the safety of students and staff amid potential cross-border hostilities.
Operation Abhyaas: Enhancing Emergency Preparedness
Simultaneously, the Ministry of Home Affairs has initiated Operation Abhyaas, a comprehensive civil defence exercise conducted across 244 districts. This drill encompasses activities such as air-raid siren tests, blackout simulations, evacuation procedures, and public training sessions. In Delhi, for instance, 55 locations are participating in the drill, involving students, teachers, and civil defence volunteers.
Addressing Student Anxiety and Promoting Well-being
The current climate of uncertainty and the implementation of mock drills can understandably lead to anxiety among students. Educators and school administrators play a pivotal role in mitigating these concerns:
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Open Communication: Provide age-appropriate explanations about the drills and current events, reassuring students about the measures taken for their safety.
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Emotional Support: Encourage students to express their feelings and provide support through counseling services or designated safe spaces within the school.
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Routine and Normalcy: Maintain regular school routines to provide a sense of stability and normalcy for students.
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Parental Involvement: Engage with parents to keep them informed and involved in addressing their children’s concerns.
While the current geopolitical situation necessitates heightened security and preparedness, it is crucial to balance these measures with the emotional and psychological well-being of students. Through proactive communication, support, and engagement, educators can help students navigate these challenging times with resilience and understanding.
The Common University Entrance Test for Undergraduate admissions (CUET-UG) 2025, originally scheduled to commence on May 8, is likely to be postponed, according to sources close to the National Testing Agency (NTA). While an official confirmation is still awaited, fresh dates for the examination are expected to be announced shortly.
The delay follows the recently concluded NEET-UG examination—an extensive exercise that required significant logistical oversight, especially as NEET had faced scrutiny last year over alleged integrity lapses.
Despite the approaching exam date, the NTA has yet to release the subject-wise date sheet for CUET-UG 2025, adding to the anticipation and confusion among over 1.35 million applicants—marking the highest-ever number of registrations for the exam since its inception.
This year, CUET-UG will be conducted exclusively in Computer-Based Test (CBT) mode, signifying a notable departure from the hybrid format adopted in 2024. The hybrid model was introduced to accommodate varied digital access across regions, but also led to logistical complications. In fact, the 2024 CUET-UG exam was abruptly cancelled across Delhi the night before it was scheduled due to operational constraints.
The first edition of CUET-UG in 2022 was marred by technical issues and inconsistencies across multiple shifts, necessitating a complex score normalisation process. The shift to a fully CBT format this year is expected to streamline operations, but the current delay and lack of clarity raise questions about preparedness.
As undergraduate admissions in central universities and several private institutions are now tied to CUET-UG, any delay in the exam calendar has a cascading effect on the academic schedule.
Students and stakeholders are advised to monitor the official NTA website for updates on the revised dates and examination guidelines.
Education
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
The Ministry of Women and Child Development, Government of India, has officially opened nominations for the prestigious Pradhan Mantri Rashtriya Bal Puraskar (PMRBP) 2025, a national-level award that celebrates the exceptional achievements of children across the country. The last date to submit nominations is 31st July 2025, and applications must be submitted online via the official Rashtriya Puraskar Portal.
Open to children aged between 5 and 18 years as on 31 July 2025, the PMRBP recognises outstanding contributions in six categories: Bravery, Social Service, Environment, Sports, Art & Culture, and Science & Technology. Children may be nominated by individuals or institutions, and self-nominations are also allowed.
To apply, nominators must register on the Rashtriya Puraskar Portal with essential details such as name, date of birth, contact information, and Aadhaar number. After logging in, users must select “Pradhan Mantri Rashtriya Bal Puraskar 2025” under the ongoing nominations section. The application requires a detailed description (maximum 500 words) of the nominee’s achievement and its societal impact, along with supporting documents and a recent photograph.
Do you know a young hero whose story can inspire the entire nation?
Nominate them today at 👉 https://t.co/7nl4GXleo8
Hurry! The last date to submit is 31st July 2025.#PMRBP2025 #VeerBaalDiwas@PIBWCD | @mygovindia | @PMOIndia | @EduMinOfIndia pic.twitter.com/i3gVto5gzh— Ministry of WCD (@MinistryWCD) May 2, 2025
The award, conferred annually by the President of India at a ceremonial function in New Delhi, is regarded as one of the highest civilian honours for children. It aims to inspire India’s youth by showcasing exemplary stories of courage, innovation, and leadership among peers.
At a time when young people are shaping conversations on climate, technology, arts, and inclusive change, initiatives like the PMRBP are a powerful reminder that excellence can begin early—and deserves national recognition.
For detailed eligibility criteria and application guidelines, visit https://awards.gov.in.
Over two decades since it first opened its doors to the children of the mountains, Druk Padma Karpo School in Ladakh—popularly known as Rancho’s School from the iconic film 3 Idiots—has officially received affiliation from the Central Board of Secondary Education (CBSE). This marks a significant milestone for the cold desert institution that has long stood at the intersection of innovative education and cinematic fame.
A Long Journey to Recognition
Founded in 2001 and lauded for its unconventional teaching methods and sustainable campus, the school was until recently affiliated with the Jammu and Kashmir State Board of School Education (JKBOSE). Despite meeting high academic and infrastructural standards, the school faced delays in securing the necessary No Objection Certificate (NOC) from JKBOSE.
“We had been trying to get CBSE affiliation even before Ladakh became a Union Territory,” shared Principal Mingur Angmo. “Now, with the affiliation in place, our first batch of Class 10 students has already appeared for their CBSE board exams.”
The affiliation brings with it new opportunities: the school is preparing to expand its offerings up to Class 12 by 2028 and is currently training its teachers to align with CBSE’s evolving curriculum—especially in the wake of the National Education Policy 2020 (NEP 2020).
Where Cinema Meets Classroom
Made famous as the backdrop for several scenes in 3 Idiots, including the now-legendary “Rancho’s Wall,” Druk Padma Karpo has become a frequent stop for tourists visiting Ladakh. The wall was relocated in 2018 to reduce disruptions to the school’s learning environment, but its legacy continues.
Even today, visitors are occasionally allowed to witness school activities, like student-led mock elections and sustainability projects. The school’s philosophy blends hands-on learning with real-world problem-solving—long before such practices became policy prescriptions.
A Symbol of Change for Ladakh’s Schools
The CBSE affiliation is more than a moment of celebration for Druk Padma Karpo—it sets a precedent for other schools in Ladakh still affiliated with JKBOSE. With discussions about forming a separate territorial education board underway, this development might serve as a roadmap for institutions in similar limbo.
More importantly, CBSE affiliation opens pathways for Druk Padma Karpo’s students to pursue higher education and career opportunities across India and abroad, thanks to the broader recognition of the national board’s credentials.
As Principal Angmo noted, “Our approach to education has always been different—focused on understanding rather than rote learning. With CBSE now also moving towards competency-based teaching after NEP, we’re optimistic about merging our ethos with national reforms.”
The story of Druk Padma Karpo School is a reminder that good education can come from the most unexpected places—sometimes even from a windswept plateau framed by the Himalayas. With its blend of tradition and transformation, the school now embarks on a new chapter—one where storytelling, cinema, sustainability, and structured pedagogy go hand in hand.
By the year 2050, India is expected to be home to the largest population of children in the world—an estimated 350 million. That’s nearly the entire population of the United States, but all under the age of 18.
This projection, from UNICEF’s State of the World’s Children 2024 report, is more than just a statistic—it’s a call to action. As the demographic centre of the world’s children shifts firmly toward South Asia, and particularly India, the pressure on educational systems, teacher preparedness, and infrastructure is mounting. The big question is: Are we ready?
The Numbers Behind the Challenge
According to the report, while the global child population will remain relatively stable at 2.3 billion in the 2050s, regional distributions are changing dramatically. South Asia, including India, will continue to shoulder a significant share, even as fertility rates fall in other parts of the world.
India alone is projected to have:
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350 million children under the age of 18 by 2050
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14.9% of the global child population
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A drop of 106 million children compared to early 2000s figures, but still the largest youth population worldwide
Despite this, a substantial proportion of these children will live in economically disadvantaged conditions. The report notes that the number of children in today’s low-income countries is expected to double, and 23% of the global child population will live in these regions by the 2050s—up from just 11% in the 2000s.
A System Under Strain
The implications for India’s schooling system are significant. Even today, the challenges are visible: overcrowded classrooms, teacher shortages, and disparities in access to quality learning, especially in rural and marginalised communities. If this is the reality now, one can only imagine the stress an additional 350 million young minds will put on the system without robust intervention.
To meet this demographic surge, India must accelerate investments in:
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School infrastructure: New schools, more classrooms, better facilities.
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Teacher recruitment and training: Prioritising not just numbers, but competency-based teaching skills.
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EdTech and blended learning: With thoughtful integration—not replacement—of classroom learning, digital tools can help bridge accessibility gaps.
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Early childhood education: Foundational learning cannot be delayed. A larger young population needs stronger ECCE (Early Childhood Care and Education) implementation.
Curriculum That Looks Forward
With more children set to live in urban areas by 2050—three out of five, globally—the way education is designed will need to adapt to rapidly urbanising societies. This isn’t just about adding schools in cities. It’s about rethinking the curriculum for a generation that will grow up digitally native, climate-conscious, and globally connected.
Curriculum designers will need to move beyond rote learning and into 21st-century skills: critical thinking, emotional intelligence, environmental literacy, and AI readiness. It also means preparing children to live in an ageing society, where intergenerational support systems might look very different from today.
The Teachers of Tomorrow
The report highlights that dependency ratios—the number of dependents (children and elderly) per working-age adult—will remain high in regions like South Asia. This makes the role of teachers not just instructional, but transformational. Teachers will be frontline policymakers, social workers, and innovators all rolled into one.
Investing in teacher training today means investing in the emotional, cognitive, and social development of future generations. This also includes mental health support for both students and educators, as the pressures of this shift begin to take hold.
Why the World is Watching India
India’s role on the global education stage is about to become even more prominent. With the largest share of the world’s children, its policies, pilot programmes, public-private partnerships, and pedagogy will shape not only its own future—but serve as a model (or a warning) for the rest of the world.
UNICEF’s report urges governments to act now, not later, to shape the future. The youngest future belongs to India. Whether it’s a dividend or a disaster depends on the choices we make today.
For the first time since 1931, India is set to conduct a nationwide caste census—a move that has stirred political headlines and, perhaps, textbook margins too.
Announced officially by the Union Government this week, the caste enumeration will be included in the upcoming national census, marking a significant shift in how demographic data is collected and analysed. While states like Bihar have recently undertaken caste surveys, this is the first time in post-independence India that the Centre has agreed to officially gather detailed caste data, beyond the Scheduled Castes (SCs) and Scheduled Tribes (STs) traditionally documented since 1951.
📚 So, what exactly is a caste census?
Think of it as a social snapshot. A caste census doesn’t just count—it maps. It records the distribution of caste groups across India and looks at their access to education, employment, housing, and welfare. The aim is to help policymakers understand who’s thriving, who’s still struggling, and where gaps remain.
🏫 Why should schools care?
Because this isn’t just data for government files—it’s a lesson in equity, diversity, and history.
The caste census is more than a bureaucratic exercise. It’s an opportunity for educators to unpack centuries of India’s complex social structure and help young minds make sense of why some policies exist in the first place. Reservation, affirmative action, social justice—these are not just chapter headings. They’re real-world mechanisms built on understanding where society stands.
For school students, this could be a way to understand that historical inequality doesn’t disappear just because it’s uncomfortable to discuss. Including caste enumeration as a case study in Social Science classes can foster honest, inclusive conversations about privilege, access, and opportunity.
We can rightly put it by saying, “Understanding caste isn’t about division, it’s about awareness.”
🏛️ From 1931 to 2025: What changed?
Under British rule, caste was recorded in every Census between 1881 and 1931. After independence, India stopped documenting caste broadly, focusing only on SCs and STs. The last comprehensive attempt was the 2011 Socio-Economic and Caste Census (SECC), but its data was never officially released due to questions around accuracy.
This latest announcement, therefore, is more than a policy decision—it’s a social reckoning.
And while political parties like the Congress have long demanded such a survey, arguing it’s crucial for equitable development, its inclusion now provides a teachable moment for the education system.
✏️ Making it student-friendly
Here’s how schools can make the caste census more accessible and meaningful to students:
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Storytelling through data: Use infographics and classroom discussions to show how socio-economic progress varies across communities.
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Project-based learning: Let students study their local area’s access to public services—schools, hospitals, ration shops—and link it back to the idea of representation.
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Debate and dialogue: Create spaces where students can discuss reservations, inclusion, and diversity with sensitivity and empathy.
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Historical comparisons: Encourage students to trace how the Census evolved over time and what it tells us about India’s changing priorities.
In an age of growing data literacy, this is a golden chance to show students how numbers can tell stories—and how those stories can shape policy and perception.
Because education isn’t just about teaching history—it’s about helping students read between the lines of it.
In a move poised to bring relief to thousands of parents, the Delhi government has approved the Delhi School Education Transparency in Fixation and Regulation of Fees 2025 Bill. The draft legislation, passed during a cabinet meeting chaired by Chief Minister Rekha Gupta, aims to regulate and standardise the fee structure in all 1,677 schools across the capital—including private, aided, and unaided institutions.
Addressing the media, Chief Minister Gupta termed the decision “historic and brave,” stating that for the first time, a “foolproof” framework would be established to bring fee transparency across all types of schools in Delhi. “There was no prior mechanism to regulate fee hikes. This Bill will ensure a clear guideline and procedure that schools must follow,” she said.
The development comes amid a rising number of complaints from parents regarding steep and unexplained fee hikes. The Chief Minister also highlighted growing concerns about alleged student harassment in the name of unpaid or increased fees.
To implement the new regulations, Education Minister Ashish Sood announced the formation of a three-tier committee system. These panels will be responsible for reviewing and approving fee structures every three years, factoring in a school’s infrastructure, facilities, and resources.
In a notable step towards inclusive governance, the committees will include three teachers and five parents, selected through a draw of lots. These members will collaboratively determine the permissible fee slabs, thereby ensuring both transparency and stakeholder participation.
The government’s move is also part of a broader crackdown on schools accused of imposing arbitrary and excessive fees. Education officials confirmed that investigations are underway and that regulatory action will follow wherever needed.
As part of its education reform efforts under the National Education Policy 2020, the Delhi government’s focus on equity, accountability, and participatory decision-making marks a significant shift in how school finances are monitored in the national capital.
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