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NEP 2020

ArdorComm – Education Leadership Summit & Awards 2026, held in Ahmedabad, Gujarat on 10th April 2026

/ Blogs

On 10th April 2026, the vibrant city of Ahmedabad played host to one of the most impactful education gatherings of the year, the ArdorComm – Education Leadership Summit & Awards 2026. Organized by ArdorComm Media Group, the summit brought together visionary leaders, policymakers, educators, EdTech innovators, and industry experts under one roof to reimagine the future of education and skilling in India. With the compelling theme “Redefining Education and Skilling for a Viksit Gujarat, Viksit Bharat,” the event successfully fostered dialogue, collaboration, and actionable insights aimed at strengthening India’s education ecosystem. Gujarat: A Thriving Hub of Education & Innovation Gujarat continues to emerge as a powerhouse in education and skill development. Cities like Gandhinagar, Surat, and Vadodara have established themselves as premier academic destinations, offering world-class education across engineering, management, law, and design. The summit highlighted how progressive policies such as National Education Policy 2020, Samagra Shiksha, and Pradhan Mantri Kaushal Vikas Yojana are reshaping the education landscape. Discussions also shed light on initiatives like SAKSHAM – KVK 2.0 and Mukhyamantri Bhumiheen Khetihar Vikas Yojana (MBKVY), which are bridging the gap between education and employability. Support from Esteemed Government Leaders The ArdorComm – Education Leadership Summit & Awards 2026 received notable recognition from distinguished government leaders of Gujarat. A letter of appreciation and support was extended by the Hon’ble Chief Minister, Bhupendra Patel, acknowledging the summit’s efforts in fostering meaningful dialogue around the future of education and skilling in India. Further strengthening this endorsement, Shri Trikambhai Chhanga, Hon’ble Minister for Higher & Technical Education, Government of Gujarat, also conveyed his appreciation for the initiative, highlighting its role in promoting innovation and collaboration within the education ecosystem. In addition, Shri Harsh Sanghavi, Hon’ble Deputy Chief Minister of Gujarat, extended his support through a letter of appreciation, recognizing the summit as a significant platform for knowledge exchange and progressive transformation in education and skilling. This collective encouragement from state leadership underscores the importance of such initiatives in advancing the vision of a future-ready education system aligned with national development goals. Industry Leaders and Keynote Speakers The summit commenced with an insightful inaugural session on “Redefining Education and Skilling for a Viksit Gujarat, Viksit Bharat,” setting the tone for impactful discussions ahead. The session began with a warm welcome address by Kumar Chandan Anand, Founder, CEO & Group Editor of ArdorComm Media Group. The event was graced by the special guest Hiranmay Mahanta, CEO of i-Hub Gujarat, highlighting innovation and entrepreneurship in education. Adding further depth to the discussion, distinguished guest speakers including Prahar Anjaria, Founder & Chairman of Rangoli Group of Institutes, Archit Bhatt, Managing Director of Tripada Group of Schools, and Dr. Seema Negi, Director-Principal of Sanjeevani World School, shared their perspectives on building future-ready institutions. The session successfully laid a strong foundation for the summit by bringing together policy, industry, and academic insights to drive the vision of a skilled and empowered India. The first panel discussion on “NEP 2020 in Action: Leadership Driving Transformational and Competency-based Framework” brought together eminent education leaders to deliberate on the practical implementation of National Education Policy 2020 and its impact on transforming learning ecosystems. The session was effectively moderated by Mayuri Vasani, Executive Director of R.P. Vasani International School, Ahmedabad, who guided the conversation around leadership-driven change in education. The panel featured distinguished speakers including Prof. (Dr.) H. M. Nimbark, Provost & CEO of Gyanmanjari Innovative University, Dr. Anish Sinha, Registrar at the Indian Institute of Public Health, Gandhinagar, and Prof. (Dr.) Apurv Raval, Director & Dean of Shreyarth University, Ahmedabad, who shared valuable insights on institutional transformation and competency-based education. Further enriching the discussion, Nirali Dagli, Director Principal of The Mindcraft School, Surat, Amar Jeet Soni, Director of EBC Group of Schools, Ahmedabad, Sabina Sawhney, Principal of Delhi Public School, Bopal, and Nijpriya Vikalp Panchal, Academic Director of Rising Kids Preschool, Ahmedabad, highlighted the importance of experiential learning, skill integration, and leadership in driving meaningful educational reforms. The session underscored how collaborative leadership and innovative practices are key to translating policy into impactful classroom outcomes. The second panel discussion on “Digital Learning for All: Inclusive Education, Safety and Cyber Hygiene” focused on the growing importance of creating safe, inclusive, and accessible digital learning environments in today’s technology-driven education landscape. The session was moderated by Prahar Anjaria, Founder & Chairman of Rangoli Group of Institutes, Gandhinagar, who steered the dialogue towards balancing innovation with responsibility in digital education. The panel brought together esteemed leaders including Archit Bhatt, Managing Director of Tripada Group of Schools, Ahmedabad, Kamal Mangal, Founder Trustee of Anand Niketan Group of Schools, Ahmedabad, and Viral Jain, Chairman & Managing Trustee of Lokpriya Providentia International School, Jamnagar, who shared their perspectives on leveraging digital platforms for equitable learning opportunities. Adding further insights, Harsh Kapadia, Trustee of The H.B. Kapadia New High School, Ahmedabad, Jayashree Kad, Director of Future Learning Design and Training (FLDT), Kalorex Group, Ahmedabad, and Dr. Seema Negi, Director-Principal of Sanjeevani World School, Mumbai, emphasized the importance of cyber safety, digital literacy, and responsible technology use among students and educators. The discussion highlighted that while digital learning opens new avenues for inclusivity, ensuring security, awareness, and ethical practices remains equally critical for sustainable educational growth. The third panel discussion on “EdTech Ecosystem and Teacher Development: Bridging Teaching–Learning and Student Engagement in a Digitally Connected Education Landscape” delved into the evolving role of technology in enhancing pedagogy and empowering educators. The session was moderated by Prof. (Dr.) Indrajit Patel, Vice Chancellor of CVM University, Vallabh Vidyanagar, who guided an engaging dialogue on integrating EdTech solutions with effective teaching practices. The panel featured distinguished experts including Prof. Dharmendra Singh, Director of IIIT Vadodara, and Rahul Sood, Associate Manager – Business Development at Meritto, who shared insights on leveraging digital tools to enhance student engagement and institutional efficiency. Further enriching the discussion, Vinita Rohera, Managing Trustee of Gandhinagar University, Anveshbhai B Patel, Joint Managing Trustee & Secretary of Sardar Patel Education Trust, Anand, Parth Kotecha, Associate Vice President of Noble University,

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India Introduces AI & Computational Thinking for Classes 3–8, Expanding Early Tech Education in Schools

/ Education Community

In a major step toward embedding future skills in school education, the Ministry of Education has unveiled a new Artificial Intelligence (AI) and Computational Thinking (CT) curriculum for students from Classes 3 to 8 under the Central Board of Secondary Education. Announced on April 1, the initiative marks the first structured integration of AI concepts at the foundational and middle school levels. Union Education Minister Dharmendra Pradhan described the move as a “transformative step” aimed at preparing students for a technology-driven future. According to the Minister, the curriculum is supported by well-designed modules, detailed teacher handbooks, and a strong assessment framework. These components are intended to provide students with early exposure to emerging technologies while ensuring a systematic learning approach. This development aligns with the vision of the National Education Policy 2020, which emphasizes digital literacy, coding, and the development of 21st-century competencies from an early stage. While AI was previously offered as an elective subject for Classes 9 to 12, this initiative expands its reach to younger learners. The curriculum has been developed by an expert panel led by a professor from Indian Institute of Technology Madras, with participation from key institutions such as CBSE, NCERT, Navodaya Vidyalaya Samiti, and Kendriya Vidyalaya Sangathan. The rollout will begin in the academic session 2026–27 in a phased manner. Schools affiliated with CBSE will receive necessary guidelines, resources, and teacher training support to ensure consistent implementation across both urban and rural regions. The curriculum is designed to be age-appropriate, introducing younger students to core computational thinking skills like pattern recognition, logical reasoning, and problem-solving. As students progress, they will gradually explore foundational AI concepts. Rather than being taught as a separate subject in early grades, AI and CT will be integrated into existing subjects and classroom activities. The approach prioritizes experiential learning through projects, digital tools, and hands-on exercises. To address challenges in implementation, teachers will undergo dedicated training programs supported by structured handbooks. Additionally, assessments will focus on conceptual clarity and practical application instead of rote memorization. Overall, the initiative aims to build a strong technological foundation among students, equipping them with critical thinking and problem-solving skills necessary for the evolving digital landscape. Source: Deccan Herald

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Govt Makes 150 Hours of On-the-Job Training Mandatory for ITI Trainees Under Craftsmen Training Scheme

/ Education Community

The Centre has made it compulsory for Industrial Training Institute (ITI) students enrolled under the Craftsmen Training Scheme (CTS) to complete 150 hours of structured on-the-job training (OJT) or a group project, as per fresh guidelines issued by the Directorate General of Training (DGT). The DGT operates under the Ministry of Skill Development and Entrepreneurship. Until now, ITI trainees primarily received practical instruction within campus workshops, working with tools and machinery available at their institutes. While this approach ensured foundational skills, it often limited exposure to modern industrial technologies and real-time workplace practices. Consequently, many trainees required additional hands-on training after entering the job market. To bridge this gap and align vocational education with industry demands, the DGT has restructured CTS qualifications in line with the National Education Policy (NEP) 2020. As part of the reforms, the annual training duration has been reduced from 1,600 hours to 1,200 hours. Additionally, a mandatory 150-hour OJT or group project component has been introduced to ensure practical industry exposure. Union Minister for Skill Development and Entrepreneurship Jayant Chaudhary termed the move a significant reform aimed at strengthening vocational education. He emphasised that classroom instruction alone is insufficient in a rapidly evolving industrial environment, and that real workplace experience is essential to build competence, confidence and professionalism among trainees. The initiative is also expected to deepen collaboration between industries and ITIs. Under the new guidelines, trainees will be eligible for OJT or project work only after completing at least three months of institutional training. The industry training will be conducted under the supervision of mentors, with regular performance assessments. The OJT component will also be integrated into a future data-driven grading framework. For students enrolled under the Dual System of Training (DST) mode, mandatory project work will replace OJT, as they already receive industry exposure during their course. Launched in 1950, the Craftsmen Training Scheme remains a key pillar of India’s vocational training ecosystem. The newly introduced OJT mandate aims to enhance employability, align skills with industry standards, and ensure smoother workforce integration for ITI graduates. Source: PTI

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CBSE 2026 Board Exams: Digital Evaluation, Dual Class 10 Boards & Competency-Based Papers — What Students Must Know

/ Education Community

The Central Board of Secondary Education (CBSE) has introduced sweeping reforms for the 2026 board examinations, affecting both Class 10 and Class 12 students. These updates focus on three major areas: alignment with the National Education Policy (NEP) 2020, the option of two board exams for Class 10, and the rollout of digital answer sheet evaluation for Class 12. Here’s a comprehensive look at what is changing and how it could impact students, parents, and schools. Digital Evaluation for Class 12: On-Screen Marking (OSM) Begins Starting with the 2026 board exams, CBSE will implement On-Screen Marking (OSM) for evaluating Class 12 answer sheets. This marks a significant shift from the traditional physical evaluation system to a fully digital process. However, Class 10 answer scripts will continue to be assessed through the conventional physical mode in 2026. CBSE conducts board examinations for approximately 46 lakh students across India and in 26 countries. With OSM, answer sheets will be scanned and uploaded digitally, allowing examiners to evaluate them online rather than travelling to designated marking centres. According to CBSE’s circular dated February 9, 2026, the digital evaluation system offers multiple benefits: Elimination of totalling and calculation errors Reduced manual handling through automated coordination Faster correction timelines Lower transportation and logistical costs Teachers can evaluate papers from their own schools Reduced need for post-result mark verification Decreased manpower requirements Broader participation of teachers, including those from overseas affiliated schools Environment-friendly paper management The move is expected to streamline the evaluation process and improve efficiency while reducing administrative burden. Two Board Exams for Class 10 from 2026 In another major reform, CBSE has confirmed that Class 10 students will have the option to appear for two board examinations starting in 2026. The announcement, made through a notification dated June 25, 2025, aligns with NEP 2020’s vision to reduce exam-related stress and shift away from high-stakes single-exam systems. While detailed implementation guidelines are being issued separately, the dual-exam system aims to: Ease performance pressure Provide flexibility within the same academic year Offer students a chance to improve scores without waiting for the next year This change is expected to create a more student-friendly assessment structure. Question Paper Pattern Overhauled: Competency Takes Centre Stage One of the most impactful changes for 2026 lies in the redesigned question paper format for both Class 10 and Class 12. As per Circular No. Acad-30/2024 (dated April 3, 2024), CBSE aligned its assessment structure with NEP 2020 to promote skill-based and application-oriented learning. Although the reform began in the 2024–25 academic session, the 2026 board batch will be among the first to complete an entire academic cycle under the revised format. New Exam Structure: 50% Competency-Based Questions Includes case studies, source-based questions, application-driven MCQs, and real-life context problems designed to test conceptual understanding rather than memorisation. 20% Objective (MCQ) Questions Select response-type questions aimed at evaluating clarity of concepts. 30% Constructed Response Questions Traditional short- and long-answer questions, now reduced in overall weightage. This marks a significant transition from the earlier model where long descriptive answers carried nearly half the marks. The emphasis now is on analytical thinking, problem-solving ability, and real-world application of knowledge. What This Means for Students The 2026 reforms collectively signal a transformation in CBSE’s examination philosophy — from memory-based testing to competency-driven evaluation. Students will need to focus more on understanding concepts deeply, practising case-based questions, and developing analytical skills. The introduction of digital evaluation may also lead to quicker result processing and greater transparency. With flexibility in Class 10 exams and modernised assessment for Class 12, CBSE is moving toward a system designed to reduce stress while strengthening learning outcomes. Source: Indian Express

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ArdorComm Education Leadership Summit & Awards 2026 held in Guwahati, Assam on 6th February 2026

/ Blogs

The ArdorComm – Education Leadership Summit & Awards 2026, held on 6th February 2026 in Guwahati, Assam, emerged as a powerful confluence of ideas, inspiration and action, spotlighting the North East as a fast-evolving education and skills hub of India. Centred on the theme “Future-Ready Northeast: Building Skills, Mindsets for a Smarter Tomorrow”, the summit brought together senior education leaders, policymakers, academicians, EdTech innovators and industry experts from across the region and beyond. Organised by ArdorComm Media Group, the flagship summit reaffirmed the organisation’s commitment to fostering dialogue, collaboration and recognition across India’s education ecosystem—this time with a sharp focus on the immense potential and progress of the North Eastern states. Showcasing the Northeast’s Education Transformation The summit highlighted how Northeast India is undergoing a quiet but powerful transformation in education, driven by improved literacy rates, enhanced digital infrastructure, policy-led reforms and growing private participation. Discussions underscored the region’s journey from access-led education to outcome-oriented, future-ready learning models. Speakers extensively explored the opportunities unlocked by NEP 2020, particularly its emphasis on regional languages, multidisciplinary learning, skill integration and alignment with local economic and employment needs. The role of education in nurturing entrepreneurship, employability and innovation within the region was a recurring theme across sessions. With growing investments in universities, private unaided schools, vocational training centres and EdTech-enabled classrooms, the Northeast is increasingly positioning itself as a model region for inclusive and tech-driven education. Support from Esteemed Government Leaders The ArdorComm – Education Leadership Summit & Awards 2026 – Guwahati received strong encouragement and goodwill from distinguished leaders of the Government of Assam, underscoring the importance of collaborative efforts in advancing education, skills and youth development in the region. Smti. Nandita Garlosa, Hon’ble Minister of Sports & Youth Welfare, Government of Assam, extended her warm wishes to the summit, appreciating initiatives that focus on empowering youth through education, skill development and holistic growth. Dr. Ranoj Pegu, Hon’ble Minister of Education, Welfare of Plain Tribe & Backward Classes, Government of Assam, conveyed his best wishes for the event and acknowledged the role of such platforms in strengthening education systems, promoting inclusivity and aligning learning with the aspirations of the future workforce. Shri Prasanta Phukan, Hon’ble Minister for Power, Skill, Employment & Entrepreneurship, Medical Education & Research, Government of Assam, also shared his warm regards for the summit, recognising the significance of industry–academia collaboration in building a skilled, employable and future-ready talent pool for the state and the region. Their encouragement and goodwill added immense value to the summit and reaffirmed the collective commitment towards nurturing a future-ready Northeast through education, skills and innovation. Industry Leaders and Keynote Speakers The summit opened with an impactful Inaugural Session on “Future-Ready Northeast: Building Skills & Mindsets for a Better Tomorrow”, setting the tone for a day of forward-looking discussions. Kumar Chandan Anand, Founder, CEO & Group Editor, ArdorComm Media Group, delivered the Welcome Address, highlighting ArdorComm’s commitment to fostering collaborative platforms that drive inclusive, future-ready education. The Guest of Honour, Shri R. C. Jain, IAS (Retd.), Chairman, Assam State School Education Board (ASSEB), Government of Assam, shared insights on strengthening school education and aligning learning outcomes with the vision of NEP 2020. The session was further enriched by Maj. Gen. B. D. Wadhwa, AVSM, Pro Chancellor (Emeritus), IILM University, Greater Noida, who emphasised leadership and values-based education, and Aaditya Razdan, Senior Enterprise Director, Coursera, who spoke on the growing role of digital platforms and industry-aligned learning in building future-ready skills for the Northeast. Panel 1, titled “NEP and Tech Advantage for KG to PG: Building a Future-Ready Generation”, brought together education leaders from school and higher education to discuss how NEP 2020 and technology can collectively transform learning across the entire academic continuum. Moderated by Sandip Sen, Principal, SERS Public School, Guwahati, the panel featured Cdr. (Dr.) Gurdaman Sharma, Vice Chancellor, SRM University, Gangtok; Prof. (Dr.) Ginlianlal Buhril, Vice Chancellor, ICFAI University, Mizoram; Dr. Nitai Pradhan, Principal, Good Shepherd’s Home English Medium High School, Nagaon; and Mohan Raghavan, Director, Mind Matters Educational Group, Guwahati. The discussion highlighted curriculum flexibility, experiential learning, digital integration and teacher preparedness as critical enablers for nurturing future-ready skills and mindsets from early childhood education to higher education. Panel 2, titled “Digital Pathways to Lifelong Learning: Balancing Innovation, Inclusion & Ethics”, focused on how digital transformation can enable continuous learning while remaining equitable and responsible. Moderated by Gariasi Dutta, Chairperson, The down town Group Schools, Guwahati, the panel featured Diwan Siraj Munir, Executive Director & CEO, Sublime Academy, Barpeta; Dr. Durlav Sarkar, Founder & Director, Gurukul Group of Educational Wing, Mangaldai; Mallika Das Singh, Founder & Director, Lakshya International School, Tezpur; and Anuraag Saraf, Founder & Director, Mind Matters Educational Group, Guwahati. The discussion emphasised ethical use of technology, inclusive digital access, blended learning models and the importance of fostering critical thinking and digital citizenship across all stages of education. Panel 3, titled “Bridging Education and Employability: Skills for the 21st Century Workforce”, brought the spotlight on aligning academic frameworks with evolving industry demands and employability outcomes. Moderated by Prof. Himanshu Panchal, Vice Chancellor, EdTech Skills University, Tinsukia, the panel featured Kuldip Sarma, Co-Founder & Pro-Chancellor, Medhavi Skills University, Singtam; Manik Kathuria, Regional Account Director, Coursera; Maj. Gen. B. D. Wadhwa, AVSM, Pro Chancellor (Emeritus), IILM University, Greater Noida; Prof. (Dr.) K. V. S. Sarma, Vice Chancellor, National Law University and Judicial Academy, Guwahati; Dr. Bibhas Deb, Vice Chancellor, Maharaja Bir Bikram University, Agartala; Prof. (Dr.) Ajeya Jha, Vice Chancellor, Arunachal University of Studies, Namsai; and Dr. Debmalya Bhattacharya, Pro Vice Chancellor, MIT University of Meghalaya. The discussion underscored the importance of industry-aligned curricula, experiential learning, micro-credentials, leadership development and strong academia–industry partnerships in preparing a future-ready workforce for the Northeast and beyond. Panel 4, titled “Reimagining Higher Education in the Digital Era: Transformation, Trends & Pathways”, explored how universities are navigating digital disruption while rethinking academic delivery, governance and student engagement. Moderated by Prof. (Dr.) Prakash Divakaran, Vice Chancellor, Himalayan University, Itanagar, the panel featured Subrato Ganguly, Senior Manager

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Economic Survey 2025–26 flags learning gaps, higher education quality as key education challenges

/ Education Community

The Economic Survey 2025–26, presented in Parliament by Union Finance Minister Nirmala Sitharaman on Thursday, has underlined learning outcomes and the quality of higher education as the next major hurdles for India’s education system. While India has largely achieved universal enrolment at the school level, the Survey cautions that enrolment gains have not translated evenly into learning outcomes. The challenge becomes sharper beyond the elementary stage, with the net enrolment ratio (NER) at the secondary level standing at just 52.2%. This, the Survey notes, underscores the urgent need to retain students beyond Class 8. A major concern highlighted is the uneven distribution of schools across regions. Around 54% of schools in the country offer only foundational and preparatory education, whereas just 17.1% provide secondary education in rural areas. In contrast, urban regions have a significantly higher share of secondary schools at 38.1%. This imbalance restricts rural students’ access to higher classes, leading to longer travel times, higher dropout rates and significant transition losses. The data shows a steady decline in enrolment as students move from foundational and preparatory stages to middle and secondary levels in rural India. Urban areas, however, witness an increase in enrolment from middle to secondary stages, pointing to persistent rural–urban disparities. Grade-wise trends further confirm a sharp drop in participation at the secondary level. The Survey acknowledges progress made through investments in infrastructure and teacher capacity, supported by schemes such as Samagra Shiksha Abhiyan and Poshan Shakti Nirman, which have improved access and equity. However, it stresses that the policy focus must now shift decisively from enrolment to learning outcomes. To improve retention and optimise resources, the Survey recommends expanding composite and integrated schools, upgrading schools up to Class 7, and strengthening open schooling systems. It also calls for better infrastructure, enhanced teacher training through District Institutes of Education and Training (DIETs) and State Councils of Educational Research and Training (SCERTs), and greater involvement of parents and communities in school governance. Aligning curriculum and assessment reforms with the National Education Policy (NEP), along with the effective use of digital platforms such as PM e-Vidya, could help deliver equitable and high-quality education, even in remote areas, the Survey suggests. On higher education, the Survey notes the rapid growth in institutions and student enrolment over the past decade but raises concerns about quality, faculty shortages and uneven research capabilities. It advocates greater institutional autonomy, stronger academic leadership, and deeper integration of research and innovation to enhance global competitiveness. The Survey also emphasises the need for experience-based and skill-oriented learning, observing that conventional classroom models often fail to bridge the gap between theory and practice. Expanding vocational education, internships and industry partnerships is seen as critical to improving employability and aligning education with labour market needs. While digital education initiatives are recognised as powerful tools for expanding reach, especially in underserved regions, the Survey cautions that technology cannot replace strong pedagogy and well-trained teachers, and must be supported by sustained investments in human capacity. Source: Indian Express

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Republic Day Parade 2026: School Education Ministry highlights NEP 2020 and India’s knowledge heritage

/ Education Community

At the Republic Day Parade 2026, the Department of School Education and Literacy presented a visually rich tableau that traced India’s civilisational wisdom and its transformation through the National Education Policy (NEP) 2020. The display positioned school education as a cornerstone in the journey towards Viksit Bharat 2047, seamlessly connecting the past, present, and future of learning. Anchored by the gateway of a PM SHRI School, the tableau narrated a story that moved from ancient intellectual traditions to future-ready education. At the forefront stood Aryabhata, overlooking cheerful children holding Shunya (zero) and a globe — a powerful symbol of India’s historic contributions to global knowledge and the responsibility of passing this legacy to the next generation. Flowing behind them, expansive wings represented NEP 2020, signifying confidence, opportunity, and global preparedness, all firmly rooted in the spirit of Aatmanirbharta. The theme of “ancient roots, digital wings” came alive through children wearing VR headsets, while the Jaadui Pitara showcased joyful, play-based foundational learning using indigenous toys and multilingual, mother-tongue materials. The PM SHRI School entrance depicted students planting saplings, reinforcing values of inclusion, sustainability, and environmental stewardship aligned with Mission LiFE. Another student working with tools highlighted the early integration of skill-based education. At the heart of the tableau, the holistic vision of education was portrayed through martial arts, performing arts, and sports, underscoring balanced development. A robotic hand symbolised the harmony between tradition and technology — the journey from takhti to tablet — guided by strong cultural values. The narrative culminated at the Viksit Bharat 2047 tower, showcasing smart classrooms, tinkering labs, and innovation hubs. Visual elements such as books, gears, and electronic circuits reflected PM SHRI Schools as living embodiments of NEP 2020, committed to nurturing skilled, ethical, and empowered citizens across regions, genders, and abilities. The tableau ultimately presented NEP 2020 as a powerful catalyst — a rocket driving transformative reforms in school education — propelling India steadily towards the goal of becoming a developed nation. Source: PTI

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UP Board to Make Vocational Education Mandatory for Classes 9 and 11 from 2026

/ Education Community

The Uttar Pradesh Madhyamik Shiksha Parishad (UPMSP) has announced that vocational education will become a compulsory part of the curriculum for students of Classes 9 and 11 starting from the academic year 2026. The initiative is aimed at strengthening the link between school education and employability by introducing skill-based, job-oriented learning at an early stage. UP Board Secretary Bhagwati Singh said that subject committees have approved and submitted curricula for various vocational trades, including information technology and allied sectors, electronics, apparel, and beauty and wellness. These employment-focused courses were developed through multiple rounds of deliberations by subject experts, under the guidance of Additional Secretary Satyendra Kumar Singh and Skand Shukla. The approved curricula emphasize practical training, current technological requirements, and industry expectations to enhance students’ employability. By integrating hands-on and competency-based learning, the move aligns with the objectives of the National Education Policy and aims to promote skill development, self-reliance, and vocational proficiency among students. Singh added that work is underway to develop curricula for additional vocational trades. The Central Institute of Vocational Education, Bhopal, supported the course design process, with contributions from experts including Sanjeev Kumar Arya, Virendra Nath Shukla, Dr Aditi Goswami, Dr Dilip Singh, and Dr Avinash Pandey. Source: Indian Express

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Parliament to Introduce Bill Creating a Single Higher Education Regulator to Replace UGC, AICTE, NCTE

/ Education Community

Parliament is set to take up a landmark reform bill aimed at overhauling India’s higher education regulatory framework. The Higher Education Commission of India (HECI) Bill, scheduled for introduction in the winter session beginning December 1, proposes replacing key regulatory bodies—the University Grants Commission (UGC), the All India Council for Technical Education (AICTE), and the National Council for Teacher Education (NCTE)—with one unified authority. According to the Lok Sabha bulletin, HECI will act as the central regulator for higher education across the country, except for medical and legal education. The new body will focus on regulation, accreditation, and setting professional standards. Funding responsibilities, however, will continue to remain with the administrative ministry and not under HECI’s purview. The concept has been in discussion for years, with a draft bill first released in 2018 for public feedback, proposing the repeal of the UGC Act. Efforts to revive the plan gained momentum after Dharmendra Pradhan became the Union Education Minister in 2021. The National Education Policy (NEP) 2020 strongly advocates for such a unified regulator, noting that India’s higher education system requires a complete structural overhaul. The policy stresses that regulation, accreditation, funding, and academic standard-setting should function independently yet cohesively under empowered bodies to strengthen the sector. Source: Indian Express

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MoE Distributes 75 Refurbished Computers to Baghpat Schools Under Vidyanjali Initiative

/ Education Community

The Ministry of Education has provided 75 high-quality refurbished computers to 15 government schools in Uttar Pradesh’s Baghpat district under the Vidyanjali initiative, officials announced on Saturday. The computers were supplied by the National Informatics Centre Services (NICSI) to boost digital learning infrastructure in the region. Minister of State for Education Jayant Chaudhary stated that the Vidyanjali portal has onboarded over 8.33 lakh schools, more than 5.55 lakh individual volunteers, and upwards of 2,300 CSR and NGO partners. “The programme has already benefited nearly 1.8 crore students across India through wide-ranging volunteer and CSR participation,” he said. Led by the Department of School Education, Vidyanjali aligns with the National Education Policy (NEP) 2020 and focuses on strengthening Jan Bhagidari by encouraging community and organisational support for government schools. Under its CSR module, districts submit proposals in priority areas such as digital infrastructure, sports, health, and environmental improvement. NICSI registered under the initiative and adopted the project ‘Digital Infrastructure Development in Schools’ for Baghpat district. The organisation’s contribution will provide refurbished computers to schools across Pilana, Khekra, Chhaprauli, Binoly, Baraut, and Baghpat blocks. The initiative aims to enhance digital access, support e-learning, and enable teachers and students to seamlessly integrate technology into classroom teaching—furthering the goals of Digital India and NEP 2020 in the district. Source: PTI

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