Mumbai, 26 March 2025: In a commendable outreach initiative, Target Learning Ventures, a leading publishing house, recently conducted a comprehensive career counselling session for students of Matrubhoomi High School in Kandivali. The session, aimed at 9th and 10th-grade students from economically weaker backgrounds, was held in collaboration with INSEED NGO, which works to provide essential academic support to the school.

The session was led by Mr Sachin Kodolikar, Executive Director of Target Learning Ventures, who introduced students to various personality types—communicative, reflective, analytical, and assertive—and their relevance in different career paths. The approach helped students understand how their personal traits could align with diverse professional opportunities.

Mr Kodolikar also introduced students to skill-based career options, drawing attention to government-recognised courses and platforms such as the National Skill Development Corporation (NSDC). He encouraged the students to participate in the India Skills competition and explore non-traditional career paths that could lead to long-term growth and self-reliance.

“We are obliged by INSEED NGO for giving us this opportunity,” said Mr Kodolikar. “This initiative is about more than career guidance—it’s about broadening horizons and helping students make informed decisions.”

Sangeeta Shirname, Founder of INSEED NGO, expressed her appreciation for the session, noting its significance in inspiring students to look beyond conventional careers such as engineering and medicine. She added that many students were excited about the upcoming opportunity to visit the Target Learning Ventures office for hands-on exposure.

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In an important stride towards implementing the National Education Policy (NEP) 2020, the Ministry of Education has launched the “Baalpan ki Kavita” initiative—an ambitious project to restore and revive Indian rhymes and poems for young children across the country. Spearheaded by the Department of School Education & Literacy (DoSE&L), this initiative aims to build a vibrant compendium of age-appropriate, culturally resonant poems in all Bharatiya Bhasha (Indian languages) and in English, for pre-primary to Grade 2 learners.

The initiative recognises the powerful influence of rhymes and poems in early childhood education—offering not only linguistic development but also cultural grounding. Through the “Baalpan ki Kavita” contest, DoSE&L and MyGov are inviting educators, parents, poets, and language enthusiasts to contribute existing or original rhymes under three categories: Pre-primary (ages 3–6), Grade 1 (ages 6–7), and Grade 2 (ages 7–8). The entries can be submitted from 26 March to 22 April 2025 on the MyGov website, and should reflect joyful, child-friendly content rooted in India’s diverse cultural milieu.

While the initiative has been widely welcomed, it has also sparked necessary conversations around what it means to restore “Bharatiya” poems in a truly pluralistic and inclusive India. Critics and educators alike are cautioning that while returning to linguistic and cultural roots is commendable, it is equally essential to ensure that the selected rhymes reflect progressive values, diversity, and regional representation.

For decades, Indian children have grown up reciting foreign nursery rhymes like Twinkle Twinkle Little Star or Jack and Jill, with little exposure to traditional Indian poetic forms. While some schools have occasionally included regional gems such as Nani Teri Morni Ko Mor Le Gaye (Hindi) or Chanda Mama Door Ke (widely popular in Hindi and Telugu), these have rarely found a standard place in national curricula.

The absence of Indian rhymes in mainstream education can be attributed to colonial hangovers, lack of standardisation across states, and an education system that long prioritised English-medium content. However, the NEP 2020 has made a strong case for multilingualism and cultural rootedness in foundational education—opening the door to such initiatives that celebrate India’s linguistic diversity.

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That said, educationists emphasise that inclusion must go hand-in-hand with critical curation. Rhymes must reflect the India of today—not just folklore, but stories that uphold gender equality, environmental awareness, and kindness. We must move beyond simplistic moral binaries or caste-laden tales that have occasionally crept into traditional literature.

In fact, there’s an opportunity here to revive some of India’s lesser-known literary treasures—folk rhymes from the hills of Himachal, tribal lullabies from Odisha, Malayalam couplets about the monsoon, Marathi riddles, and more. Rhymes like Appa Amma (Kannada) or Kokila Kokila (Tamil) can be powerful vehicles for language immersion, identity formation, and emotional development.

Still, romanticising the past without scrutiny is not ideal. While the intent to preserve Bharatiya Bhasha is commendable, there is a fine line between celebration and cultural imposition. This initiative must not become a tool to homogenise or politicise early education. India’s strength lies in its diversity—and that diversity and representation must be reflected in the poems our youngest citizens grow up reciting.

As “Baalpan ki Kavita” moves forward, stakeholders must approach the process with sensitivity, balance, and a deep commitment to building a generation that cherishes its heritage while dreaming with open, inclusive minds.

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Chandigarh: In a move that signals the strengthening of education reform in Punjab, Chief Minister Bhagwant Mann on Saturday hailed the contribution of foreign-trained teachers as catalysts in the state’s ongoing “education revolution.” Speaking at a flag-off ceremony in Chandigarh, Mann dispatched a new batch of 72 teachers to Turku, Finland for training in modern pedagogical practices, marking yet another step towards globalising the state’s education system.

According to the Chief Minister, a total of 234 principals and education officers have already undergone a five-day leadership development programme in Singapore, while 152 headmasters and officers have been trained at IIM Ahmedabad, across three batches. The initiative, Mann said, is designed to expose educators to global best practices and bring those methodologies back to their classrooms in Punjab.

“This out-of-the-box idea is giving major thrust to the education revolution in the state by bringing the much-needed qualitative change in the education system,” he said. “These teachers are acting as agents of change, ensuring quality education for our students.”

Mann further explained that teachers for the programme are selected purely on merit, with a unique eligibility condition: they must be recommended by at least 10 students they have taught. This, he noted, ensures that only genuinely deserving and impactful educators get the opportunity to benefit from the exposure.

The programme equips teachers with modern teaching techniques, including student-centric learning, digital integration, critical thinking development, and classroom management strategies. Upon their return, these teachers share their learnings with peers and students, thereby cascading the training across the state’s education ecosystem.

A National Model in the Making?

Punjab’s approach to foreign teacher training programmes may well serve as a template for other Indian states. Much like student exchange programmes that help pupils gain global exposure, a teacher or faculty exchange programme could enrich teaching methods and uplift educational standards across the country.

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Introducing cross-cultural learning for teachers can lead to better understanding of global educational trends and foster innovation in curriculum and teaching methodologies. By encouraging other state governments to adopt similar strategies, India can empower its teaching workforce and help meet the goals of the National Education Policy (NEP) 2020, which strongly emphasises professional development for educators.

As India continues to navigate the challenges of 21st-century learning, investing in teachers is key to shaping future-ready learners. Punjab’s efforts underline the transformative power of global exposure and the ripple effect well-trained teachers can create in society.

News Source- PTI

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The Lifestyle for Environment (LiFE) initiative, launched by the Government of India, advocates for sustainable living practices that align personal behaviour with environmental well-being. This movement aims to instil a culture of eco-conscious living, focusing on behavioural changes that reduce carbon footprints and promote sustainability at an individual and collective level. In the context of CBSE (Central Board of Secondary Education) schools, this presents a unique opportunity to engage students, educators, and communities in climate action and advocacy, fostering a sense of responsibility toward the planet.

By adopting the principles of LiFE, CBSE schools can become catalysts for climate action, not only by implementing sustainable practices within their own campuses but also by advocating for environmental responsibility within the wider community. Through climate action initiatives, community engagement, and advocacy, CBSE schools can equip students with the skills and awareness needed to lead efforts in sustainability and climate change mitigation.

What is LiFE and Its Relevance to Schools?

Lifestyle for Environment (LiFE) emphasizes the importance of adopting simple, sustainable lifestyle choices in everyday activities. It advocates for reducing waste, conserving energy and water, promoting sustainable food practices, and supporting eco-friendly transportation. In schools, LiFE offers a framework for integrating these practices into students’ lives and creating a culture of sustainability. The approach goes beyond just making schools eco-friendly—it’s about embedding the values of environmental stewardship and climate action into the ethos of the school, thereby inspiring students to be changemakers in their communities.

For CBSE schools, this means not only incorporating environmental education into the curriculum but also providing students with hands-on experiences, encouraging them to lead sustainability initiatives, and fostering an environment where they can engage in climate advocacy.

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Sustainable Practices in CBSE Schools for Climate Action

To effectively implement LiFE in CBSE schools, climate action must be a central focus. This includes integrating both sustainable practices within the school operations and climate advocacy within the student body and the larger community. Here are several ways CBSE schools can engage in sustainable practices and climate advocacy:

1. Energy Conservation and Efficiency

Energy efficiency is one of the most impactful ways to mitigate climate change. CBSE schools can implement a series of measures to reduce energy consumption:

• Switching to LED lights and energy-efficient appliances in classrooms, corridors, and outdoor areas.
• Installing solar panels to generate renewable energy, thereby reducing dependence on fossil fuels.
• Promoting energy-saving habits such as switching off lights and electronics when not in use, and utilizing natural light during the day.

By reducing the energy consumption on school campuses, CBSE schools not only cut their carbon footprint but also set a powerful example for students on how energy conservation can be a part of everyday life.

2. Water Conservation and Wastewater Management

Water scarcity is a growing concern globally, and it is essential that schools teach students about water conservation. CBSE schools can introduce several water-saving practices:

• Rainwater harvesting systems to capture and store rainwater for use in irrigation and sanitation.
• Installing low-flow faucets, dual-flush toilets, and water-efficient irrigation systems in gardens and playgrounds.
• Organizing water conservation awareness campaigns in classrooms and assemblies to encourage responsible water usage.

Through these efforts, schools can significantly reduce their water consumption and teach students the value of preserving this precious resource.

3. Waste Management and Recycling Programs

Waste management is a key area where schools can demonstrate leadership in sustainability. CBSE schools can encourage students and staff to reduce, reuse, and recycle by:

• Setting up waste segregation stations across the campus to ensure that materials like paper, plastic, and glass are recycled appropriately.
• Composting organic waste from cafeterias and school grounds to create nutrient-rich soil for gardening and landscaping.
• Encouraging the use of reusable containers and eliminating single-use plastics in school activities.

Promoting responsible waste management practices teaches students about the lifecycle of products and their environmental impact, encouraging them to make mindful consumption choices.

4. Sustainable Food Practices

Food systems contribute significantly to climate change, from agriculture to transportation and waste. To reduce the environmental impact of food practices, CBSE schools can:

• Provide plant-based meal options in the school canteen, as plant-based diets generally have a lower carbon footprint compared to meat-based diets.
• Promote local and seasonal foods that have a reduced environmental cost of transportation.
• Encourage waste reduction in the cafeteria by educating students about food waste and its effects on the environment.

By making sustainable food choices, CBSE schools can help students understand the environmental impact of their eating habits and encourage healthier, more sustainable diets.

5. Eco-friendly Transportation

Transport is another major contributor to carbon emissions. To address this, CBSE schools can:

• Organize carpooling programs where students, teachers, and parents share rides to reduce the number of vehicles on the road.
• Encourage walking and cycling to school by providing safe pathways and ample bike parking spaces.
• Arrange for school buses that are more energy-efficient or use electric vehicles to reduce emissions from the daily commute.

These initiatives not only reduce greenhouse gas emissions but also promote physical health and well-being among students.

Climate Advocacy through Community Engagement

Beyond individual practices, CBSE schools can amplify their impact through community engagement and climate advocacy. Empowering students to take action and spread awareness within their communities is crucial for creating a larger cultural shift toward sustainability.

1. Student-led Sustainability Initiatives

Empowering students to take leadership roles in sustainability efforts can have a profound impact. CBSE schools can:

• Establish eco-clubs where students can take charge of environmental initiatives such as tree planting, waste collection drives, and community outreach programs.
• Organize environmental campaigns, such as “Clean-Up Days” or “Green Week,” where students can advocate for sustainable practices both within the school and the surrounding community.
• Encourage students to host climate awareness workshops or debates, bringing in experts from NGOs, environmental organizations, or local government to discuss climate change and its solutions.

Through these initiatives, students not only become active participants in climate action but also develop advocacy skills and raise awareness within their communities.

2. Collaborating with Local Communities and Authorities

Engaging with local communities can amplify the message of sustainability. CBSE schools can collaborate with local environmental groups, municipal authorities, and other stakeholders to initiate larger climate action projects such as:

• Organizing tree planting drives in collaboration with local NGOs or government agencies.
• Partnering with local businesses to promote sustainable practices, such as reducing plastic waste or adopting energy-efficient technologies.
• Engaging with local authorities to advocate for green policies in schools, such as sustainable building certifications or renewable energy investments.

By building strong community partnerships, CBSE schools can extend their sustainability efforts beyond the school grounds and inspire widespread action.

3. Promoting Climate Advocacy through Media and Social Platforms

In the digital age, social media is a powerful tool for advocacy. CBSE schools can:

• Leverage social media platforms to raise awareness about climate action, share sustainability tips, and highlight school-led initiatives.
• Create student blogs, newsletters, or podcasts to share information about environmental issues and solutions, providing a platform for students to voice their ideas and solutions.
• Use school events, such as Earth Day celebrations, to engage parents and local media, amplifying the message of climate action and encouraging community-wide participation.

Through digital advocacy, CBSE schools can broaden their reach and inspire others to join the movement for a sustainable future.

Therefore, the Lifestyle for Environment (LiFE) initiative offers a powerful framework for CBSE schools to lead by example, teaching students the importance of sustainable living and climate action. By incorporating sustainable practices within the school campus and engaging in climate advocacy through community involvement, CBSE schools can become champions of environmental responsibility. The combination of hands-on learning, student leadership, and community engagement not only contributes to the school’s sustainability goals but also empowers students to become advocates for a greener, more sustainable future. Through these efforts, CBSE schools can foster a generation of leaders who understand the importance of taking action against climate change and are equipped to make a difference in their communities and beyond.

This article is authored by– Rajiv Jagdishchandra Vora , Coordinator, St. Xavier’s School, Rajkot

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The Prime Minister’s Young Authors Mentorship Scheme (PM-YUVA) has returned for its third edition, promising to shape the future of young Indian writers once again. Launched by the Ministry of Education (MoE) and the National Book Trust (NBT) of India on March 11, 2025, YUVA 3.0 seeks to nurture creative talent among individuals under 30, providing them with a structured mentorship programme that equips them with the skills to document India’s past, present, and future through literature.

With themes such as the contribution of the Indian diaspora in nation-building, the Indian knowledge system, and the makers of modern India (1950-2025), this year’s programme encourages participants to explore diverse facets of India’s rich cultural and intellectual heritage. But while the initiative continues to gain traction, can its implementation be optimised in Indian schools to truly create a lasting impact?

YUVA 3.0: A Gateway for Young Indian Writers

Following the success of YUVA 1.0 and YUVA 2.0, which saw young authors explore themes of India’s freedom movement and democracy, YUVA 3.0 aims to build a stream of writers who can articulate India’s contributions across time and disciplines.

Aspiring authors can apply via MyGov India’s portal, submitting a 10,000-word book proposal that is evaluated by a selection panel constituted by NBT India. 50 candidates will be selected for a six-month mentorship programme, during which they will:

• Receive financial assistance of ₹50,000 per month
• Attend workshops, training sessions, and mentorship meetings
• Have their books published in multiple Indian languages
• Participate in literary festivals and international book fairs

The New Delhi World Book Fair 2026 will serve as a launchpad for these young authors, offering them an opportunity to showcase their work on a national stage.

Bringing YUVA 3.0 into Indian Schools: The Need for Institutional Support

While PM-YUVA 3.0 is a well-structured initiative, a significant gap exists in its reach at the school level. Despite India being home to one of the largest youth populations globally, creative writing as a discipline remains largely underdeveloped in most school curriculums. Integrating this scheme into secondary and higher secondary education could be a game-changer.

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How Schools Can Leverage PM-YUVA 3.0 for Maximum Impact:

1. Creative Writing Programmes in Schools: Schools should introduce structured creative writing workshops as an extracurricular activity or an elective subject to familiarise students with long-form writing.

2. Dedicated Literary Mentorship: Schools should facilitate teacher-led mentorship programmes, where educators guide students in conceptualising, drafting, and refining their manuscripts before submission.

3. Regional and Vernacular Writing Initiatives: Since YUVA promotes multilingual literature, schools should encourage students to write in their mother tongue, ensuring that India’s literary landscape remains diverse and inclusive.

4. Early Introduction to Research and Storytelling: To cultivate young authors, schools must integrate storytelling, history-based research projects, and structured writing exercises from middle school itself.

5. Engagement with Past YUVA Winners: Schools can invite previous winners for interactive sessions to inspire students, helping them understand the nuances of writing, editing, and publishing.

Lessons from Past Editions: How YUVA Has Transformed India’s Literary Scene

Since its inception in 2021, PM-YUVA has empowered young authors across India, producing literature that adds to the country’s intellectual and historical archives. The impact of the scheme is evident:

• 41 books published under YUVA 2.0 were launched at the New Delhi World Book Fair 2025.
• Books produced under YUVA 1.0 and YUVA 2.0 were translated into multiple Indian languages, broadening their accessibility.
• Participants have received national and international recognition, with some works included in academic and government libraries.
• Young authors have interacted with historians, policymakers, and scholars, gaining real-world insights into writing and research.

However, the lack of structured creative writing programmes in schools has meant that the initiative remains largely restricted to university students and independent writers. Expanding YUVA 3.0’s footprint within school education systems will ensure that a younger demographic benefits from this transformative programme.

Creating India’s Next Generation of Writers

With India ranked third in global book publishing, there is an urgent need to nurture homegrown literary talent that can represent the nation’s historical and contemporary narratives on an international stage. PM-YUVA 3.0 is a step in the right direction, but to fully optimise its potential, it must become more accessible to students at the school level.

By encouraging structured creative writing curriculums, mentorship programmes, and regional language engagement, Indian schools can help cultivate the next generation of authors, historians, and literary scholars, ensuring that India’s rich literary heritage continues to thrive.

The Vanishing Dream of Teaching

Once upon a time, being a teacher was one of the most aspirational professions for children. Ask any five-year-old about their future career, and chances were high that “teacher” would be among the first responses. The classroom was their stage, their teacher—an idol. So what changes over the years?

By the time students reach high school, teaching is barely on their list of dream jobs. In a classroom of over 30 students, only one or two might express a desire to teach (a stat that deserves deeper analysis, but the trend is evident). The question is—why does the admiration for teachers fade?

And more importantly—how do we fix it?

One radical yet simple solution: Make every student teach once a month.

The Power Shift: From Passive Learning to Active Teaching

Imagine this—once a month, students step into their teacher’s shoes. They prepare a topic, conduct a lesson, handle questions, and even deal with distractions.

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This isn’t about replacing teachers; it’s about allowing students to experience the magic and the challenge of teaching firsthand.

Why does this matter?

1. Reigniting Respect for Teaching
   Students often underestimate the skill and patience required to be an educator. By making them teach, they gain firsthand experience of the effort it takes to engage a classroom. It’s easy to complain about boring lectures—but what happens when they’re the ones standing at the front?

2. Boosting Communication and Leadership Skills
   Teaching isn’t just about delivering content; it’s about clarity, confidence, and connection. Students who teach regularly develop public speaking skills, empathy, and the ability to break down complex ideas—skills that are valuable in every profession.

3. Making Learning More Engaging
   Students teaching their peers can make the classroom dynamic. They tend to explain concepts in relatable ways, sometimes even better than teachers, because they understand their classmates’ thought processes.

4. Creating a Pipeline of Future Educators
   The biggest challenge in education today is the declining number of passionate teachers. If more students experience the joy of teaching early on, it could plant a seed—a realisation that teaching isn’t just about textbooks and tests; it’s about impact, mentorship, and shaping futures.

Breaking the Myth: “Teaching is Not a ‘Cool’ Career”

Somewhere between childhood admiration and teenage ambition, teaching stops being a “cool” career choice. Students idolise influencers, entrepreneurs, and tech wizards—but rarely educators.

But think about it—every great leader, scientist, or artist was shaped by a teacher. We need to change the narrative. Instead of framing teaching as a ‘fallback’ career, let’s reinforce its power and prestige.

And the best way to do that? Let students experience it themselves.

A Practical Model: How Schools Can Implement This

This idea isn’t just a thought experiment—it can be implemented with a simple framework:

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• Rotation System: Once a month, selected students teach for a short segment of a lesson.
• Guidance from Teachers: Educators help them structure their lesson and anticipate challenges.
• Reflection Sessions: After teaching, students share their experiences—what worked, what didn’t, and how they felt in the teacher’s role.
• Recognition: Acknowledging student-teachers fosters motivation and a sense of achievement.

The Ultimate Question: What If…?

What if students fell in love with teaching again?

What if schools became a place where the best minds were eager to pass on knowledge—not just absorb it?

What if, a decade from now, classrooms weren’t struggling with a shortage of passionate teachers—but overflowing with them?

It starts with one simple idea: Let students teach.

Because sometimes, the best way to inspire future teachers is to let them be one today.

The Indian Institute of Technology (IIT) Guwahati is set to develop India’s first VR-enabled metaverse platform for PM SHRI schools, transforming how students engage with complex subjects like mathematics, science, and social studies. The initiative, named “Gyandhara,” is being developed in collaboration with the Ministry of Science and Technology and the Department of Education, Assam Government and will be piloted in 56 PM SHRI Adarsh Vidyalayas across Assam later this year.

However, as India moves towards metaverse-driven education, a pressing question remains—is the metaverse still the future? Once touted as the next big thing in digital transformation, the metaverse has seen declining interest in several sectors globally. While education may provide a new space for its application, questions remain about its long-term sustainability.

The Gyandhara Metaverse is designed to bridge gaps in conceptual learning by creating interactive, immersive 3D environments where students can visualise complex topics in their local languages. The metaverse will use virtual reality (VR) technology to create a dynamic learning experience that goes beyond traditional methods like blackboards and textbooks.

Dr Keyur Sorathia, Associate Professor at IIT Guwahati and the project’s lead, explained that the initiative will help students develop creativity, critical thinking skills, and global collaboration opportunities.

“At Gyandhara, we are developing an educational metaverse that will provide students aged 13 to 18 with engaging, immersive learning experiences. Our goal is to create an interactive and dynamic learning environment that fosters deeper understanding and critical thinking,” Sorathia told PTI.

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He further emphasised that the metaverse will eventually expand beyond Assam to cover schools across North East India and later to the rest of the country. The project aims to support students in classes 8 to 12, focusing on subjects that require high levels of visualisation and engagement.

“The idea is to transform how students engage with complex topics by creating a metaverse environment where lessons are delivered in local languages,” he added.

Can the Metaverse Survive Beyond the Hype?

While IIT Guwahati’s initiative is a significant leap in edtech, globally, the metaverse has faced setbacks. What was once projected to be the future of the internet, workspaces, gaming, and education has now struggled to maintain relevance.

A 2024 report by EM360 Tech highlighted how Meta (formerly Facebook), which had invested billions in the metaverse, failed to gain mainstream adoption. The company’s ambitious Horizon Worlds platform, designed to bring people into virtual spaces, fell short of its expected user engagement. Even Microsoft, Disney, and other tech giants quietly scaled back their metaverse projects, pivoting towards more practical AI-driven applications.

A key reason behind this decline is high costs, lack of consumer adoption, and unclear monetisation models. The educational sector, however, remains an area where the metaverse could still thrive, as VR-based learning platforms provide interactive experiences that traditional teaching methods cannot replicate.

Experts believe that while corporate-driven metaverse applications are shrinking, education, healthcare, and industrial training may keep the concept alive. India’s adoption of VR-based learning through initiatives like Gyandhara could provide a real-world use case for the metaverse, ensuring its continued development despite its waning popularity in other sectors.

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If Gyandhara succeeds, it could revolutionise learning in India, making STEM subjects more accessible and engaging. However, challenges remain, including:

• Infrastructure gaps: Not all schools have access to high-speed internet and VR-compatible hardware.
• Teacher training: Educators must be equipped to integrate VR tools effectively into the curriculum.
• Affordability: VR technology remains expensive; scaling up across public schools could be financially challenging.

Despite these obstacles, India’s willingness to explore metaverse-based education signals a strong commitment to digital transformation. Whether the metaverse remains the future of education or becomes another tech trend that fades away will depend on the success of projects like Gyandhara and their ability to deliver real learning outcomes.