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Union Budget 2025-26: A New Dawn for India’s Education Sector

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Finance Minister of India- Nirmala Sitharaman

The Union Budget 2025-26, announced by Finance Minister Nirmala Sitharaman, has brought a mix of optimism and responsibility to India’s education sector. With ₹78,572 crores allocated to the Department of School Education and Literacy—its highest ever—the government has laid down a roadmap for transforming education through strategic investments in technology, skilling, and inclusion.

Major Allocations for Growth and Inclusivity

A key highlight is the announcement of 50,000 Atal Tinkering Labs in government schools to foster innovation and scientific thinking. Alongside this, the budget’s allocation of ₹42,900 crores for Central Sector Schemes will fund initiatives such as the Pradhan Mantri Innovative Learning Programme (DHRUV) and the National Means-cum-Merit Scholarship Scheme. These programmes aim to provide scholarships and mentorship to talented students, particularly those from economically weaker sections.

The Samagra Shiksha and PM Poshan schemes have also seen increased allocations, receiving ₹41,250 crores and ₹12,500 crores, respectively. Additionally, ₹1,250 crores have been allocated for the New India Literacy Programme and ₹160 crores for the STARS initiative, both critical to addressing foundational literacy and teacher capacity building.

Strengthening Higher Education and Digital Inclusion

Higher education received ₹50,077.95 crores, with a significant push to expand IIT infrastructure, adding seats for 6,500 students across five IITs. Sitharaman emphasised that this was part of a broader effort to align higher education with global standards and industry demands, a sentiment echoed by several educational leaders.

Mr. Nipun Goenka, Managing Director of GD Goenka Group, highlighted the importance of this investment: “The budget’s focus on skilling, research, and AI-driven education reflects a commitment to future-ready competencies. Establishing Centres of Excellence for Skilling and expanding AI education will ensure that students across socio-economic backgrounds can contribute to India’s progress. This year’s focus on broadband connectivity in government schools will democratise access to knowledge and innovation.”

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Focus on STEM, AI, and Research Innovation

The government’s investment in STEM education, with 50,000 Atal Tinkering Labs and expanded IIT capacities, was lauded by Mr. Praneet Mungali, Trustee & Secretary, Sanskriti Group Schools. “This investment significantly enhances India’s STEM ecosystem and will foster curiosity and problem-solving abilities in students,” Mr. Mungali said.

The establishment of National Centres of Excellence in AI was another major highlight. Dr. Yajulu Medury, Vice Chancellor of Mahindra University, praised this decision: “These centres, alongside the 10,000 scholarships for technological research, will nurture innovation and position India as a global leader. Expanding IIT infrastructure in Tier-2 cities will further decentralise opportunities and drive tech-based growth across regions.”

Driving Digital and Linguistic Inclusivity

With ₹681 crores allocated for Digital India e-learning, the government aims to bridge the digital divide. Mr. Kanak Gupta, Group Director of MR Jaipuria Group, appreciated this step: “The emphasis on providing digital Indian language books in schools and higher education is critical to ensuring inclusivity. Quality education, accessible in various languages, will provide uniform learning opportunities for all students.”

Mr. Dilip Gangaramani, CEO of Target Learning Ventures, stressed the importance of AI in education, saying: “The establishment of Centres of Excellence in AI will equip educators and students to harness its potential. However, critical thinking must be fostered to help students evaluate AI outputs and identify biases, ensuring well-rounded, responsible digital citizens.”

A Holistic Approach to Skilling and Research

The budget’s emphasis on skilling through the establishment of five National Centres of Excellence was praised by Ms. Charu Kapoor, Country Director, NIIT Foundation: “This investment will help rural skilling by providing digital training opportunities that were previously limited due to poor internet access. The combination of skill-based training and access to resources will empower youth and contribute meaningfully to India’s global standing.”

Similarly, Mr. Kunal Vasudeva, Co-founder of the Indian School of Hospitality, remarked: “Policy is a work in progress—the test now is in execution. We need a 10X mindset in implementing AI-driven research and deep-tech funding. Universities must lead innovation by aligning their research with national priorities, fostering long-term growth.”

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Medical and Technical Education Expansion

On the higher education front, Sitharaman’s announcement of expanding IIT Patna’s infrastructure and increasing medical seats by 10,000 this year shows a continued push to address capacity needs. “This infrastructure expansion demonstrates the government’s commitment to producing world-class professionals,” said Mr. Naman Jain, Vice Chairman of Silverline Prestige School. “The allocation to K-12 education must be effectively utilised to make global standards accessible to students from marginalised communities.”

Bridging the Gap Between Policy and Practice

Several experts underlined that bold policy must be matched with execution. Mr. Shishir Jaipuria, Chairman of Seth Anandram Jaipuria Group of Educational Institutions, stated: “Fifty thousand Atal Tinkering Labs, better broadband in government schools, and AI education reflect a holistic and forward-thinking approach. The focus on technological fellowships and skilling will empower young minds to lead innovation in an interconnected world.”

Mr. Sagar Kaushik, Associate Director at Propelld, added: “Removing TCS for education remittances and improving accessibility to digital and medical education will help parents plan better for their children’s future. This budget addresses both immediate and long-term challenges, laying a strong foundation for sustainable growth.”

Therefore, it can easily be said that the Union Budget 2025-26 has set the stage for a transformative phase in India’s education sector. From investments in AI and STEM to skilling and digital inclusion, the focus is clear: building an education system that nurtures innovation and positions India as a global knowledge hub. However, experts stress that its success will depend on effective execution, ensuring that the investments translate into tangible improvements across all levels of education.

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In a Shocking Move, US Supreme Court Backs Trump’s Cuts to Teacher Training Grants

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The US Supreme Court cleared the way for President Trump to cut $600 million from teacher training funds

In a decision that has sent shockwaves through the global education community, the US Supreme Court has permitted the Trump administration to go ahead with slashing $600 million in teacher training grants—funds that supported Diversity, Equity, and Inclusion (DEI)-related programs. The 5-4 ruling is being seen as a major blow to the foundational ideals of inclusive education.

The affected grants, including the Teacher Quality Partnership and Supporting Effective Educator programs, were created to recruit and train educators, particularly for rural and underserved communities. These programs were designed not just to address America’s growing teacher shortage but also to help educators understand and embrace student diversity—a critical aspect of modern pedagogy.

Trump’s Department of Education has argued that the programs funded “divisive ideologies.” A standardised letter sent to grant recipients stated that the department no longer supports programs promoting DEI or “any other initiatives that unlawfully discriminate on the basis of race, colour, religion, sex, national origin, or other protected characteristics.”

But to education experts, the decision is not just bureaucratic—it’s deeply symbolic.

When the world needs more aggressive teacher training, not less, this ruling feels like a backward leap. At a time when classrooms are more diverse than ever—culturally, neurodivergently, socio-economically—cutting back on training that helps teachers manage inclusive classrooms could spell disaster for the next generation of learners.

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Teachers make every other profession possible. You cannot take away their training and expect education to survive.

DEI is not a trending buzzword—it is a matter of human dignity and rights. When teachers are better equipped to understand different learning needs and cultural contexts, every child benefits. These funds were not “divisive”; they were the very backbone of equitable education.

This Supreme Court ruling comes in the wake of Trump’s broader effort to dismantle the Department of Education itself, part of his controversial plan to downsize federal governance. An executive order to “eliminate” the department was signed in March 2025, though its full dissolution still requires congressional approval.

Justice Elena Kagan, dissenting in the ruling, called the decision “a mistake,” adding that nowhere in the government’s defence was there a legal justification for cancelling the grants. Fellow Justice Ketanji Brown Jackson said the terminations were contrary to Congress’s original intent of ensuring quality education for all.

While the US wrestles with these policy reversals, the international education community must remain vigilant. This is not just a national matter. The US has long set the tone for education policy worldwide. If other countries begin to emulate this regression, we risk reversing years of progress toward inclusion, understanding, and equality in education.

Let us be clear: Training teachers is not a gimmick. It is a necessity. A minimum standard. 
We hope that while the world watches, it does not follow suit.

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Private School Fees Surge by 50–80% in Three Years, National Survey Finds

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Image Source- Envato Elements

As schools across India reopen for the new academic year, parents are sounding the alarm over an alarming surge in school fees. A recent nationwide survey by LocalCircles has confirmed that private school fees have increased by 50–80% over the past three years—placing unprecedented financial pressure on middle and lower-income families.

The survey, which gathered responses from over 31,000 parents across 309 districts, revealed that 44% of parents reported a fee hike of 50–80%, with 8% stating that the increase exceeded 80%. In contrast, only 7% of parents felt their state government had effectively capped or regulated these hikes.

Despite widespread concern, only Tamil Nadu and Maharashtra currently regulate school fees, leaving parents in most states without protection from such steep increases. From Hyderabad to Delhi and Bengaluru, parents have protested hikes ranging from 10% to even 100%—especially in the pre-primary and early primary segments.

Private education is becoming increasingly unaffordable. While the wealthy may manage, middle-class and low-income families are sacrificing basic needs or taking on debt just to keep their children in school,” said Sachin Taparia, founder of LocalCircles.

The survey also indicated a worrying drop in enrolment—with UDISE+ data showing a decline to 24.8 crore students in 2023–24, a fall of over one crore from previous years.

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Parents and education advocates are now calling for urgent government intervention and stronger fee regulatory mechanisms to ensure equitable access to quality education.

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Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education

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Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education

At a time when India is reflecting on 100 years since the discovery of the Indus Valley Civilisation, Mahindra University took a significant academic stride by hosting a landmark interdisciplinary symposium that not only honoured our ancient heritage but explored its forgotten links to modern education.

Organised as part of the university’s research initiative to decode the Indus script, the symposium brought together archaeologists, linguists, AI experts, and education scholars. It featured a stunning display of antiquities — including stone tools over 100,000 years old — and rare artefacts from the IVC, offering visitors a tangible glimpse into one of the world’s earliest urban cultures.

A Civilisation Ahead of Its Time

In her keynote, Dr Smita S. Kumar, Superintending Archaeologist at the Archaeological Survey of India, underscored the maritime trade and economic systems that made Harappa a powerhouse of cross-cultural exchange. “The legacy of Harappa shaped the economic landscape of the world and helped lay the foundation for global trade systems,” she said.

But beyond trade, the event also highlighted how the civilisation’s systems of standardisation, civic planning, and symbolism hinted at early forms of instruction and information dissemination.

Professor Yajulu Medury, Vice Chancellor of Mahindra University, stated, “This symposium underscores our commitment to interdisciplinary scholarship. Understanding the IVC helps us trace the evolution of knowledge systems in India.”

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Indus Valley’s Forgotten Impact on Education

While IVC is not known for formal classrooms or textbooks, its influence on education is deeper than most realise. Their standardised brick sizes and sophisticated city layouts suggest a culture of measurement, geometry, and applied science. The presence of seals, the undeciphered script, and organised granaries all point to an inherent system of record-keeping and knowledge sharing — key elements of what education aims to do today.

Modern-day curriculum pillars like data literacy, urban planning, sustainable water management, and system design can all find philosophical and functional parallels in the Harappan way of life.

As India moves toward a more integrated and inclusive National Education Policy, perhaps it’s time we looked backward to move forward — and asked how much of our ancient knowledge systems still flow silently through our schools, textbooks, and educational practices.

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Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru

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CM Rise Schools initiative, started under Chief Minister Shivraj Singh Chouhan in 2023, as a step towards quality education

In a symbolic move blending mythology with modern education, the Madhya Pradesh government has announced the renaming of its high-tech CM Rise Schools to Sandipani Vidyalaya, in honour of Lord Krishna’s revered guru, Acharya Sandipani. The decision was announced by Chief Minister Mohan Yadav during the launch of this year’s School Chale Hum campaign in Bhopal.

The CM Rise Schools initiative, originally introduced in July 2023 under former Chief Minister Shivraj Singh Chouhan, was envisioned as a transformative step towards quality education. These schools feature smart classrooms, digital infrastructure, and upgraded pedagogy aimed at bridging the rural-urban education divide.

Referring to the legendary Sandipani Ashram in Ujjain—where Lord Krishna is believed to have received his early education—CM Yadav said the renaming serves as a tribute to ancient Indian wisdom. “Lord Krishna received his education in Sandipani Ashram. The CM Rise Schools will now be known as Sandipani Vidyalaya to reflect this legacy,” he stated.

The state government had aimed to establish 9,000 such schools, with 274 already operational and serving over 2.5 lakh students. These institutions have been hailed for offering modern learning environments while drawing inspiration from India’s educational heritage.

The announcement also coincides with renewed efforts to make education more accessible, particularly in rural areas. CM Yadav’s government recently earmarked ₹101.20 crore to revive public transport systems across the state in a public-private partnership (PPP) model, enhancing accessibility to schools and colleges.

By naming these futuristic institutions after a figure steeped in India’s educational tradition, the government hopes to strike a chord with cultural pride while continuing its push for technological advancement in classrooms.

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On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India

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Image Source- Pexels/Tara Winstead

On World Autism Awareness Day 2025, the Ministry of Education reaffirmed its commitment to inclusive education—announcing strengthened therapy-based support through Block Resource Centres (BRCs) for children with autism spectrum disorder (ASD) under Samagra Shiksha. On paper, it all sounds exactly as it should: speech therapy, occupational support, assistive devices, special educators, digital access, even parent counselling and teacher training.

But just three days ago, a deeply disturbing video emerged from a Noida-based private school, showing a special educator manhandling a 10-year-old child with autism in the classroom. The video, accidentally shared on a parent WhatsApp group, has since gone viral, leading to the arrest of the teacher, the sealing of the school, and an FIR under the Bharatiya Nyaya Sanhita, the JJ Act, and the RPWD Act.

It begs the question: Is our reality in special education as inclusive as our rhetoric?

When Inclusion Becomes a Hollow Word

For far too many children with autism in India, inclusion begins and ends in policy documents. What lies in between is often a cycle of unchecked negligence, lack of accountability, and poorly trained or entirely unqualified “special educators” functioning like gig workers—underpaid, under-monitored, and dangerously unprepared.

We’ve heard of children being tied to chairs during therapy hours, being underfed as a behavioural management strategy, or being punished for sensory overstimulation they cannot control. Many so-called educators don’t even have basic training, let alone the emotional intelligence required to support neurodiverse children.

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What Needs to Change?

If we are truly serious about inclusion, then we need more than just circulars and schemes. We need licensing laws that mandate certification and regular evaluation of all special educators. We need background checks, complaint redressal systems, and swift punitive action against violations. We need to ensure every school, government or private, recognised or otherwise, follows minimum compliance protocols for inclusive practices. And yes, we need parent voices on the table when these frameworks are drafted—not just policy architects in boardrooms.

The Ministry’s renewed vision under NEP 2020 is a welcome step, and BRCs could become powerful hubs of change. But only if they are funded, monitored, and held accountable. Inclusion is not a checkbox, it’s a lived culture—and it starts with respect, rigour, and responsibility.

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SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions

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The Supreme Court of India has appointed a National Task Force on Mental Health and Student Well-being in Education

In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.

The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.

Listening to India: A National Consultation

In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.

Who’s On Board?

The panel comprises a cross-section of experts and representatives from:

  • Ministry of Women and Child Development

  • Department of Higher Education

  • Department of Social Justice and Empowerment

  • Department of Legal Affairs

  • Mental health professionals

  • Education policy specialists

  • Legal experts

What’s Next?

The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.

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Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”

This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.

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CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced

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In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.

Biannual Board Exams

One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.

Revised Passing Criteria

CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.

Introduction of Skill-Based Subjects

With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:

  • Computer Applications

  • Information Technology

  • Artificial Intelligence

They can also select either English or Hindi as their language subjects.

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For Class 12, four new skill-based subjects have been introduced:

  • Land Transportation Associate

  • Electronics and Hardware

  • Physical Activity Trainer

  • Design Thinking and Innovation

The curriculum for Class 12 is now organised around seven major learning areas:

  • Languages

  • Humanities

  • Mathematics

  • Sciences

  • Skill Subjects

  • General Studies

  • Health and Physical Education

New Grading System

Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.

Curriculum Access and Implementation

The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.


This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.

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The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect

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There’s something deeply sacred about a child’s first sketch—the awkward crayon lines, the lopsided sun, the stick figures that smile despite their missing limbs. That’s the heart of human creativity: messy, imperfect, emotional. And then there’s AI art—sleek, polished, awe-inspiring, and often eerily devoid of that same soul. So where do we draw the line when we bring this technology into schools, where the purpose of art isn’t just aesthetic, but emotional, developmental, and deeply personal?

As AI-generated art becomes increasingly accessible, educators and institutions are exploring its use in classrooms, textbooks, exhibitions, and even personalised student projects. The tools are powerful. With a few prompts, a teacher can conjure up a world map in Van Gogh’s style or generate a Ghibli-inspired version of a student’s family portrait. It’s engaging, efficient, and undeniably exciting. But in this rush to embrace innovation, are we unconsciously sidelining the raw, human act of creation?

Take, for instance, the aesthetic influence of Studio Ghibli—a name synonymous with hand-drawn magic. Hayao Miyazaki, its legendary co-founder, has publicly criticised AI-generated art as soulless. For a man who believes every frame must carry the weight of life, suffering, and intent, AI art is an affront to authenticity. And when we use Ghibli-inspired AI to recreate school memories or cultural illustrations, are we honouring that legacy or reducing it to a visual filter?

This question becomes even more relevant in educational spaces, where art is more than visual delight. It’s therapy, it’s storytelling, it’s identity-building. A classroom wall covered with AI-generated posters may look stunning, but what happens when it replaces the joy of getting paint under your fingernails or proudly misspelling your name in glitter?

Then there’s the ethical dilemma of data and labour. Who gets credited when AI art is trained on thousands of anonymous, unpaid artists? Are we inadvertently participating in a system that borrows without consent?

And what message does that send to young creators—that their work can be replicated, remixed, and resold by a machine in seconds?

Of course, this isn’t a call to ban AI art from classrooms. Quite the opposite. There’s immense potential here—to use AI as a collaborative tool rather than a replacement. Imagine students learning how to prompt ethically, understanding how AI generates images, and using it to reflect on visual storytelling, bias, and authorship. Education is the perfect place to ask these questions—not avoid them.

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And let’s talk about nostalgia—the emotional undertow of this whole conversation. Many of us turn to AI to recreate what once made us feel safe, seen, and whole. Whether it’s turning a family portrait into a Ghibli scene or reviving the aesthetics of Amar Chitra Katha, it stems from love. But love also requires respect. And perhaps the most respectful thing we can do is to remember that some things—like a child’s first drawing, or the tremble in an old hand sketching memories—are sacred because they are human.

So as educators, creators, and curators of tomorrow’s imaginations, let us not trade soul for style. Let AI walk beside our children, not ahead of them. Let it support the messy, magical business of making art—not sanitise it.

Because in the end, the point isn’t to create perfect art. It’s to create honest ones.

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“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020

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A glimpse from the podcast titled "Be the Change in the Changing World,"

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.”

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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:

  • A shift from rote learning to competency-based, experiential learning

  • Focus on Indian traditions and cultural rootedness

  • Moving away from exam-centric teaching, especially in early years

  • Recognition of multilingualism and contextual learning

  • 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!”

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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- 

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Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali

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A workshop on career counselling by Target Learning Ventures at Matrubhoomi School supported by INSEED NGO

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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Education1 hour ago

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