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Year End Review 2019 – Department of School Education

In pursuance Prime Minister’s vision for ‘Transforming India’, Ministry of Human Resource Development took a leap forward in transforming education sector with the motto of “सबकोशिक्षा, अच्छीशिक्षा ”(Education for All, Quality Education).

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In pursuance  Prime Minister's vision for ‘Transforming India’, Ministry of Human Resource Development took a leap forward in transforming education sector with the motto of सबकोशिक्षा, अच्छीशिक्षा(Education for All, Quality Education).

In the year of 2019 Dr K. Kasturirangan Committee submitted the Draft National Education Policy to Union HRD Minister Shri Ramesh Pokhriyal ‘Nishank’. The Government of India had initiated the process of formulating a New Education Policy to meet the changing dynamics of the requirements of the population with regard to quality education, innovation and research, aiming to make India a knowledge superpower by equipping its students with the necessary skills and knowledge and to eliminate the shortage of manpower in science, technology, academics and industry. MHRD has launched Pradhan Mantri Innovative Learning Program (DHRUV) to identify and encourage talented children to enrich their skills and knowledge and also launched NISHTHA – National Initiative for School Heads’ and Teachers’ Holistic Advancement to improve learning outcomes at the elementary level through an Integrated Teacher Training Programme. Beside this, MHRD launched several new schemes in Higher Education Department to boost research & Innovation culture in the country. Department of Higher Education of HRD Ministry has finalized and released a five-year vision plan named Education Quality Upgradation and Inclusion Programme (EQUIP). SWAYAM 2.0, Deeksharambh andPARAMARSHare other major schemes of Department of Higher Education launched in 2019.

In the year of 2019, Ministry of HRD has actively participated in various nationwide campaigns like Ek Bharat Shreshtha Bharat (EBSB), Fit India Campaign, 70th anniversary of Constitution Day, 150th Birth Anniversary of Mahatma Gandhi among others. In order to preserve environment some campaigns have been initiated by MHRD. Save water and One Student One Tree are major successful campaigns of MHRD.

Major Achievements of Department of School Education & Literacy :

NISHTHA – National Initiative for School Heads’ and Teachers’ Holistic Advancement :

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A National Mission to improve learning outcomes at the elementary level through an Integrated Teacher Training Programme called NISHTHA – National Initiative for School Heads’ and Teachers’ Holistic Advancement has been launched on 21st August, 2019. This integrated programme aims to build the capacities of around 42 lakh teachers and Heads of Schools, faculty members of SCERTs and DIETs and Block Resource Coordinators and Cluster Resource Coordinators.

This training programme has been included as one of the two transformative ideas from Department for the 100 days programme of the Government. The initiative is first of its kind wherein standardized training modules are developed at national level for all States and UTs. However, States and UTs can contextualize the training modules and use their own material and resource persons also, keeping in view the core topics and expected outcomes of NISHTHA.

The Vice President of India, Shri M. Venkaiah Naidu gave the DHRUV batches to all the 60 students selected under DHRUV programmehave been broadly chosen from classes 9 to 12, from all schools including government and private.

 The students will both shine through their achievements and light a path for others to follow.

Union HRD Minister launches Integrated Online junction for School Education ‘Shagun’ :

Union Human Resource Development Minister Shri Ramesh Pokhriyal ‘Nishank’ launched one of world’s largest Integrated Online Junction for – School Education ‘Shagun’ in New Delhi on 28th August 2019. School Education Shagun (URL: htpp://shagun.govt.in/) is an over-arching initiative to improve school education system by creating a junction for all online portals and websites relating to various activities of the Department of School Education and Literacy in the Government of India and all States and Union Territories.

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1200 KendriyaVidyalayas, 600 NavodayaVidyalayas, 18000 other CBSE affiliated schools, 30 SCERTs, 19000 organisations affiliated with NTCE among others are integrated with Shagun. Report cards of 15 lakh schools all over the country will be available on the newly created junction. The portal seeks to connect approximately 92 lakh teachers and 26 crore students.The website provides a very robust feedback mechanism. Common people can directly give their feedback about schools which will further increase the public participation and will ensure accountability and transparency.

President presents National Awards to 46 teachers from across the country for their exceptional contribution :

The purpose of National Awards to Teachers is to celebrate the unique contribution of some of the finest teachers in the country and to honor those teachers who through their commitment and industry have not only improved the quality of school education but also enriched the lives of their students.

This year the online self nomination process followed by 3 tier selection process at District, State and National level has been completed. The Independent National Jury recommended name of 46 teachers. The award carries a Silver Medal, Certificate and Rs. 50,000/- as award money.

PM interacts with students, teachers and parents at “Pariksha Pe Charcha 2.0” :

The Prime Minister, Shri Narendra Modi, interacted with students, teachers and parents, as part of Pariksha Pe Charcha 2.0 at Talkatora Stadium, New Delhi on 29th January 2019. The interaction, which lasted for over ninety minutes, saw students, teachers and parents relax, laugh, and repeatedly applaud the Prime Minister’s observations, which included a touch of humour and wit.Students from across the country, and also Indian students residing abroad, participated in the event.

National Workshop of HRD Ministry on Social Media Outreach & Communication :

Union Human Resource Development Minister Shri Ramesh Pokhriyal ‘Nishank’ inaugurated the 'Social Media Outreach & Communication: National Workshop on Management and Best Practices'organised by Ministry of HRD for various educational institutions and organisations in New Delhi on 27th December.Nearly 200 Social Media Champions from various Centrally funded educational institutions participated in the workshop. The purpose of the workshop is to bring the social media communication and outreach of various institutions under one umbrella and to open a channel for day to day communication and dialogue with these institutions.

Unified District Information System for Education Plus (UDISE+) :

To ensure quality, credibility and timely availability of information from all the schools in the country, the revamped UDISE + has been launched by the Department. The GIS based mapping portal gives information about location of more than 15 lakh schools in the country along with some salient highlights. The Data Analytics portal gives percent information about the aggregate position of the school.

Digital Infrastructure for Knowledge Sharing (DIKSHA) 2.0 :

Diksha Portal was launched in 2017 for providing digital platform to teachers giving them an opportunity to learn and train themselves and connect with teacher community. This initiative has been taken forward to enhance coverage and improve the quality of e-content for teachers…All States and UTs and also KVs and NVs have been asked to involve proactively in curating contents for DIKSHA. NCERT, CBSE  are also actively involved in taking the DIKSHA initiative forward. Till date, more than 67000 of content pieces have been hosted on DIKSHA and more than 10.5 crore scans have been affected.

Performance Grading Index (PGI) :

To objectively evaluate the performance of the school education system in the States/UTs, MHRD has designed a 70 indicators based matrix called Performance Grading Index (PGI) to grade the States and UTs.

Operation Digital Board (ODB) :

The aim is to provide by March 2023, two smart classrooms for every Secondary/Senior Secondary schools  in1,01,967 Government and 42,917 Aided schools in all States/UTs and 1704 KVs and NVs making a total of 1,46,588 schools. One-time amount of Rs.2.40 lakhs  will be required to procure hardware, including accessories and a recurring cost of  Rs.3.00 lakhs (for 5 years) for electricity charges, internet connection etc. The total budgetary requirement will be Rs. 8782.55 crore (Rs. 5671.50 crore  required by the DoSEL, MHRD and rest  Rs. 3111.05 crore by States) spread over a period from April 2020-21 to March 2026-27. Broad features of this project have been finalized and draft EFC note will soon be uploaded as per prescribed procedure (after ‘in principal’ approval of D/o Expenditure). 

Scheme for Financial Assistance for Appointment of Language Teachers (ALT) :

The Centrally Sponsored restructured scheme of ‘Appointment of Language Teachers (ALT) Scheme’ has been launched for the remaining period of current FY 2019-20 i.e. from October, 2019 to March, 2020 for appointment and training of Hindi teachers in North Eastern States and the Urdu Teachers in States/UTs. A proposal is being prepared to extend this scheme.

Mid-Day Meal (MDM) :

The National Programme of Mid-Day Meal in Schools, popularly known as the Mid-Day Meal Scheme, is an on-going Centrally-Sponsored Scheme which covers all school children studying in Classes I-VIII of Government, Government-Aided, Special Training Centres including Madarsas and Maqtabs supported under Samagra Shiksha. During 2018-19, 11.98 crore children studying in 11.34 lakh institutions have been enrolled under the Scheme. A total of 24.95 lakh cook-cum-helpers have been engaged by the States/UTs under Mid-Day Meal Scheme and more than 90% are women. Out of 24.95 lakh cooks, 21% SCs, 15% STs, 42% OBCs and 7% are from Minorities.

** Releases as on date i.e. 23.12.2019

School Nutrition Gardens (SNG) :

A guideline on School Nutrition Gardens has been issued to all states and UTs. It is a place where herbs, fruits and vegetables are grown in the school premises for use in preparation of Mid-Day Meal.

Samagra Shiksha :

First time introduction of Library Grant and promotion of reading :

  • The Central Government has launched the Integrated scheme for school education named as SamagraShikshaw.e.f 2018-19. Under the Samagra Shiksha, for the first time, Library grant at school level has been introduced.
  • States/UTs have also been advised to  set up Readers’ Club in schools in a phased manner with the help of National Centre for Children’s Literature (NCCL), is a wing of National Book Trust (NBT) to promote the habit of reading.
  • In the year 2019-20, an outlay of Rs. 71164.78 lakh has been approved under library grant for 1009357 schools of different categories.

Sports and Physical Education :

  • In the year 2019-20, an outlay of Rs. 800.40 crore has been approved under sports grant for 1002558 government schools of different categories.
  • The fresh guidelines for sports and physical education are being prepared.
  • NCERT organized Yoga Olympiad across the country at various levels, schools from states and UTs, Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya Samiti (NVS) and Central Board of Secondary Education (CBSE) schools participated in the Yoga Olympiad, culminating in the National Yoga Olympiad on 18th to 20th June, 2019 at NCERT, New Delhi.
  • Central Board of Secondary Education (CBSE) has made Health and Physical Education compulsory in all classes from I-XII. It has been advised to schools that Health and Physical Education includes three areas i.e. Health Education, Physical Education and Yoga and all three areas are essential to achieve holistic health (physical, mental, intellectual, emotional, social and spiritual).

Kasturba Gandhi BalikaVidyalaya :

  • There are Four Types of KGBVs under Samagra Shiksha which are as under:
  • Type-I: Existing KGBVs for classes VI to VIII.
  • Type-II: KGBVs for classes VI to X.
  • Type-III: KGBVs for classes VI to XII.
  • Type-IV: Existing Girls’Hostel for IX to XII.
  • Under Samagra Shiksha, total 5930 KGBVs have been sanctioned in the country out of which 4881 KGBVs are operational enrolling 6.18 lakh girls as on 30.09.2019.
  • In the year 2019-20, Rs. 424750.05 lakh has been sanctioned for all KGBVs in the country.

Safety and Security of School Children :

  • The Department of School Education and Literacy has issued a letter on 18.10.2019 to all States and UTs for display of ‘School Safety Pledge’ on a board or painted on wall at prominent places in all Schools.  Under Samagra Shiksha, a provision of Rs. 500/- per school has been made in this regard. This Department is framing the guidelines for safety and security of school children. In this regard, consultations have been held with various stakeholders including students, teachers, Counsellors, Principals and School Managements.

Self Defence Training for Girls :

  • Self defence training is being imparted to girls of class VI to XII belonging to Government Schools under Samagra Shiksha. Fund for this purpose is provided for three months @ Rs. 3000/- per school per month.
  • Self defence training is also being given in Kasturba Gandhi BalikaVidyalayas.
  • Under Samagra Shiksha, an amount of Rs. 15346.257 lakh has been estimated for 180160 Elementary Schools and Rs. 6656.358 lakh has been estimated for 81800 Secondary Schools for self defence training for the year 2019-20.

Equity :

  • Bridging gender and social category gaps at all levels of school education is one of the major objectives of Samagra Shiksha. The Scheme attempts to  reach  out  to  girls,  and  children  belonging  to  SC,  ST,  Minority  communities  and transgender.
  • State specific interventions: Special state specific projects for varied interventions under equity are emphasized for enhancing access, retention and quality by promoting enrolment drives, retention and motivation camps, gender sensitization modules etc.
  • State specific projects for varied interventions are sanctioned by the Project Approval Board as per the Annual Work Plans proposed by the State/UT concerned.  A total of Rs. 21486.35 lakh at elementary level and Rs. 16083.22869 lakh at secondary level have been approved for various State specific projects for the year 2019-20.

National Means-cum-Merit Scholarship Scheme (NMMSS) :

  • Scholarship to the 34493 students involving an amount of Rs. 40.71 crore has been sanctioned.
  • Approx 1,33,460 successful application have been received on NSP.

National Scheme of Incentive to Girls for Secondary Education (NSIGSE) :

  • Incentive amount of Rs. 8.56 crore to the 28547 beneficiaries girls have been sanctioned.

PARTICIPATION IN NATIONWIDE INITIATIVES :

1. Ek Bharat Shreshtha Bharat (EBSB) :

  • HRD Ministry is the nodal ministry for this flagship campaign of Government of India.An illustrative list of suggested activities has been drawn up by the Department of School Education & Literacy. The Department has shared detailed guidelines including calendar of activities with all the States and UTs and concerned organizations for carrying out all the activities in all the schools.          
  • These activities include Ek Bharat Shreshtha Bharat Utsav, Talking Hour in morning assembly for news and information on partnering State, Student’s State Project Notebook, learning of alphabets and of folk songs, translation of proverbs and 100 sentences of partnering State, inclusion of few pages in course book in the language of partnering State, Know your Partnering State, Ek Bharat Shreshtha Bharat School Report, Themed Display Board and Wall Magazine, State Day celebration of partnering States, Cultural Competition on partnering State, Essay competition, Drama (on culture, history & tradition), Optional Classes on language of partnering State, Literary Fest, Pledge on Important National Campaigns in the language of partnering State and Ek Bharat Shreshtha Bharat annual report.
  • The schools are to organize these activities as per the calendar shared by the Department or in coordination with partnering States/UTs, keeping in view the academic calendar. The schools are required to maintain a report on activities conducted under “Ek Bharat Shreshtha Bharat” in the form of quarterly and annual school report. The State/UTs have been  requested to upload/send action taken report, videos and photographs of the activities at [email protected].

2. Fit India Campaign :

  • The Fit India Movement was launched by the Prime Minister on 29th August, 2019 at Indira Gandhi Indoor Stadium, New Delhi.
  • Department of School Education and Literacy in co-ordination with Department of Sports, organised the Fitness Pledge on 29th August, 2019 in States and UTs, KendriyaVidyalayaSangathan (KVS), NavodayaVidyalayas Samiti (NVS), Central Board of Secondary Education.  Nearly, thirteen lakh schools and eleven crore students all over the country took the fitness pledge.
  • Further, guidelines on Fit India Plogging Run prepared by Department of Sports were issued by Department of School Education and Literacy to States, UTs, KVS, NVS and CBSE to organize Fit India Plogging Run on 2nd October, 2019. Awareness on ‘No to Single Use Plastic’ and Collection of plastic garbage from homes, streets and open spaces was the main focus of the event.
  • Department of Sports has prepared a ranking system of Fit India Schools to make Fit India a people’s movement. This department has written to all Principal Secretaries/Secretaries, School Education Department of States/UTs regarding “Fit India Movement-Fit India School” and to attain Fit India 3 or 5 Star.
  • Following the recommendations of  the reviewing Committee  of Fit India Movement , the school education department has advised the States and UTs to organise daily fitness classes in all schools and all sports facilities available in States and UTs should be made available to the school students.

3. Constitution Day :

  • Celebration of Constitution Day on 26th November, 2019 and yearlong activities are to be organised in all schools up to the 26th November, 2020.  Accordingly, a calendar of activities was prepared and States and UTs were advised to carry out the following activities:
  1. Pledge taking ceremony to mark the occasion by reading of the Preamble to the constitution in a special assembly in the school
  2. Debates, essay competitions, cultural programs, quiz competitions, seminars and lectures etc. may be held at State, District and school levels.
  3. State level essay, debate and quiz competitions on fundamental duties and themes related to constitution may be organized across the State, the winners at State level may be suitably rewarded.
  4. Reading of Preamble and Fundamental Duties.
  5. Organizing Mock Parliament.
  6. Public messages on Fundamental Duties for dissemination among students and staff during the celebrations.  Brochures, pamphlets and e-posters on Fundamental Duties may be prepared in Hindi, English and regional languages and distributed in schools among students.
  7. Effective utilization of Government/Organisation websites and MyGov platform to encourage citizen centric activities on the prescribed theme. Students may be encouraged to participate in online quiz/ Olympiad competitions being organized by MyGov.
  8. Invite eminent personalities from different walks of life to disseminate the message of Fundamental Duties.
  9. Talks by eminent lawyers and legal scholars on Fundamental Duties and related themes may be organised in schools.

About 9.63 lakh schools and 10.96 crore students participated in the reading of Preamble and other activities across the country on 26th November, 2019.

4. 150th Birth Anniversary of Mahatma Gandhi :

  • 150th Birth Anniversary of Mahatma Gandhi is being commemorated for a period of two years from 2nd October, 2018 to 2nd October, 2020 throughout the nation as well as at international level. The Department of School Education & Literacy is conducting nationwide activities for the same. The following activities have been completed by Dept. of School Education & Literacy:
  • CBSE organised Expression Series on Mahatma Gandhi from 19th August to 3rd September, 2019. Approximately 4.5 lakh students participated across the country. 4314 shortlisted entries were uploaded by schools on CBSE Expression Series App out of which 18 selected as best entries. The Expression Series was based on the life, vision and philosophy of the father of the nation. The series was meant to provide a creative outlet to children and provide them with a platform to express themselves on various themes. The winners of the series were felicitated by HRM on 1st October, 2019 in the programme organized to commemorate 150th Birth Anniversary of Mahatma Gandhi.
  • A large National Level Function was organised on lst October, 2019 at Dr. Ambedkar International Centre (DAIC), New Delhi
  • Swachh Bharat Diwas (Shramdan: Plastic Waste Collection) was organized on 2nd October 2019 and 6,70,33,153 students of 7,73,050 schools participated in Shramdaan for Plastic Waste Collection on 2nd October 2019.
  • Intensive programmes and activities on Mahatma Gandhi were organized in schools  during the week from 23rd September, 2019 to 2nd October, 2019.

Kala Utsav :

  •  Kala Utsav is an initiative of the Department of School Education & Literacy to recognize the importance of aesthetics and artistic experiences for school students, which play a major role in creating awareness of India’s rich cultural heritage and its vibrant diversity. The National level Kala Utsav  is scheduled to be held at Bhopal, Madhya Pradesh form 2nd -5th January, 2020. Competitions will be held in the four themes of Vocal Music, Instrumental Music, Dance and Painting at District and State levels and the winning teams thereafter will participate at the national level competition. The Students of Classes IX to XII of any Government, Government –aided and Private schools may participate in Kala Utsav. A total of 38 teams (36 State/UTs +KVS+NVS) are likely to participate at the National level.

Scheme for Providing Quality Education in Madrasas (SPQEMU :

  •  Project Approval Meeting of the SPQEM was held on 16th September,2019 wherein Rs. 8788.00 lakh for General States and UTs with Legislature has been approved. Whereas an amount of Rs. 950.00 lakh and 2.00 lakh were approved for NER states and UTs without Legislature respectively.
  •  Till date, Rs. 5912.808 lakh has been released to States under SPQEM. File of Rs.806.10 lakh has been processed/under submission.

Infrastructure Development of Private Aided/Unaided Minority Institutes (IDMI) :

  •  Project Approval Meeting of the IDMI was held on 27th November, 2019 wherein Rs. 2000.00 lakh for General States and Rs. 250 lakh for NER States have been approved.
  •  An amount of Rs. 303.63 lakh under IDMI scheme has been processed to release.

Snapshot of Coverage of Children with Special Needs -CwSN (2019-20) :

  • More than 20 lakh CWSN enrolled in schools or receiving home based education.
  • Rs. 136375.31 lakh estimated for various interventions of Inclusive Education for CWSN for the year 2019-20.
  • Braille textbooks are being provided to 40,311 children with visual impairment at elementary level (class I to VIII) with an estimated outlay of Rs. 123.25 lakh.
  • Large print books are being provided to 91,254 children with low vision at elementary level (class I to VIII) with an estimated outlay ofRs.289.00 lakh.
  • Outlay of Rs. 619.09 lakh has been estimated for in-service training of 26,817 special educators.
  • 5.96 lakh girls with special needs receiving stipend through Direct Benefit Transfer (DBT).
  • More than 2.32 lakh CWSN using aids and appliances through scheme/s like ADIP etc.
  • Total outlay of Rs. 1911.05 lakh has been estimated for conducting 17,734 sports events and exposure visits thus promoting social inclusion.
  • Approximately 64.24% of schools at elementary level and 58.28% at secondary level are equipped with ramps with handrails and approximately 19.59% of schools at elementary level and 24.40% at secondary level have disabled friendly toilets (DFT) to enhance retention of CWSN in regular schools.
  • An outlay of Rs. 1995.93 lakh has been estimated for 58,392 assistive devices, equipmentsand teaching learning materials (TLM).
  • Engagement of 28,285 resource persons and special educators have been estimated to cater to the diverse & unique needs of CWSN from elementary to higher secondary level.

Initiatives by autonomous organizations for CwSN :

  • Books in Accessible Format on e-Pathshala Portal for CwSN has been developed by NCERT, the ePathshala mobile app supports Text to Speech to help children with visual impairment.
  • Audio books have been developed by NCERT, in which textbooks are presented in audio form, to help the visually challenged learners
  • NCERT has developed Tactile Map Books with 25 maps and diagrams, with Braille and English text to encourage collaborative learning. 
  • CBSE’s provision for CwSN: Exemptions/ Concessions Rules Applicable for Both Class X & XII Board Exam Facility of Scribe and compensatory time: Candidates with disabilities as defined in The Rights of Persons with Disabilities Act 2016 are permitted to use a Scribe or allowed Compensatory time etc.

CONSTRUCTION OF JNV BUILDINGS :

  • As per 100 days action plan,  newly constructed building of 10 JNVs i.e. Kanshiram Nagar(UP), Malkangiri-II (Odisha), Sitapur-II (UP), Dang (Gujarat), Navsari (Gujarat), Puri (Odisha), Palwal (Haryana), Bhandara (Maharashtra), Jhabua-II (MP), Ahemdabad (Gujarat) were inaugurated.
  • As a part of 100 days agenda foundation laying done in respect of 10  JNVs and construction work begun viz. SefaiJala (Tripura), South Tripura (Tripura), South West Khasi Hills (Meghalaya), Jalpaiguri (W.B.) Kalaburgi-I (Karnataka) & Kolar (Karnataka) Jhabua (MP) &Mahisagar (Gujarat).
  • · Construction of additional dormitory has been completed in JNV Srikakulam, JNV Vishakhapatnam, JNV Vijayanagaram, JNV Kodagu & JNV Mandya.
  • · Infrastructure for implementation of Rooftop grid connected Solar power has been completed on 176 sites. Generation of power has also been started on 12 sites. On other JNVs, net metering is awaited.

RECRUITMENT :

  •  Process for engagement of 01 male and 01 female counsellor in all functional JNVs has been completed. Recruitment for filling up 2370 posts advertised on 9th July, 2019 is at advance stage of completion.
  • Offers of appointment to 218 PGTs have been issued. Joining status is awaited.

It eliminates the prevailing manual system of service processes followed in the organization & to improve access to real-time data for decision support and to enhance efficiency and transparency of school operations, development of “ShaalaDarpan” project is has been developed with the help of C-DAC, Ministry of Electronics and Information Technology.           

ACADEMIC EXCELLENCE of NVS Students :

ADMISSION IN IITS, NITS AND MEDICAL COLLEGES OF NVS STUDENTS : 2019

JEE

 

NEET

Appeared in JEE Main

11733

 

Appeared in NEET

16156

Qualified in JEE Main

4451

 

Qualified in NEET

12654

Qualified in JEE Advanced -First list

966

     

TREE PLANTATION :

All field units of NVS have been instructed to implement “One Student One Tree Campaign”. It aims at involving school students in raising plant nurseries to bring them closer to natural environment, help them understand the natural processes of germination and feel the joy of watching saplings grow. Students are involved in activities right from sowing the seed to transplanting, watering, weeding etc. so that students can learn the process also. More than 2.40 lakhs saplings were planted by the of students  of JNVs in 2019-20.

SHAALA DARPAN :

ShaalaDarpan portal of NVS has been launched on 06.11.2019 at National Museum Auditorium, New Delhi by Shri Sanjay Dhotre,  Minister of State for HRD.

Digital initiatives :

Process of application for the Class VI examination has been made online leading to better access for the rural population to the application process. Faceless admission process has resulted in more transparency and least corruption.

  1. Process of transfer has been made online which has resulted in increased transparency and timely completion of the process.
  2. Recruitment process has been made online and faceless till appointment. The appointment letters are also downloaded by candidates using their login password.

Achievements-2019

  1. Inauguration of new constructed school buildings: 17 newly constructed school buildings of KendriyaVidyalayas were inaugurated .
  2. Foundation Stone laying of school buildings : Minister of HRD has laid the foundation stone of 7 school buildings of KendriyaVidyalayas.
  3. Opening of New KendriyaVidyalayas :  During last 6 months 25 KendriyaVidyalayas have been opened.
  4. Filling up of vacancies:The details of posting of staff in the last 6 months in various KendriyaVidyalyaas / Regional Offices / KVS (Hqrs.)  are as under  :

S.No.

Name of Post

Pay level

No. of offer of appointment issued

  1.  

PRT

06

3000

  1.  

TGT (English, Hindi, Maths, Science, Social Studies, Sanskrit)

07

3473

  1.  

Assistant Section Officer

06

31

  1.  

Senior Secretariat Assistant

04

218

  1.  

Junior Secretariat Assistant

02

684

  1.  

Steno. Grade II

04

37

Total

7443

 

Click here for more details on KVS achievements.

CENTRAL BOARD OF SECONDARY EDUCATION (CBSE)

Achievement-2019

CBSE has taken up several initiatives like formation of Hubs of Learning programme, training school teaches, process of recruitment of teachers, a new Vidya-Daanprogramme, preparation of students for PISA 2021, celebration of 150 years of Mahatma Gandhi, AryabhatGanit Challenge , handbooks on Artificial Intelligence for school children, and participation in national Campaigns like Fit India, Swachchtha, EBSB among others.

Click here for details of activities of CBSE.

NATIONAL COUNCIL FOR TEACHER EDUCATION :

Integrated Teacher Education Programme (ITEP) :

NCTE has invited applications form the institutions seeking recognition for 4-year Integrated Teacher Education Programme (ITEP). The institutions have submitted online applications which will be processed as per the provisions stipulated in the relevant Regulations.  Applications were invited between 03.06.2019 and 31.07.2019.

Launching of online Performance Appraisal Report system (PAR) :

One of the conditions of recognition by NCTE is to direct the filing of a Performance Appraisal Report annually, which includes annual statement of accounts duly audited by a Chartered Accountant

The Online Performance Appraisal Report (PAR) system was formally launched on 23rd September 2019 and all recognized TEIs are required to fill up data on various regulatory parameters.

Launching of Online Teacher-Pupil Registration Management System (OTPRMS) :

Some prospective employers prior to employing a person as a teacher require verification of recognition status from NCTE regarding degree/diploma/certificate in teacher education. In this regard, the NCTE has launched Online Teacher-Pupil Registration Management System (OTPRMS) to facilitate candidates who have passed out of teacher education programmes from NCTE recognized institution (s).  This programme was launched on 26.07.2019.

Silver Jubilee Celebrations :

The NCTE in its Silver Jubilee year organized an International Conference with the theme “Journey of Teacher Education: Local to Global on 17th and 18th August, 2019. The Conference highlighted the achievements of the Indian education system and facilitated dissemination of quality global practices in teacher education.

The NCTE intends to engage its resources towards launching “Project Lighthouse” by identifying 700 institutions, approximately one in each district of the country in the first phase. The partner Teacher Education Institutions (TEIs) will be selected by NCTE through a transparent procedure and they shall be academically and administratively supported and mentored for running an emblematic 2-year B.Ed. programme from the academic session 2020-21 onwards. This programme is expected to prepare 70,000 exemplar teachers in the year 2020-22. The selection of the 700 TEIs shall be done for 5 consecutive years after which 3,500 model TEIs will be capacitated to prepare a total of 3,50,000 quality teachers trained at international levels of competence. The TEIs so selected will be supported with several specific interventions like a centralized entrance examination for admission of students, a revised and up-to-date curriculum, capacity building of the teacher educators, etc. It is also envisioned to arrange for international placement of some selected student-teachers of these TEIs.

  • Instituting “Best Teacher Educator Award” to be given to 20 exemplary teacher-educators every year.

The NCTE has initiated a programme for awarding 20 meritorious teacher educators every year.  The first instalment of awards will be given in 2020.

Education

Education Ministry Launches National Drive for Healthier, Safer Schools

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Education Ministry hosts workshop outlining digital tools, policy moves & state success stories to strengthen tobacco-free, health-focused school environments.

The Department of School Education & Literacy (DoSEL), Ministry of Education, observed World No Tobacco Day on 31st May 2025 with a national workshop held at Rang Bhawan, Akashvani Bhawan. Inaugurated by Sanjay Kumar, Secretary, DoSEL, the event convened key stakeholders from the Ministries of Health, Home Affairs, NCERT, CBSE, UNODC, and State representatives, alongside students, civil society members, and domain experts.

During the workshop, Kumar launched the Nationwide School Challenge on Tobacco Awareness on the MyGov platform, set to begin on 10th June 2025. Aimed at student engagement, the initiative encourages schools across India to lead awareness campaigns. Participants also took the No-Tobacco Pledge, underscoring the shared responsibility of educators and communities in protecting students from tobacco exposure.

Kumar highlighted the alarming influence of tobacco advertising on youth and emphasised the importance of proactive involvement from School Management Committees (SMCs), parents, and local bodies to create tobacco-free campuses. Additional Secretary Anandrao V. Patil reinforced this message in his keynote, focusing on student health, well-being, and preventive education.

Other key speakers included CBSE Chairperson Rahul Singh, who spoke on the integration of health and wellness modules in schools, and Economic Advisor A. Srija, who stressed inter-sectoral collaboration for effective implementation of Tobacco-Free Educational Institutions (ToFEI) Guidelines.

Technical sessions covered mental health (Manodarpan), life skills education (Navchetna), the School Health Programme, and digital monitoring of ToFEI compliance. Experts from NCERT, CBSE, UNODC, and the Ministry of Health & Family Welfare contributed insights on embedding wellness in school ecosystems.

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State nodal officers from Chandigarh, Maharashtra, Andhra Pradesh, and Puducherry presented best practices—from dental health drives to creative student engagement tools like comics and animation. Efforts to contextualise ToFEI manuals in regional languages were also shared.

The workshop concluded with a call for consistent monitoring, awareness campaigns, and holistic health education to build tobacco-free, safe learning environments.

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Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’

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Students Moving Away from Government Schools a 'Disturbing Trend', Says Education Ministry (representational image)

A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”

In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.

This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.

Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.

The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.

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Where Do Government Schools Go From Here?

The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.

But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.

Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.

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Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act

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The Ministry of Education has directed Jharkhand and Bihar to take immediate action and issue necessary instructions regarding the operation of unrecognised schools in both states. (Representational Image)

In a startling revelation, the Ministry of Education has flagged that over 10,000 unrecognised schools are operating in Bihar and Jharkhand, enrolling more than 1.6 million students and employing over 88,000 teachers—despite being in violation of the Right to Education (RTE) Act, 2009.

Jharkhand has the highest number of unrecognised schools in India, with 5,879 such institutions enrolling over 8.3 lakh students and staffed by more than 46,000 teachers. Bihar follows with 4,915 unrecognised schools, catering to over 7.7 lakh students and 42,000 teachers.

These figures emerged during the 2025-26 Project Approval Board (PAB) meetings under the Samagra Shiksha scheme, held earlier this year. The Ministry stated that the existence of these schools goes against Section 19 of the RTE Act, which mandates that all pre-existing schools meet prescribed norms within three years of the Act’s implementation. Failure to comply should lead to withdrawal of recognition and closure of the institutions.

The Ministry has directed both states to take appropriate action, either by recognising these schools through proper channels or by ensuring their closure in accordance with legal norms. Notably, Jharkhand’s education department has formed district-level recognition committees and claims that many of these schools began operations before the RTE Act came into effect.

Additionally, the Ministry raised concerns over discrepancies in data regarding Out-of-School Children (OoSC). For 2023–24, Jharkhand reported 37,409 OoSC on the PRABANDH portal, whereas the NSSO survey for 2022–23 recorded 1,07,639 ‘never enrolled’ children aged 6–14. In Bihar, the contrast was even more stark: 33,285 OoSC on PRABANDH versus 6.27 lakh ‘never enrolled’ according to NSSO.

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To address this gap, the Ministry has advised strict data monitoring and called for special enrolment drives, with full support from School Management Committees (SMCs), to bring every child back into the education system.

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PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education

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Union Education Minister Dharmendra Pradhan addressing the concluding session of the PadhAI Conclave in New Delhi.

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.

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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.

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University of Liverpool to Open First International Campus in Bengaluru by 2026

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University of Liverpool introduces its new campus in the city of Bengaluru | Image- www.liverpool.ac.uk

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.

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Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul

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Delhi University’s syllabus changes spark backlash over academic freedom by the faculty

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

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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.

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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.

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CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years

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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.

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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.

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Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free

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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.

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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.

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Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature

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Banu Mushtaq (right) with translator Deepa Bhasthi, winners of the 2025 International Booker Prize

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.

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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.

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Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms

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Kerala General Education Minister V Sivankutty (Image Source- minister-education.kerala.gov.in)

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.

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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.

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#TEDxCanberra : What if every child had access to music education…

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