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In the state of Nagaland, the village of Pongo in the Longleng district has started a two-day long “Taro Festival” to make people aware of the climate-resilient vegetable taro, which had protected the place

In the small village of Nagaland’s Longleng district, there has been a massive effort to revive a traditional produce that has protected the inhabitants from famine. The Pongo Village has initiated the celebrations of the Two-Day Taro Festival, which the event organizers believe could become the model for the revival of agriculture by the community.

The event was organized on December 5 & 6 in connection with the 26th Hornbill Festival. Farmers, self-help groups, youth groups, and villagers assembled to display more than 10 varieties of taro, including Khedoong, which is known to be one of the popular locally grown varieties, appreciated for its taste, texture, and storage life.

In the opening ceremony of the event, the village head P Khangyong explained the significance of this vegetable to the history of all of them through this statement: “Our ancestors had overcome famine with the help of taro, and this incident has become an important folk lore of our village.” He recalled during his childhood days as quoted by India Today NE that “taro only used to be available to us.”

The event was mostly organized by the youths of the village in collaboration with the Department of Horticulture. It mostly targeted farmers as opposed to the other vendors. Along H. Phom, the convenor of the event stated that most of the funds were channeled to the farmers. "We emphasized the farmers' knowledge right from the beginning. The goal is to help the farmers understand that taro is an economic crop,"

The agriculture stalls featured produce of entrepreneurs and self-help groups. Farmers demonstrated the utilization of every aspect of the plant, right from leafy greens to the corms. Artisans in the villages further revealed the utilizations of different parts of the taro plant in the local black clay pottery.

The local MLA, A Pongshi Phom, who was present as a Chief Guest, motivated the youths to consider opportunities in Agriculture as well as Agri Tourism.

On the second day, technical sessions were held by ICAR regional centers on ways to improve taro production, value addition, and development of new varieties. A talk on the nutritional importance of the plant in countering climate change was also given by Maongsangla, a district agriculture officer. The ultimate plan is to improve market links and ensure scientific support and documentation of indigenous knowledge to revive taro farming in the region.

A special conversation with Dr Manish Mohan Gore, senior scientist, writer, and science communicator at CSIR–National Institute of Science Communication and Policy Research (NIScPR).

For nearly three decades, Dr Manish Mohan Gore has been at the forefront of India’s science communication movement, working to bridge the gap between laboratories and society. A scientist by training and a communicator by choice, Dr Gore currently leads research and studies in the Science Communication Division at the New Delhi–based CSIR–National Institute of Science Communication and Policy Research (CSIR-NIScPR). Despite holding a PhD in Botany, he has dedicated his career to science writing, editing, and popularisation.

Dr Gore has authored several acclaimed books on environmental science, biographies of scientists, animal behaviour, Indian science, biodiversity, and science fiction. His contributions have earned him multiple prestigious honours, including the Sir C.V. Raman Award for Technical Writing, the Rajbhasha Gaurav Award, and the Jagpati Chaturvedi Award for Children’s Science Writing.

EdInbox correspondent Rais Ahmed ‘Lali’ spoke to Dr Gore—also the editor of the Hindi science magazine Vigyan Pragati—about his journey, the challenges of science communication, and why communicating science can be more demanding than doing science itself.

How did your journey in science communication begin? What inspired you to take this path?

I have always been a student of science, but growing up in a house filled with books—and influenced deeply by my father’s love for literature—I naturally gravitated towards reading and writing. Over time, this literary inclination evolved into an interest in science literature and communication.

In 1997, while pursuing my BSc, I came into contact with several experienced science writers. Around the same time, my association with the National Council for Science and Technology Communication (NCSTC) played a crucial role in giving direction to the science communicator and writer within me. My father, Shrichand Gore, who was an English literature teacher and a freelance journalist, encouraged the writer in me indirectly.

That said, he was hesitant about me choosing writing as a career, believing it to be financially uncertain. In many ways, science communication began as a passion rather than a profession. But eventually, I had the opportunity to serve in a dedicated science communication institution. This alignment between personal interest and professional responsibility has been deeply fulfilling and productive.

What was the most important turning point that led you from botany to science writing and communication?

Botany was my core academic discipline, and I was always fascinated by plant diversity, biological processes, and the science behind them. My journey into science writing began around 1994, when I started explaining plant science in simple, accessible language for the general public.

Gradually, my writing expanded to include zoology, animal behaviour, environmental issues, Indian science, and the contributions of Indian scientists. A key turning point came when I realised that science writing could be an effective way to draw children and adolescents towards scientific thinking. I began writing regularly for magazines and journals, and that phase became a defining milestone—one that firmly set me on the path of science communication.

What kind of research and projects are you leading at CSIR-NIScPR?

CSIR-NIScPR is one of India’s leading institutions for science communication and science policy research, with a legacy of nearly 75 years. It publishes three popular science magazines—Vigyan Pragati (Hindi), Science Reporter (English), and Science Ki Duniya (Urdu).

Alongside my role as editor of Vigyan Pragati, I am involved in research on science communication in Indian languages and projects documenting the scientific achievements of Indian laboratories.

What role has your institution played in strengthening science communication in India?

CSIR established the Publications and Information Directorate (PID) in 1951, just four years after Independence, with the objective of taking scientific research to society. That same institution has evolved into today’s NIScPR.

Its contributions include publishing science magazines, research journals, and popular science books. One notable initiative is the India’s Wealth book series, which documents the country’s natural resources—minerals, flora, and fauna. The National Science Library, another key initiative of NIScPR, provides ISSN registration to journals across the country. These efforts underline NIScPR’s central role in strengthening science communication nationwide.

What major changes have you observed in science writing and editing over the years?

Sustained efforts in science communication have helped generate public interest in science and technology—subjects that were once perceived as inaccessible or intimidating. Science communication has connected children and young people with scientific research, leading many to pursue innovation in emerging scientific and technological fields.

People from modest backgrounds are now using scientific knowledge to create startups, innovate in agriculture, and pursue entrepreneurship. These are some of the most encouraging societal transformations driven by science communication.

What is the biggest challenge in making science simple and engaging for the general public?

The biggest challenge is explaining scientific concepts and theories in a way that people can understand. This is where science communication becomes critical—and difficult. In my view, science communication and writing are more complex than scientific research itself.

Scientific research follows a defined methodology and framework, but science communication does not. You may have to explain a concept to a tribal community member, a farmer, or a child with no formal science education. This requires simple language, cultural sensitivity, and real-life examples. That is both the challenge—and the solution—of science communication.

What steps are needed to take Indian science communication to the global stage?

India already runs world-class science communication programmes. In fact, several initiatives undertaken here are unique globally—such as multi-level science model development for children at district, state, and national levels, and science outreach among tribal communities. These are pioneering efforts that the world can learn from.

How can science communicators raise awareness about environmental challenges?

They play a vital role. Environmental issues can be communicated through stories, poetry, humour, and theatre to reach wider audiences. Science fiction is a particularly powerful tool for building environmental awareness and imagination.

Your science fiction works are well received. What role does science fiction play in Indian society?

Science fiction narrates the story of tomorrow—it presents a vision of society shaped by science and technology. It acts as a warning narrative, taking readers through a dramatic, engaging journey into futures filled with possibility, excitement, and risk. Science fiction encourages societies—not just in India, but globally—to maintain a rational balance alongside technological progress.

Can science fiction help develop scientific thinking among children and youth?

Absolutely. Science fiction presents a fictional yet inevitable future that encourages readers to reflect on present behaviour and make responsible changes. In this way, it becomes a powerful medium for cultivating scientific temper among children and young people.

What new skills are required for science communication in the digital era?

Digital and social media are merely platforms for delivering content—be it science, literature, or art. What matters is that science communication adapts to these platforms while maintaining credibility and authenticity. Important work is already being done in this direction.

Do you believe a gap still exists between science and society?

Yes, the gap exists, but it has narrowed significantly compared to the past. As public scientific understanding grows, this distance will continue to shrink—and science communication will play a decisive role in that process.

What advice would you give to young science writers and researchers?

Rather than advice, I would offer a simple suggestion: write about scientific issues that directly affect people’s lives. For instance, farmers often suffer back and joint pain due to prolonged bending during fieldwork—writing about tools or techniques that can alleviate this is meaningful science communication.

To researchers, I would say: communicate the social relevance of your work. Share it through short articles, videos, reels, poems, or stories. These small efforts will not only benefit society but will also give you a deep sense of fulfilment—one you may never have experienced before.

To understand why allied healthcare is emerging as one of India’s most future-ready career pathways, Edinbox team spoke with Dr. Prithvi Amonkar, who explains how rising disease burdens, an ageing population, and global healthcare demand have placed Allied Healthcare Programs (AHPs) at the centre of India’s healthcare transformation.

Healthcare in India is continuously on the rise, with constant innovations and upgradation, with an attempt to provide effective ,affordable and quality treatment and for this to be a success the role of AHP : allied health professionals is crucial. "The AHP varies from radiographers, blood lab technicians,nurses, physiotherapists, dieticians, speech therapists and many more vast branches that contribute directly or indirectly to the success of medical science. Not everyone can be doctors , and society does require as much of AHP for smooth and effective functioning who ultimately serve as the backbone," said Dr. Amonkar

There is a growing demand for AHP now with major strides in the medical field, and growing number of doctors. The population of india is also on the rise and also the ratio of the elderly that would require more intense healthcare. Also new illnesses, chronic disease , epidemics have brought an increased demand for AHP. Not everywhere are doctors required to deal with the patients, most of them can be taken care of by the health professionals. AHP play an important role in diagnosis by conducting medical lab and diagnostic tests and radiodiagnosis. They are instrumental in patient care assistance, medication management and later palliative care. Also faculties like physiotherapists, speech therapists help in providing support to patients with injuries or disabilities either congenital or due to accident . 

Dr. Amonkar who was  recognised as one of the 30 brands of Goa 2022 said, "In cases where AHP are involved the recovery of the patient is swift with a better quality of life. AHP helps in the progress and in the prevention of future complications that may arise . And in the interiors of our country they help in providing support.Allied healthcare offers various careers which are at par with Mbbs in which there are never ending opportunities."

"A healthcare professional can opt for a job in a multispeciality hospital, make his own startup , collaborate with doctors and other health professionals, online consultations, develop franchisees, the list is endless. Most of the jobs are more paying and less responsibilities ,compared to the stress undergone by doctors.  Opportunities are not limited to your state , or country but there is a global demand for health care professionals with proper certifications , experience," he added.

As India’s preschool industry balloons into a high-return franchise market, legal experts are raising alarm over the blurring lines between education, commerce, and trust law. Practicing advocate at District Judges' Court, Adv. Abhisek Chowdhury speaks to Edinbox about how early education has quietly turned into one of India’s most profitable business models,and why the legal grey zone is widening.

Also Read: Pre-Schooling in India at the Crossroads: Business, Regulation and the Homeschooling Question

Q: Preschools today are being marketed like franchise businesses. What has changed?

Chowdhury: The shift began when large chains realised that preschooling sits outside the Right to Education Act. Unlike K–12 schools, preschools are not legally required to operate as non-profit institutions. This opened the door for aggressive franchising. Today, the pitch is simple—invest ₹8–10 lakh and earn up to ₹40 lakh a year. It attracts investors, not necessarily educators.

Behind the colourful classrooms is a full-fledged commercial ecosystem—branding fees, royalty, training charges, curriculum kits, even mandatory purchase of uniforms. The pedagogy is often a tiny part of what franchisees actually pay for.

Q: Many of these chains operate under trusts or societies. Isn’t that contradictory?

Chowdhury: This is where the legal tension lies. A trust cannot “declare profits,” but it can create a surplus—and that surplus can be routed through consultancy, management fees, curriculum development, rent, or outsourced services.

Often, the trust and the private company offering these services share the same promoters. So money moves legally, but the spirit of charitable activity is compromised. As I often say, “It’s not technically illegal. But when a trust functions like a corporate chain, the spirit of the law is being defeated.”

Also Read: Directorate Of Education to enforce age 6 eligibility to enter Class 1

Q: Franchise owners claim they are misled by promises of high ROI. Is that common?

Chowdhury: Very common. People join thinking it’s an assured-return business. Then reality hits—royalties, mandatory upgrades, marketing contributions. Many franchisees tell me the chain earns more than they do.

The success of a preschool today depends heavily on location. In lower or middle-income neighbourhoods, the model collapses. Preschool has become a luxury product, not an educational necessity.

Q: What does this mean for parents?

Chowdhury: Parents now experience preschool admissions the way one shops for premium consumer brands. Fees rival primary schools, often without transparency on teacher salaries or curriculum quality. Many parents tell me, “It feels like corporate pricing for a trust-run school.”

This is deeply problematic because early childhood education is foundational. When it becomes exclusive, we risk widening inequality at the earliest stage of learning.

Q: What regulatory changes do you think are needed?

Chowdhury: India urgently needs:

• Clear licensing standards for preschools
• Transparency rules for trusts running franchises
• Monitoring of fee structures and mandatory purchases
• Minimum qualification and wage norms for teachers
• A national curriculum framework for early years

Right now, preschools exist in a regulatory vacuum, and business interests flourish in that space.

Q: Are we reaching a tipping point?

Chowdhury: Absolutely. Without oversight, the system will keep drifting into a profit-first model—leaving children, our most vulnerable citizens, as mere customers in a franchise economy. Early education must be treated as a public good, not an investment product.

With more AI-generated content, deepfakes, and an ever-changing information ecosystem, the newsroom is being taken to task over and over again on the very basics. A profession uniquely anchored on eyewitness accounts and editorial judgment now faces unprecedented technological disruptions. Central to all this disruptive transformation is one irrevocable question: how do journalists safeguard truth when technology convincingly concocts it?

In a conversation with the EdInbox team, long-time media educator and researcher Dr. Shashi Pandey reflects upon these shifting realities-from newsrooms to academic institutions across the country. A clear understanding of practice and pedagogy makes him reflect on the changing face of the role of the journalist, the future of media education, and the growing pressures facing India's regional media landscape.

This opinion by Dr. Pandey warns and teaches all at the same time, underlining one simple fact: while the tools might change, that moral core of journalism does not. During this phase of algorithmic chaos, misinforming, and speed-driven publishing, his perspective brings to the consciousness of young journalists the mission of the profession that has never altered-to verify and question-serving the public with integrity.

For the media students of today, who have to negotiate an increasingly complex digital world, his words are less a piece of advice but rather a framework for ethical survival.

Q.1 After over two decades in newsrooms and academia, how do you view the role of a journalist in the time of AI-driven content and deepfakes?

From years of work in newsrooms and academia, I am consistently convinced that, yes, in a deep fakes-AI-generated content world, journalists will be ever more indispensable. Uppermost would be the use of credibility and verification in a manipulated image world. Digital forensics, metadata analysis, and AI-detection tools would have to combine with old-fashioned reporter checking. Ethical clarity on fairness, timely error correction, and transparency about human and AI inputs is necessary. In spite of changed technology, accurate and verified information with great vigilance remains the first imperative of journalism.

Q.2 Most of the students today prefer digital platforms rather than traditional print. How does media education adapt itself to prepare students for a multimedia first industry?

To this end, a more digital-first approach to media education would comprise digital storytelling, video production, data journalism, and analytics of social media. Learners would want to engage their audience, fact-check information, and platform-specific content strategies. Teaching models themselves would focus more on practical labs, newsroom simulations, and group and tool-based learning. Indeed, this is an assurance that the students turn out work-ready, adaptable, and successful professionals across a multitude of digital platforms.

Q.3 In your opinion, considering the shrinking newsroom and growing demand for hyper-local, what do you think are some of the real challenges regional media face today?

Today's regional media is in a constant fight for survival-as newsrooms shrink, finance is insecure, and the demand keeps growing for faster hyperlocal pieces of news. With fewer reporters, accuracy and depth are difficult to ensure in the reports. There is so much competition from these rapidly moving digital platforms that regional outlets struggle hard to handle linguistic diversity and local sensitivities. They are relevant only when field reporting is enhanced, investments are made in digital skills, and the development of long-term revenue models keeps the wheels of high-quality regional journalism in motion. 

Q.4 Having worked on outreach and community-based initiatives with NAAC, how would you like to train students in this programme to get stories of social relevance? 

Field trips, community-based reporting, and collaborative projects teach students of journalism to tell stories with social impact. Through NAAC-style outreach, students experience outreach to diverse groups to identify real needs within the communities and directly work on some local issues. They learn responsible journalism in producing stories that amplify the voices of the most marginalized and build a high potential for social impact through practical training in ethical fieldwork, ground reporting, and solution-oriented storytelling.

 Q.5 Any advice which you could give to young media graduates who want to uphold ethics and credibility when, more often than not, speed overtakes accuracy? 

Young graduates working in media outlets should put more emphasis on accuracy rather than speed: verify the sources, recheck all the facts, and refuse to publish information that is not verified. Critical ethical standards will be followed: reports need to be transparent, and mistakes are quickly acknowledged. It requires critical thinking, patience, and digital verification skills. Credibility in an instant-update, competitive news cycle will always be there for the journalist maintaining honesty, fairness, and responsibility.

In this special interview with Edinbox, we speak with Prof. KG Suresh,currently serving as the Director of the India Habitat Centre, India’s leading cultural and intellectual hub in the heart of New Delhi, he continues to shape conversations on governance, media literacy, education reforms, and the Indian Knowledge System. Through this interaction, Edinbox explores his vision for the future of education, the role of institutions in nurturing critical thinking, and how India’s intellectual heritage can inform global learning frameworks.

Q: You have closely observed India’s higher education ecosystem for decades. How do you describe its current phase?

India’s education system is at a clear crossroads. On the one hand, it has expanded dramatically in terms of numbers—more universities, more colleges, more enrolment. On the other hand, the challenge of quality, relevance and affordability remains unresolved. We are witnessing a transition from information-based learning to application-oriented learning, but the shift is slower than required by industry and society.

Also Read: “Indian Knowledge Systems is a politically charged subject” — An Interview with Bratya Basu

Q: Why is it important for today’s education system?

For too long, our education system has been disconnected from its own roots. The Indian Knowledge System is not just about ancient texts; it is about holistic understanding — of ecology, society, ethics, mathematics, medicine, linguistics and sustainability. Integrating IKS is not about turning back the clock; it is about reclaiming wisdom that is highly relevant to current global challenges such as climate change, mental health and sustainable living.

Q: How can institutions bring IKS into mainstream higher education?

It should not be reduced to a ceremonial chapter in a syllabus. IKS must be embedded across disciplines. For example, environmental studies can draw from traditional water conservation practices; management education can study ancient governance models; journalism can explore indigenous communication traditions. This integration creates confident learners who understand both global frameworks and local realities.

Q: Why is it important for today’s education system?

For too long, our education system has been disconnected from its own roots. The Indian Knowledge System is not just about ancient texts; it is about holistic understanding — of ecology, society, ethics, mathematics, medicine, linguistics and sustainability. Integrating IKS is not about turning back the clock; it is about reclaiming wisdom that is highly relevant to current global challenges such as climate change, mental health and sustainable living.

Q: How can institutions bring IKS into mainstream higher education?

It should not be reduced to a ceremonial chapter in a syllabus. IKS must be embedded across disciplines. For example, environmental studies can draw from traditional water conservation practices; management education can study ancient governance models; journalism can explore indigenous communication traditions. This integration creates confident learners who understand both global frameworks and local realities.

Also Read: Ancient Wisdom for Modern India: Key Insights from Prof. A.M. Sreedharan on Indian Knowledge Systems

Q: There is often talk about “employability gaps” among graduates. Where do you think the problem lies?

The gap arises because our curriculum still focuses too much on theoretical delivery and too little on experiential learning. Students are not exposed to realistic problem-solving situations. Education must move from rote to reasoning, from memorisation to mastery. Internships, fieldwork, and interdisciplinary exposure should be central, not peripheral.

Q: How important is media education in this digital age?

Media education is more important than ever because we are living in an age of information overload and misinformation. Journalism schools today must not only teach reporting and editing but also digital ethics, data literacy, fact-checking, and media law. Students must understand that media is not just a profession; it is a social responsibility.

Q: What changes would you like to see in journalism and mass communication institutes?

Institutes must move beyond legacy syllabi. Courses must integrate AI, data analytics, multimedia storytelling, mobile journalism, and community reporting. At the same time, the ethical foundations of journalism—truth, fairness, accountability—must be protected fiercely. Technology should strengthen journalism, not dilute it.

Q: How do you see the role of NEP 2020 in reshaping higher education?

The National Education Policy is visionary. Its focus on flexibility, multidisciplinary learning and regional languages is very important. However, policy is only as effective as its implementation. Universities must be empowered and trained to interpret and implement the policy wisely, not mechanically.

Q: Finally, what advice would you give to young educators and students?

To educators, I would say — remain students for life. And to students, I would say — don’t chase degrees alone; chase purpose. Education should make you useful to society, not just eligible for a job.