Inspiration
Teacher Warriors 2022: AROH Foundation striving for Women Empowerment
This is the story of Neelam Gupta, founder of AROH foundation, responsible for positively impacting more than 5 lakh women of India.
Published
2 years agoon
By
Anshu Pande
A strong-willed woman stepped out to improve the lives of the underprivileged women in India. On her way, she encountered many challenges. If breaking through the narrow-minded mentality was not enough, she battled through a pandemic too. The hiccups only caused enough turbulence for her and the team; they overcame the hurdle with resilience. This is the story of Neelam Gupta, founder of AROH foundation responsible for positively impacting more than 5 lakh women in over 18 states of India.
Neelam and her foundation have been closely working with the Government of India and implementing many projects in the sector of Health & Sanitation, Education & School Infra Development, Holistic Rural Development Programs, Water & Natural Resource Management, Skill Development and Livelihood Generation projects. A great emphasis is laid on the empowerment of women and is a cross-cutting agenda within all its interventions.
Every woman associated with the NGO shares the vision of Neelam Gupta, who always saw herself as an entrepreneur. “I always wanted to become a social entrepreneur only. It was my dream to serve back to my people,” she said. “But to be self-sufficient and economically confident before venturing into this nonprofit venture, I started a printing and design venture to have sufficient funds for initial investments. I continued with this stop-over arrangement for around a decade and, finally, within the advent of the new millennium in 2001, I founded AROH Foundation in Delhi. Looking back, the journey of 20 years has been nothing but rewarding,” she added.
Challenges along the way
“It is our work that keeps each one of us motivated. The smiles, the blessings and the words of heartfelt appreciation by each and every beneficiary of ours pump adrenaline in us and I guess that’s why we are here in the education sector in the first place,” Neelam said when asked about how she kept herself and the staff motivated during the pandemic.
The covid-19 pandemic has had a major impact on women’s jobs and livelihoods. In a 2021 report by The Humanitarian Policy Group (HPG), it was noted that women’s jobs were 1.8 times more vulnerable than men’s globally, accounting for some 54% of overall job losses. Therefore, the urgency to work towards addressing this detrimental impact only increased. The lockdown during the pandemic was a challenge for the organisation and Neelam.
“COVID came as a test for AROH and its development process. The lockdown forced a stop on the development work in the field, it also hampered the funding of the organization to an extent,” she said. Many of the unprepared and unequipped staff had to suffer during the digital shift of the work, and several opted out of work because of the unmanageable conditions. “The disease not only took a toll on everyone’s health, subsequent economic crisis and psychological stress were also evidently impacting,” she added.
During the pandemic, domestic violence observed a rise. The country was already struggling with the declining participation of women in the labour force, standing at a distressing 21 per cent, according to a study conducted on Covid-19 and the increase of domestic violence against women. The prevalence of domestic violence in India has always been troublesome, and unfortunately, it worsened at an alarming rate due to the strict indoor confinement. Some even referred to this hike as a ‘hidden epidemic.’
“Our women beneficiaries were overburdened with household work during covid, with all sources of support coming to a halt. Since men were out of jobs, the cases of domestic abuse increased noticeably among families. Women were forced to move back to their home town or were stuck on the road during the commute for days. They struggled for food, and water and no safety measures were in place to protect them from the deadly disease,” Neelam said. “The men were left struggling to find daily-wage jobs, some could not even manage a single meal. Stress was reflected in every member of the family. The children were lacking behind in their studies. With schools shut down, the promised meals couldn’t reach them; causing hunger, malnutrition, increase vulnerability towards the disease, lack of shelter and psychological depression”, she added.
Women’s organisations played a vital role in the upliftment of those affected by the pandemic in any way. This NGO was also one of them. The foundation has been able to reach out to the most vulnerable sections of the society for women, such as in Naxalite areas, tribal communities of Chhattisgarh, terrains of Meghalaya, and amidst the challenging demographics of Uttar Pradesh, Bihar, Maharashtra, Uttrakhand, Bengal etc. “We used the time of lockdown to create extensive awareness, develop online fund-raising platforms, and conduct online counselling and support centres to fight fund crunch. As always, AROH acted as an extended wing of government in relief work. AROH joined hands with district administration, state government and health departments from every possible capacity,” she said.
AROH has always been hailed for its technology-driven planning, implementation and reporting methodology, which eventually helped them to get through the implications of COVID-19. Many employees were facilitated to be trained in the necessary skills to adopt the digital mode of working. Others were helped with pre-used digital gadget support to continue access to the services. “All these measures have helped us increase our reach and footprints while covering many virtual beneficiaries through online media, social media and our support platforms,” she added.
Innovative method of teaching
“AROH has been a part of the most critical foundational years of learning for a child for almost 12 years. Launched in 2009, our flagship project Padho aur Badho (PAB), focused on enhancing learning outcomes and retention of children in schools with a unique Post Based Learning Curriculum, which was easy to grasp and stayed longer in children’s memory. PAB model was a hot cake among Corporate Social Responsibility (CSR) stakeholders and was funded by leading CSR funders like GAIL, RECL, AICL etc. This benefited more than 10,000 children to improvise their learning outcomes through our trained educators,” she explained. “But with the advent of RTE, PAB was improvised and rebranded as RISE, which hails for catering to the holistic growth of a child while focusing on enhancing their learning outcomes through uniquely developed Blended Learning Modules (BLMs). These BLMs were developed by experts, who co-related day-to-day activities and posts with NCERT curriculum and drafted comprehensive, coherent modules which enabled teaching and learning through both online and offline mode,” she added.
Blended Learning Modules increased engagement towards RISE. Neelam said, “by far RISE proudly claims to improvise learning outcomes in the lives of over 5000 children in urban slums. Similarly, emphasis is laid on developing age-appropriate skill-based curricula, which integrates socio-emotional learning and universal values.”
“In an attempt to improve the capacity of teachers, AROH has installed SMART classes in more than 200 schools in rural setups. Digital Libraries have been set up and more than 500 Aanganwadis were provided infrastructural support. All these interventions have been possible due to user-friendly interfaces, which delivered the curriculum through audio-video mode. Taking these tiny but buoyant steps together, AROH has been able to benefit more than 50,000 children so far in urban slums and rural setups,” she added.
Views on NEP 2020
The National Education Policy of India 2020, as approved by the Union Cabinet of India on 29 July 2020, outlined the vision of the new education system of India. The new policy has been getting the attention of both critics as well as supporters. “NEP, perhaps, arrived a little too late but is still in place. Skill-based education and holistic, digital learning is the need of the hour and NEP speaks at large about it,” Neelam said. “It does have few implementational gaps but the new policy has given a 360-degree view on the problem of dropouts in schools by addressing issues of infrastructures, participation of students and the delivery of quality education. Overall, the policy is a game changer and with careful implementation of the ideas, it can transform school education in India,” she added.
Pat on the back
AROH and Neelam work tirelessly to empower women by providing skills that make them industry-ready, along with necessary entrepreneurial skills. The aim is to prepare them for opportunities in the business sector. The lessons also include traditional skills, and farm and non-farm-based activities focused on enhancing their livelihood. The foundation incorporates women-friendly policies and practices that are followed all through the programmes – from mobilisation to counselling, training and placement. There are women counsellors also; with placement focused on gender-sensitive employers, who have safe and secure systems, and have the provision of safe accommodation for women. About 33 per cent placement guarantee and reserved quota for women beneficiaries have proved to be an effective tool for women’s economic empowerment.
The women are trained in many areas of the workforce, such as computer applications, retail, hospitality, sewing machine operators, nursing assistant, Industrial electricians, etc., after which they are placed in suitable jobs. When asked about the top achievements for Neelam, she said, “at present, I can say, being proactive and switching to online mode of teaching-learning, our remedial education project has been able to continue education for 1000 kids during and after COVID.”
“More than 5000 children were assisted with holistic development, and we helped in enhancing learning outcomes for over 1000 children. Facilitating safe drinking water and sanitation, upgrading infrastructure, installing laboratories, libraries and SMART learning in 500 government schools and benefiting more than 50,000 students while up-skilling more than 500 staff members, has been our biggest achievements as educators. This also led to improvement in attendance and student retention, with healthy children and empowered school staff around us, which itself is a sustainable change,” she added.
Call for action
Neelam has a vision for the children associated with the foundation. Every child should be empowered with the right information, knowledge and skills to survive and thrive in the global competition in the later stages of life. “We are building our knowledge and human resource credit, on which we are betting for being a trillion-dollar economy,” she said.
“Perseverance is the key. Do not lose hope or stop trying. Children often do not respond in our decided time frames but they need you. And please be relevant in your skills as per time and need. Upgrade and restart whenever needed,” she said, sending a message to educators following the same path as her.
Neelam started AROH with a simple thought that she lives by till today, after completing 20 years in the field of education and empowerment. She said, “the value of human dignity, equality and equity cannot be understated. Human life is born not merely to survive but to thrive! Empowering people is the key to their progress and prosperity.”
AROH Foundation has a crowdfunding link through which anyone can extend support and contribute. One could also help in sharing new skills, contacts, information or resources with the team that could be beneficial in their endeavours. One could also fund a child’s education, become a mentor to them, or spare a little time to be a friend to them. We urge the readers to visit their website and reach out to the members to contribute and engage in this cause for change.
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Education
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
Published
2 days agoon
May 7, 2025
For John B. King Jr., former U.S. Secretary of Education, school wasn’t just a place—it was a lifeline. In his newly released memoir, Teacher By Teacher: The People Who Change Our Lives, King traces his journey from a grief-stricken child in New York to the corridors of educational leadership in Washington, D.C. But while the book is rooted in the American educational experience, its messages about the impact of teachers resonate far beyond U.S. borders.
In an exclusive interview with Education Week’s Sam Mallon on May 5, 2025, King reflected on his memoir, the teachers who shaped his life, and the ongoing challenges educators face worldwide.
A Childhood Saved by Teachers
King’s story is a testament to the power of mentorship. Following the death of his mother and his father’s battle with Alzheimer’s, school became King’s sanctuary. “Teachers saved my life,” he shared, recalling how educators believed in him, nurtured his potential, and gave him hope even when the world outside seemed dark.
From those formative years, King went on to earn degrees from Harvard, Columbia, and Yale. His career as a teacher, school principal, education policymaker, and eventually, U.S. Secretary of Education became a journey of giving back. The memoir celebrates not only King’s personal resilience but the quiet heroism of teachers everywhere.

Former Secretary of U.S Education John King. Image Source- EducationWeek
While King’s book is anchored in American education, the messages it carries are universally relevant. Teachers worldwide are grappling with challenges—overcrowded classrooms, mental health issues among students, and ever-changing education policies. In his interview with Education Week, King highlighted how schools must be more than academic factories. They must be safe havens, places of healing, and hubs of inspiration.
King advocates for “trauma-informed practice”—an approach where teachers are equipped to understand and support students facing emotional challenges. This is a lesson that transcends borders, as schools globally encounter rising mental health concerns among students.
Teacher Evaluations and Policy Pressures
King’s time as U.S. Secretary of Education was marked by ambitious reforms—from implementing the Every Student Succeeds Act (ESSA) to pushing for more rigorous teacher evaluation systems. But looking back, he acknowledges a key lesson: change cannot be forced without teacher buy-in.
“Teachers can’t be bombarded with reforms,” he explained. Change must be gradual, and educators must feel a sense of ownership over new policies.
King’s narrative is ultimately about hope. In his memoir, he shares how a single teacher’s encouragement can change a student’s life trajectory. He recalls how his father’s legacy as New York’s first Black deputy schools chief was kept alive by a former student who, years later, shared how impactful his father’s teaching was.
Teaching is more than a job—it is a calling. It is a force for social good, a platform for mentorship, and a means to nurture the next generation of thinkers, leaders, and dreamers. King’s Teacher By Teacher is a reminder that educators everywhere have the power to transform lives, often without even knowing it.
Though written from an American perspective, Teacher By Teacher is a love letter to educators everywhere. It is a call to support teachers, to understand the pressures they face, and to recognise the life-changing impact they can have on their students.
For a world that often takes teachers for granted, John King’s memoir is a reminder of the heroes who stand at the front of every classroom, ready to make a difference.
Excerpts referenced in this article were taken from John King's exclusive interview with Education Week on May 5, 2025, in Washington, conducted by Sam Mallon for Education Week.
Education
Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
Published
4 weeks agoon
April 14, 2025
Ambedkar Jayanti Special | ScooNews
Dr. Bhimrao Ramji Ambedkar. Most students in India recognise the name—largely as the “Father of the Indian Constitution.” If you ask a Class 10 student what Ambedkar stood for, you’ll likely get a respectable summary: chairperson of the Drafting Committee, architect of constitutional equality, and perhaps a passing reference to his fight against untouchability. But that’s where it ends.
This is not a failure of our students. This is a failure of our books.
Because Babasaheb Ambedkar was not just a jurist or a political figure to be summarised in three bullet points under Civics. He was one of the most radical, intellectually fierce, and unapologetically liberal minds India has ever known. And if we are talking about modern India—its democracy, its dissent, its diversity, its demands for dignity—then Dr. Ambedkar isn’t just relevant, he is foundational.
And yet, he remains tragically under-read and under-taught.
The Man We Didn’t Read Enough About
Ambedkar’s life is a masterclass in resilience, intellect, and reform. Born into the most marginalised community in India, he went on to become the first Indian to pursue a doctorate in economics from Columbia University, studied law at the London School of Economics, and returned to a country that still wouldn’t allow him to sit beside upper-caste students.
But Ambedkar did not stop at personal success. He turned his education into ammunition. His writings dissected caste not just as a social issue but as an economic and psychological reality. In works like Annihilation of Caste, he boldly challenged not just the religious orthodoxy but also Mahatma Gandhi—a sacred figure for many—in ways that were considered almost blasphemous at the time. And even today.
Unlike Gandhi, who sought reform within the caste system, Ambedkar demanded its demolition. Where Gandhi appealed to morality, Ambedkar appealed to reason, law, and modernity.
This discomfort with Ambedkar’s sharp, unflinching views is perhaps why our textbooks package him safely—as the dignified lawyer with a pen, not the roaring revolutionary with a voice.
More Than a Constitution-Maker
To say Ambedkar gave us the Constitution is both true and painfully incomplete.
- He gave us the right to constitutional morality, the idea that the Constitution isn’t just a set of rules but a living document that must be interpreted in the spirit of liberty, equality, and justice.
- He envisioned reservations not as charity but as corrective justice.
- He believed that a true democracy must have “social democracy” at its base—not just the right to vote but the right to dignity in everyday life.
- And he warned, prophetically, that political democracy without social democracy would be India’s downfall. He was not just designing India’s governance system, but was rather trying to develop India’s moral spine.
A Voice for Individual Freedom—Louder Than We Knew
“I measure the progress of a community by the degree of progress which women have achieved.”- Bhim Rao Ambedkar
Ambedkar’s liberalism was far ahead of his time. He consistently advocated for individual rights in the truest sense. There’s documented evidence that he argued for the decriminalisation of same-sex relationships, seeing it as an issue of individual freedom long before such conversations entered our legal discourse.
His economic ideas—rarely taught—favoured state-led industrialisation, fair wages, and social security decades before these became policy buzzwords. His writings on women’s rights were equally progressive, particularly through the Hindu Code Bill, which sought to grant women equal property rights, rights to divorce, and freedom in marriage—a bill so radical for its time that it was shelved, only to return years later in diluted forms.
Why Today’s Students Need Ambedkar—Unfiltered
In an age where freedom of speech is contested, when marginalised voices still struggle for space, when gender and sexuality are still debated as ‘issues’ instead of identities—Ambedkar is the teacher we didn’t know we needed.
We need to stop sanitising him for our syllabus. We need high schoolers to read Annihilation of Caste in their literature classes and understand the intersections of caste, religion, and gender in history—not just from an upper-caste nationalist lens but from the view of the people who fought to be seen as human.
We need Ambedkar in economics classrooms, debating his views against today’s neoliberal models.
We need to introduce him as an intellectual, a radical thinker, a critic of Gandhi, a reformer of Hindu personal law, a journalist, a linguist, a labour rights advocate, a rebel with a cause.
Because the freedoms we enjoy today—freedom of religion, freedom of expression, freedom to love, to choose, to protest, to dream—all have Ambedkar’s fingerprints on them.
If our education system truly believes in nurturing critical thinkers and empathetic citizens, then Dr. Ambedkar cannot remain a footnote or a ceremonial portrait garlanded on April 14th.
He must be read. He must be debated. He must be understood. Because the more we know about Ambedkar, the more we know about ourselves—and the democracy we’re still trying to build.
Education
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
Published
1 month agoon
March 27, 2025
In a deeply reflective and engaging episode of the NEP Tunes podcast, Dr. Anju Chazot, education reformer and founder of Mahatma Gandhi International School (MGIS), Ahmedabad, sat down with Mrs. Anita Karwal, former Secretary of School Education, Government of India, to explore one fundamental question: How do we prepare children for a rapidly changing world?
Titled “Be the Change in the Changing World,” the episode offers a powerful conversation between two veterans of Indian education who have shared a decades-long friendship—and a mutual vision for a holistic and transformative school system.
“You can’t prepare children for tomorrow with the pedagogy of the day before yesterday.”
Drawing inspiration from John Dewey’s famous words, the episode begins by addressing the urgent need for policy literacy among stakeholders in education. Mrs. Karwal and Dr. Chazot underscore that the pace of global change—technological, environmental, economic, and emotional—has far outstripped the ability of traditional education systems to keep up. “We are in a VUCA world—volatile, uncertain, complex, ambiguous,” Karwal reminds listeners, calling for schools to adapt to this reality rather than resist it.
Decolonising the Classroom
A significant portion of the conversation focused on the historical context of schooling in India. Dr. Chazot draws parallels between today’s school system and Michel Foucault’s “cell and bell” model, which mirrors the prison system—marked by uniforms, bells, and rigid structures. Tracing the roots of modern schooling to the Prussian military model and colonial-era policies introduced by Lord Macaulay, both speakers lamented how education was once used as a tool to produce clerks for the Empire, rather than creative, entrepreneurial individuals.
“Colonialism didn’t just take away our resources; it colonised our minds,” Chazot observed. Karwal added, “The gurukul system was rooted, contextual, and sustainable. The colonial model replaced it with standardisation and control.”
Disruptions and the Call for Change
From climate change to AI, from the gig economy to rising mental health challenges—today’s youth are living in an era of non-stop disruptions. Mrs. Karwal shared a poignant insight: on the very day she retired from her government service (30 November 2022), OpenAI launched ChatGPT. “As a senior citizen, I would have felt useless had I not tried to understand this disruption,” she said, urging listeners to stay updated with technological trends.
Mental health also featured prominently in the discussion. The World Health Organization reports a 25% increase in global anxiety and depression cases, especially among the youth. Schools, Karwal said, must acknowledge and address this invisible epidemic, and create environments that are nurturing—not anxiety-inducing.
Why NEP 2020 Is a Game Changer
Against this backdrop, both educators believe the National Education Policy 2020 is a timely and visionary document. “It’s not just about academics—it’s about the whole child,” said Chazot, pointing to NEP’s focus on holistic development across cognitive, emotional, physical, and ethical domains.
Key elements of the NEP and the newly released National Curriculum Framework (NCF) discussed in the podcast include:
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A shift from rote learning to competency-based, experiential learning
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Focus on Indian traditions and cultural rootedness
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Moving away from exam-centric teaching, especially in early years
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Recognition of multilingualism and contextual learning
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Encouragement of critical thinking, creativity, and adaptability
“Learning to learn is the most essential skill of the future,” Karwal stressed. “Children must be ready to unlearn and relearn throughout life.”
The Future of Jobs
To illustrate the rapidly changing employment landscape, both speakers listed a host of emerging careers—from Prompt Engineers and Drone Fleet Managers to Climate Data Analysts and Digital Detox Specialists. “Just imagine,” Chazot quipped, “if I were a child again, I’d become a Prompt Engineer and finally fulfil my parents’ dreams of being an engineer—with a creative twist!”
Karwal, on the other hand, expressed a desire to become a Human-Machine Team Manager—a futuristic role bridging collaboration between people and machines.
Their message was clear: the world our children are entering is drastically different from the one their parents and teachers grew up in. And education must keep up.
A Takeaway Challenge for Listeners
To wrap up the episode, the hosts offered a unique call-to-action: ask yourself what job you would pick today if you could go back in time again. Then, explore new professions with your family or students. From LinkedIn job listings to the World Economic Forum’s reports, Karwal recommended several tools to research emerging careers. They invited listeners to write in with their findings and reflections.
“This exercise is not just for students,” said Dr. Chazot. “It’s for parents, teachers, and policy-makers alike. We must all become learners again.”
Final Thoughts
In an era where the only constant is change, the NEP Tunes podcast is a timely resource to help educators, parents, and students reimagine the purpose of schooling. With leaders like Anju Chazot and Anita Karwal at the helm of the conversation, the journey towards meaningful transformation in Indian education seems not only possible—but exciting.
🟡 This article is adapted from the NEP Tunes podcast hosted by Dr. Anju Chazot. You can listen to the full episode on YouTube. Here is the video-
Education
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
Published
2 months agoon
March 18, 2025
Varanasi: Sunbeam Indiranagar, Varanasi, has emerged as a dynamic centre for academic excellence, cultural enrichment, and sporting achievements, reinforcing its commitment to holistic education. In a year marked by significant accomplishments, students and faculty have demonstrated a dedication to intellectual growth, creative expression, and leadership development, embodying the rich legacy of the Sunbeam Group.
The school’s approach extends beyond traditional academics, encouraging students to engage in parallel activities that nurture a well-rounded skill set. From literature festivals to classical dance championships, Sunbeam Indiranagar has provided students with platforms to explore, innovate, and excel.
Students had the opportunity to engage with global thought leaders through their participation in prestigious events such as the Jaipur Literature Festival and the Great Indian Learning Festival (GILF) at Daly College, organised by ScooNews. These experiences enabled them to explore contemporary literary and intellectual discussions, sharpening their analytical and creative abilities.
The performing arts department also made a mark with theatrical performances at Banaras Hindu University (BHU) and the Krishnamurti Foundation, under the guidance of renowned dramaturgist Mukherjee P.. The school’s commitment to developing critical thinking and communication skills was further reflected in students’ achievements in quizzes, creative writing, Olympiads, debates, and visual arts competitions, underscoring a culture of academic inquiry and artistic exploration.
Sunbeam Indiranagar’s focus on all-round development was evident in the State Level Kathak Championship, where students showcased their prowess in Indian classical dance. The school’s sporting achievements were equally impressive, with students excelling in the East Zone Skating Championship 2024 and the Open District Roller Championship 2024, securing both individual and team accolades. The school’s impact extends beyond student achievements, with its leadership being recognised for their visionary contributions to education. The Principal of Sunbeam Indiranagar was honoured with the Distinguished Educator for Future-Ready Skills award, securing All India Rank (AIR) 6 in the School Leader’s category by CENTA and receiving the Nari Shakti Sammaan for contributions towards empowering students through progressive learning methodologies.
Sunbeam Indiranagar’s standing as a leading educational institution was reaffirmed when it was ranked 5th among the Best Co-Ed Day Schools in Varanasi.
With its continued emphasis on holistic development, Sunbeam Indiranagar remains dedicated to shaping young minds, reinforcing its reputation as an institution that values learning in all its forms.
Education
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
Published
2 months agoon
February 27, 2025
Adolescence is a pivotal phase in a child’s development, marked by rapid physical and psychological transformations. It is a time of exploration, self-discovery, and, often, vulnerability. To provide structured guidance and empower young girls during this crucial stage, Nagaland has introduced ‘Adolescent Girls Clubs’ in both government and private schools for girls aged 10-19 years under Mission Shakti.
On 5th October 2024, the first Adolescent Girls Club was launched at Don Bosco Higher Secondary School, Wokha, Nagaland, with 50 adolescent girls as its founding members. The initiative aims to equip girls with essential skills, knowledge, and support systems to navigate challenges, make informed choices, and build a strong foundation for their future. With the motto “Live the Promise,” the clubs aspire to develop confident, informed, and compassionate leaders of tomorrow.
The initiative is designed with key objectives to educate, uplift, and empower adolescent girls:
The Adolescent Girls Club will engage its members in workshops, mentorship programmes, health camps, community service projects, and creative expression activities. Additionally, a special adolescent toolkit is being developed to serve as a guide for both adolescent girls and their parents. The toolkit will include informational materials on menstrual hygiene management (MHH), mental health, teenage pregnancy prevention, child abuse awareness, and emergency helpline numbers.
Teachers and counsellors are actively working on IEC (Information, Education, and Communication) materials tailored to adolescent needs. The clubs will also conduct monthly activities to ensure continuous engagement, provide a platform for girls to discuss their concerns, and create a safe space for their growth and development.
This initiative under Mission Shakti is expected to positively impact thousands of young girls across Nagaland, equipping them with the necessary tools to navigate adolescence with confidence and resilience.Objectives of the Adolescent Girls Club
Education
Saudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
Published
3 months agoon
February 13, 2025
In a heartwarming recognition of dedication and innovation in education, Saudi Arabian teacher Mansour bin Abdullah Al-Mansour has been awarded the prestigious $1 million GEMS Education Global Teacher Prize. Announced at the World Governments Summit in Dubai, the award celebrates Al-Mansour’s transformative work in empowering students from low-income families, including hundreds of gifted orphans, and his 3,000+ hours of community service.
Al-Mansour, a teacher at Prince Saud bin Jalawi School in Al-Ahsa, has spent over two decades uplifting students facing academic challenges, disabilities, and financial hardships. His efforts include establishing mentorship programmes, innovation incubators, and financial literacy initiatives, enabling students to achieve global recognition. Notably, he plans to use the prize money to build a school for talented orphans, furthering his mission to provide quality education to underprivileged children.
(Image: Mansour Al Mansour- 2025 Global Teacher Prize Winner)
Beyond the classroom, Al-Mansour has authored 21 educational books, trained over 300 educators, and led literacy programmes for prison inmates, helping reduce sentences for some. His work has earned him accolades as an international ambassador for educational excellence.
The Global Teacher Prize, now in its ninth year, recognises exceptional educators who make a profound impact on their communities. Al-Mansour was selected from over 5,000 nominations across 89 countries, joining a prestigious list of global educators.
Sunny Varkey, Founder of the Global Teacher Prize, praised Al-Mansour’s “passion, dedication, and the life-changing power of education.” Stefania Giannini, UNESCO Assistant Director-General for Education, highlighted the importance of investing in teachers to build a sustainable future.
As the world faces challenges like inequality and climate change, Al-Mansour’s story serves as a beacon of hope, reminding us of the transformative power of education and the unsung heroes shaping our future.
Education
India Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
Published
4 months agoon
January 23, 2025
The Ministry of Women and Child Development is set to celebrate the 10th anniversary of the Beti Bachao Beti Padhao (BBBP) scheme, a landmark initiative aimed at protecting, educating, and empowering the girl child. Launched on 22 January 2015 in Panipat, Haryana, the scheme has evolved into a national movement that addresses gender discrimination and fosters societal change towards valuing and empowering girls and women.
The inaugural event on 22 January 2025 at Vigyan Bhawan, New Delhi, was attended by Union Ministers Shri J. P. Nadda and Smt. Annpurna Devi, alongside international representatives from UNICEF, UN Women, and other global organisations. Women officers from various sectors and girl students joined the event, which featured an oath-taking ceremony and the launch of compendiums and digital initiatives such as Mission Vatsalya and Mission Shakti portals.
The celebrations, spanning until International Women’s Day on 8 March 2025, will include rallies, cultural events, and campaigns at state and district levels. Schools, community groups, and women achievers will actively participate in activities under SANKALP: Hub for Empowerment of Women. Nationwide media campaigns and sustainable practices such as a plantation drive will amplify the scheme’s message.
In its decade-long journey, BBBP has sparked a nationwide dialogue on gender equality, challenging societal biases and championing the rights and dignity of women. The scheme’s accomplishments include a rise in the national Sex Ratio at Birth from 918 in 2014-15 to 930 in 2023-24, an increase in institutional deliveries to 97.3%, and higher enrolment of girls in secondary education, now at 78%. Initiatives such as the Kanya Shiksha Pravesh Utsav and Yashaswini Bike Expedition have further underscored the scheme’s impact.
Through collaboration with partner ministries, the mission of this campaign is to advancing gender equality, ensuring girls become active leaders of change and shaping a more inclusive India.
Education
National Startup Day: A New Era for Education and Entrepreneurship
Published
4 months agoon
January 16, 2025
As India celebrates nine years of the Startup India initiative on National Startup Day, 16 January 2025, it’s evident how deeply the entrepreneurial spirit has been embedded in the nation’s fabric. From being a country of aspiring doctors and engineers to a hub for budding entrepreneurs, India has undergone a significant transformation. This shift isn’t confined to adults but is increasingly taking root in schools, where the next generation of business leaders is being nurtured.
The Entrepreneurial Wave in Schools
Startup culture has permeated classrooms, with students now creating and marketing products under professional guidance. Chemistry labs aren’t just for experiments anymore; they’ve become mini manufacturing units. Students are crafting innovative products—think handmade soaps, eco-friendly cleaning agents, and even tech gadgets—and selling them under their school’s brand. This hands-on experience in entrepreneurship is teaching them valuable lessons in problem-solving, teamwork, and financial literacy, far beyond traditional academics.
Shows like Shark Tank India have also played a crucial role in shaping young minds. These programmes, widely watched across TV and OTT platforms, have demystified entrepreneurship for students and parents alike. By showcasing real-life success stories, they’ve encouraged families to view entrepreneurship as a viable career path, on par with medicine or engineering.
Schools as Incubators of Ideas
Schools today are recognising their potential to act as incubators for future business leaders. Many are introducing entrepreneurship programmes, collaborating with startups, and organising business pitch competitions. These initiatives allow students to explore their interests and learn the intricacies of building a business—from ideation and prototyping to marketing and scaling.
Some schools have even created dedicated innovation labs and partnered with local businesses for mentorship opportunities. These setups not only foster creativity but also give students exposure to the practical aspects of running a business. Such efforts align perfectly with the government’s Startup India initiative, which has championed innovation and inclusivity for nearly a decade.
Why This Matters for the Future
Entrepreneurship isn’t just about creating businesses; it’s about fostering a mindset. Students who grow up in this environment are better equipped to tackle real-world challenges, think creatively, and adapt to changing circumstances. These skills are invaluable, whether they eventually choose to run their own business or work within an organisation.
Moreover, promoting entrepreneurship in schools has a ripple effect. It not only prepares students for the future but also inspires communities and contributes to economic growth. Schools that actively engage in such initiatives are setting a precedent for holistic education that balances academics with life skills.
What Next?
With over 1.59 lakh startups now recognised in India, the country has become a global hub of innovation. Schools must seize this moment to integrate entrepreneurial education into their curriculums actively. By doing so, they will not only align with national objectives but also prepare students for a world that values innovation and adaptability above all.
As we celebrate National Startup Day, let’s look forward to a future where classrooms double as boardrooms and students graduate not just with degrees but with dreams ready to take flight.
Education
National Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?
Published
4 months agoon
January 13, 2025
On 12 January each year, India celebrates National Youth Day, commemorating the birth anniversary of Swami Vivekananda—a visionary whose ideals continue to inspire generations. His emphasis on courage, self-discipline, and selflessness laid the foundation for building a nation of empowered youth. Yet, as we reflect on his teachings, a poignant question arises: if Swami Vivekananda were alive today, would he be proud of the state of India’s youth?
A Disturbing Landscape
Despite remarkable strides in education, technology, and global recognition, troubling statistics reveal a different narrative. Reports show a disheartening rise in suicides among young students, with academic pressure, bullying, and mental health struggles emerging as significant factors. According to the National Crime Records Bureau, India recorded over 13,000 student suicides in 2022—a grim reminder of the challenges our youth face.
Swami Vivekananda famously said, “Arise, awake, and stop not till the goal is reached.” But how do we encourage this awakening in an environment that often prioritises grades over mental well-being, competition over collaboration, and individual success over collective growth?
Polarisation and Division
In his landmark address at the Parliament of the World’s Religions in Chicago, Vivekananda envisioned a harmonious world, where mutual respect and inclusivity thrived. Yet, incidents of hate crimes in educational institutions paint a different picture. Instead of fostering understanding, many schools struggle to counter narratives of division and intolerance, which are seeping into the minds of impressionable young individuals.
Vaping is Cool!
Another alarming trend is the increasing prevalence of substance abuse and vaping among teenagers. Easy accessibility and peer influence have made vapes and drugs a growing concern in schools and colleges. Vivekananda’s ideal of youth as paragons of strength and discipline seems to clash with a reality where momentary fun triumphs responsibility.
Are We Listening to the Youth?
One of Vivekananda’s core messages was to listen and understand the needs of the youth, not dictate them. Today’s students crave purpose and authenticity in their pursuits. Yet, our education system largely remains exam-centric, with limited focus on developing emotional resilience, moral values, and critical thinking skills.
The rise of mental health issues highlights the urgent need for robust counselling frameworks in schools. Bullying, academic stress, and societal expectations weigh heavily on students. Swamiji believed in holistic education that nourished the body, mind, and soul—a vision that modern-day institutions must strive to achieve.
The Path Forward
- Mental Health Awareness: Schools must normalise conversations about mental health. Hiring trained counsellors and introducing life skills education can empower students to cope with stress and trauma.
- Fostering Inclusivity: Combatting polarisation starts with creating safe spaces for dialogue. Schools can champion diversity and empathy through collaborative activities and community-driven projects.
- Balanced Education: Beyond academic excellence, education must focus on creativity, moral values, and societal contributions—aligning with Vivekananda’s philosophy of balanced personal and communal growth.
- Youth Empowerment: Engage students in decision-making processes within educational institutions, giving them a sense of ownership and responsibility.
- Combatting Addictions: Early intervention and peer education programmes can deter substance abuse. Incorporating discussions on self-control and the consequences of addiction is crucial.
A Call to Action
If Swami Vivekananda were here today, he might be disheartened by some of these realities but would undoubtedly call upon educators, parents, and leaders to rise to the occasion. The Indian youth remain a powerful force capable of leading transformative change, provided they are equipped with the right guidance and support.
As educators and leaders, we must ask ourselves: Are we nurturing the kind of youth Swami Vivekananda dreamed of? Are we empowering them with the tools to think critically, act compassionately, and embrace diversity? Or are we just celebrating the day just for the sake of it? We need to ask real questions. The answers lie in our collective efforts to reshape the educational and societal systems influencing young minds.
Swami Vivekananda’s timeless words echo loudly: “The youth are the pillars of the nation.” It is upon us to ensure that these pillars stand strong, united, and unwavering, ready to lead India toward a brighter and more inclusive future.
Education
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
Published
5 months agoon
December 3, 2024
The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.
The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.
Key Details of the Plan
According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.
For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.
Implementation Framework
The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.
Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.
By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.
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