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In the Nilgiris, an Adivasi School Redefines Learning Through Culture, Nature and Community

In India, the education system often neglects Indigenous knowledge and traditions. One school in Tamil Nadu's Gudalur valley however is quietly rewriting this story through learning that is community driven. The Vidyodaya School, backed by the Viswa Bharati Vidyodaya Trust, illustrates that education based on culture can be a source of power for Adivasi children and at the same time help in building a strong community identity and lead to greater self-confidence.

Vidyodaya School blends Adivasi culture with education

Inside teacher Shanthi Kunjan’s classroom, learning begins with nature itself. Branches become measuring tools, forest leaves explain symmetry, and seeds represent small units of exchange. Lessons are designed around the natural environment familiar to the children. The approach recognises that students already possess deep ecological knowledge from their daily lives.

The school is located in Gudalur taluk within Tamil Nadu’s Nilgiris district. The region is home to the Bettakurumba, Kattunayakan, Mullakurumba, and Paniya communities. These groups are recognised by the Government of India as Particularly Vulnerable Tribal Groups. Their heritage is rich, yet they have long faced social and economic challenges.

Teachers at Vidyodaya believe that learning must connect with children’s experiences. Forest plants, rivers, and wildlife often become examples used during lessons. Cultural traditions also shape school activities throughout the week. Science videos open the week, storytelling follows on Tuesdays, while Wednesdays feature traditional Adivasi songs. Students perform dances on Fridays and conduct small experiments during weekly science sessions.

Arts and craft classes highlight skills that communities have practised for generations. Children make baskets, chains, and wire bags using bamboo, beads, and coconut shells. Environmental studies use a book documenting local food traditions. Hunting, honey gathering, and forest tubers form part of these lessons.

Origins of Viswa Bharati Vidyodaya Trust and the school

The roots of this educational model stretch back decades. Social workers Ramdas Bhaskaran and Rama Sastry originally experimented with activity-based learning in Puducherry during the 1980s. Their work involved children from fisherfolk and leprosy-affected families who struggled with conventional schooling systems.

Encouraged by these results, the couple later moved to Gudalur in 1990. What began as homeschooling for their own children soon attracted local students. The initiative gradually developed into a community learning space.

A turning point came during a large gathering of Adivasi elders in 1995. The meeting was organised by Action for Community Organisation Rehabilitation and Development, a Gudalur-based organisation supporting tribal communities. Elders proposed transforming the school into a centre managed by Adivasi communities themselves. The Viswa Bharati Vidyodaya Trust then converted the institution into an Adivasi school in 1996, beginning with 36 students.

Community participation shapes learning and future opportunities

Education at Vidyodaya extends beyond classrooms and textbooks. Parents frequently join work camps, helping maintain the campus and prepare meals. Elders sometimes visit to teach traditional songs, dances, and cultural practices. These activities strengthen students’ pride in their identity and heritage.

The school currently teaches about 125 children from kindergarten to Class 5. Teachers emphasise personal progress rather than exam rankings. Each student maintains a portfolio documenting work and improvement across subjects.

Nutrition also receives careful attention. Lunch boxes commonly contain ragi porridge, eggs, and sprouts. According to a UNICEF report, malnutrition remains a major challenge among tribal children in India. Nearly 40 percent of under-five tribal children experience stunting, while 16 percent suffer severe stunting.

Language has also been a barrier in many schools serving tribal communities. At Vidyodaya, teachers from the community help bridge this gap. They communicate with students using familiar languages when complex concepts require explanation.

Besides its core campus, the Trust also extends its Community Education Programme to a wider area. The programme, which is one of the biggest community education efforts in the area, benefits some 3,500 students from 320 different villages of Gudalur and Pandalur taluks. Adult learning centres running in the evenings offer spoken English, maths help, guidance, and scholarships.

Such a programme has enabled a student like Sijithra belonging to the Paniya community to see a whole new world of opportunities. She was able to complete secondary school through a scholarship from the Trust and is now a nursing student.

Teachers point out that the bigger goal is simple yet really effective. Adivasi kids need to not only come to terms with and even become proud of their identity, but also receive the right skills to face the future. Teacher Shanthi Kunjan, who has been at the school for 25 years, says she is staying for a reason that is still very personal. She calls the school a 'family' to her and the work she does there is fulfilling in a way that lasts.

Indian Institute of Technology Madras Honours Six Teachers for Promoting Scientific Temper Among Students

The Indian Institute of Technology Madras (IIT-Madras) has recognised six outstanding school teachers by giving them the First Principles Teachers Award 2026. The awards aptly highlight the role these teachers have played in enhancing students' conceptual understanding of physics, chemistry, and mathematics. This year marks the second time the awards have been given out and IIT-Madras Director V Kamakoti handed them over at the institute's campus. This year, the awards aim to recognise teachers who emphasise teaching the deep understanding of LOE (learning of elements) which is a key to developing analytical thinking and scientific attitude among pre-university students.

Awardees Across India Recognised

The six educators honoured this year include Sanjay Kumar (Physics, Pune), Asheshanand Acharya (Physics, Bengaluru), Kapil Birthare (Chemistry, Indore), C Chitti Babu (Chemistry, Tirupati), Samudrala Vijaya Kumar (Mathematics, Tirupati), and Nishant Sharma (Mathematics, Kota). These teachers have been acknowledged for their consistent efforts in helping students grasp core concepts rather than relying on rote learning.

Strengthening Foundations in STEM Education

According to IIT-Madras, the award recognises educators who instil a deep understanding of fundamental concepts in STEM subjects. This approach aligns with modern educational priorities that emphasise critical thinking, problem-solving, and long-term learning outcomes.

Speaking at the event, V Kamakoti highlighted the crucial role of school teachers in shaping students’ academic journeys. He noted that teachers who encourage curiosity and conceptual clarity help students develop the right mindset for higher education and research.

Aligning with Vision of NEP 2020

This step is a way to support the main aspirations of National Education Policy 2020 which is to make students understand the concepts in depth and through the experience rather than just hearing or reading the theory. Introducing such teachers, IIT-Madras wants to give a call of awakening to the teachers all over the country to get ready for masterminding teaching methods. Besides this, Prathap Haridoss, Dean (Academic Courses) at IIT-Madras, pointed out that pupils who are very firm in their elementary knowledge not only tend to be the best performers in IITs but also work out better in their life careers.

Boosting a Scientific Thinking

Culture IIT-Madras with projects such as Award for Teachers who Go by First Principles is a way of stressing over and over the significance of changing the education from the roots. By the honoration of those teachers who put understanding as a top priority rather than memorization, the institute is in a way creating an environment for having young minds that are naturally inclined to do scientific experiments and analysis.

Sanskar School Jaipur: Premier CBSE School on Sirsi Road Delivering Holistic Excellence

Parents across Jaipur seeking top CBSE schools near Sirsi Road find Sanskar School, a leading co-educational day school consistently ranked among Rajasthan's finest private institutions. Established in 2002 by Sri Sai Shiksha Sansthan, Sanskar Vidhyalay blends academic rigor with comprehensive student development, earning its reputation as one of Jaipur's most trusted CBSE schools.

About the School

Sanskar School opened its doors in April 2002 with a clear mission: create responsible citizens through quality education. Located on Jaipur's Sirsi Road, the campus serves students from Pre-Primary through Class XII, balancing Rajasthan's cultural heritage with modern learning standards. The school's philosophy centers on conceptual clarity, critical thinking, and ethical values, preparing students to excel academically while growing as compassionate individuals.

Achievements

Sanskar School has built a strong reputation through consistent academic excellence and infrastructure innovation. The sprawling Sirsi Road campus features air-conditioned computer laboratories, fully equipped science labs for Physics, Chemistry, and Biology, dedicated spaces for fine arts, geography, psychology, and mathematics, plus separate libraries for junior and senior sections. The school's sports facilities, including basketball and tennis courts, cricket and football grounds, and a pre-primary play area with aviary and pet farm, rival Jaipur's most competitive institutions.

Curriculum

Sanskar follows the CBSE curriculum with modern teaching enhancements across all levels. Pre-primary and primary classes emphasize creative, skill-based group activities using interactive smart classrooms with projectors and audio-visual aids.

Secondary students (Classes VI-IX) follow standard CBSE guidelines with Hindi or Sanskrit as second language options, while senior secondary offers Science, Commerce, and Humanities streams.

The school maintains separate junior and senior libraries, teacher resource centers, and specialized rooms for art, craft, music, dramatics, and dance.

Eligibility Criteria

Sanskar School welcomes students from all backgrounds regardless of caste, creed, religion, or nationality. Pre-primary admissions operate on a first-come, first-served basis, while higher classes require entrance assessments in English, Hindi, Mathematics, Science, and Social Science (depending on grade level). Class XI stream eligibility follows CBSE norms: 80%+ for Science, 70%+ for Commerce and Humanities, followed by subject-specific entrance tests and parent-student interactions.

Admission Procedure

The admission process emphasizes both academic potential and English proficiency. Pre-primary to Class V candidates submit previous progress reports and appear for entrance tests, followed by parent interactions. Classes VI-IX require subject-specific assessments, while Class XI admissions align with board exam percentages and stream-specific testing. The school reserves the right to conduct lotteries when applications exceed available seats, ensuring a fair and inclusive process.

Infrastructure and Campus Life

Sanskar School's state-of-the-art campus sets it apart among Jaipur's CBSE schools. Smart classrooms equipped with interactive boards and projectors create engaging learning environments. The campus includes:

Science Laboratories: Physics, Chemistry, Biology, Mathematics
Technology: Air-conditioned computer labs with Wi-Fi network
Libraries: Separate junior and senior sections plus resource centers
Sports Facilities: Basketball/tennis courts, cricket/football grounds, amphitheater
Pre-Primary Zone: Slides, sand pit, aviary, pet farm

Co-curricular activities thrive through dedicated art, music, dance, and dramatics rooms, fostering creativity alongside academics.

Faculty

Sanskar's qualified educators serve as mentors committed to each student's success. Regular professional development workshops ensure teachers remain current with CBSE's evolving methodologies and innovative teaching practices. The faculty's dedication creates the nurturing environment that Jaipur parents consistently praise.

Who Should Take Admission

Sanskar School suits families living near Sirsi Road seeking comprehensive CBSE education (Pre-Primary to XII) with modern infrastructure and balanced co-curricular programs. Parents valuing qualified teachers, safe transportation, sports facilities, and ethical values will find Sanskar's student-centered approach ideal for developing well-rounded children ready for competitive examinations and beyond.

Who Should Not Take Admission

Families preferring IB/ICSE curricula, boarding facilities, or heavy performing arts programs may find Sanskar's CBSE focus and day-school model less suitable. Parents located far from Sirsi Road or seeking ultra-low fees should consider more accessible alternatives.

Sanskar School Jaipur continues redefining CBSE education through academic excellence and holistic development. Located on Sirsi Road, this premier institution remains a top choice for Jaipur families building strong educational foundations for their children's future success.

Maharashtra Warns Schools: Teach Marathi or Risk Losing Recognition

The Maharashtra government has sent out a strict alert to schools of all boards - national and international - that not imparting Marathi teaching from Class 1 to 10 could lead to withdrawal of their recognition.

Assembly minister Dada Bhuse, during Question Hour in the assembly, highlighted once again that teaching of Marathi is compulsory as per the Act which was notified on 9th March 2020. This applies to all schools without any differentiation on the basis of whether their syllabus is from the state board or not.

Mandatory Language Policy Under Scrutiny

The order has been issued following a worry of some MLAs that many white international schools have stopped Marathi or at least making it only an optional language. Bhuse explained that even if schools consider Marathi as the second or third language, the actual Marathi teaching should not be compromised.

Inspections and Enforcement Mechanism

Complaints-based inspections are the government's way of monitoring compliance. The schools that fail to meet the requirement will get the first warning and some time to fix their mistake.

But, if the defiance is prolonged, then tougher measures could be taken.

“Recognition of such institutions may be cancelled if they fail to adhere even after being given an opportunity,” Bhuse warned.

Call for Legislative Oversight

By urging the legislators to report violations actively, the minister has shown intent to not only monitor but also that the legislators be the feet on the ground collecting information on violations. He noted that this would make possible a quick investigation, assured that the policy enforcement would be on time and at the end of the day the state-wide implementation of the policy uniformity be guaranteed.

Language, Identity, and Regulation

The move to protect linguistic identity through education policy could be understood as part of the state's wider agenda. On the flip side, it makes one wonder about how demands for regional language in such cases might be impacting the extent of freedom the international curriculum schools have in India.

360 children found to have heart trouble during health checks in Ahmedabad schools

On Friday the ongoing Gujarat Assembly Budget Session 2026 made public very worrying health information from government schools of Ahmedabad district where 360 children were suffering from serious cardiac diseases found during medical examination.

The issue got raised during Question Hour at the House when the state government gave the details of its school health check-up programme that is being conducted. As per the information given by the state health minister, hundred thousands of students of government schools of the district have been medically examined in the last two years and hundreds of those were found to be seriously ill.

The health minister told the House that the school health check-up programme is mainly targeted at the rural and semi-urban areas of Ahmedabad district as these are the areas where the programme will help in detecting the hidden diseases at an early stage and by doing so it can also ensure the treatment at a correct time. Over the span of two years subsidiaries of government schools covering around five lakhs children across nine talukas have been screened under the initiative namely Bavla Daskroi, Detroj Dhandhuka Dholera Dholka Mandal, Sanand and Viramgam.

During these screenings, 360 children were diagnosed with weak or diseased hearts. Among them, 191 kids had either heart surgeries done or got specialised treatment, that too successfully, in the last one year. Daskroi taluka took the lead as the area with the maximum cases of children with severe heart problems; 78 kids with heart issues were discovered there.

Health screening turned up several other serious illnesses among students apart from heart problems. Cancer and kidney along with stomach-related diseases were also found in some children.

The FY 2025-26 data showed that approximately 5,285 kids were treated for sick anemia, eye problem, skin disease, dental problem, and ear, nose and throat (ENT) ailments in schools themselves or in nearby health centres. Anemia was the common disease among adolescent girls in particular. They were given iron tablets along with food counselling subsequently.

If a student was in need of a high level of medical treatment, then the government referred that student to a tertiary care center. Last year 30 295 children were sent/referred to bigger hospitals for specialised treatment. Officials say that all such children get free surgeries, medicines, and medical care under different government welfare schemes.

The health department said in the Assembly that mobile health teams still operate in rural areas to make sure students get timely diagnosis and treatment. Officials also mentioned that routine medical checks at the school level, including visits by specialist doctors, have contributed to the early detection of severe illnesses and lowered the risk of child deaths. Highly expensive treatments, especially for heart and kidney diseases, are being given free of charge to children belonging to economically weaker and middle-income families, a move that the government considered as a significant achievement of the school health programme.

Post 'Shalarth Scam', Maharashtra Goes Digital with the School Staff Information of Over 5 Lakh Personnel

After discovering irregularities in the Shalarth payroll system, Maharashtra Primary Education Department has, as a transparency initiative, made the details of more than five lakh teaching and non-teaching staff from government and aided schools available on the official Shalarth System website.

Officials added that for the first time, the general public has been given the right to access the records of school staff including teachers of private, aided schools and local body institutions throughout the state. Details shared are the teacher's name, school and management category, date of joining, retirement date, and salary (last drawn).

According to the department, the database covers over 2.93 lakh employees from private-aided schools and around two lakh teachers working in local body schools. The records have been organised board-wise for eight divisional boards — Mumbai, Nashik, Pune, Kolhapur, Chhatrapati Sambhaji Nagar, Latur, Nagpur and Amravati. Each set of records has been uploaded in searchable PDF format containing thousands of pages.

The step follows revelations of irregularities in the Shalarth system that first surfaced in Nagpur in 2024. The payroll platform, used by the state education department to manage salaries of school employees, was allegedly misused by some officials to appoint ineligible teachers using forged documents. In some cases, Shalarth IDs were reportedly created for non-existent employees, enabling fraudulent salary withdrawals.

To verify records, Sachindra Pratap Singh, the state’s Education Commissioner, had directed schools in August 2025 to resubmit recruitment documents and Shalarth IDs of all staff members. Schools were required to upload appointment letters, joining reports, approval orders and related documents depending on the year of recruitment.

Officials said that over 99 per cent of schools had completed the resubmission process by early March 2026. The department has released that information to the public now. Mahesh Palkar, Director of Secondary and Higher Secondary Education, stated that the decision was taken as per the requirements of the RTI Act to promote transparency after the Shalarth scandal.

Educationist Mahendra Ganpule lauded the move and said that if the records were made open to the public, it would lessen the load on schools in answering RTI requests and at the same time, it would be a check on any further irregularities.

CHSE Odisha Introduces Improvement Exams for Plus 2 Students from 2026

The Council of Higher Secondary Education Odisha (CHSE) has introduced an improvement examination system for Plus 2 students starting from the academic session 2026. Through this system, students who have already passed the exam will be allowed to reappear for a single subject which will help them in getting higher marks and better chances of getting admission to various competitive higher education courses.

The CHSE examination committee, through this decision, intends to help the students who, after admission into various universities and professional courses, fail to meet the cutoff.

As per the new plan, only the students who have passed the Annual Higher Secondary Examination (AHSE) will be eligible for the improvement test. The students can choose one subject in which they want to reappear for the exam.

The officials informed that the window for the application will be open within 15 days after the declaration of Plus 2 results, and the improvement examination shall be conducted within one month after the declaration of results. The result of the improvement test is expected to come out within 60 days of the examination.

Besides the existing instant examination system which is done for the students who fail in one or more subjects and wish to clear them without waiting a whole academic year, the improvement exam system will be operated.

The AHSE 2026 examinations in Odisha are to finish on March 21. The results are expected towards the end of May.

Every year, more than five lakh students take the Plus 2 examination in the state, making it one of the biggest school-level examinations in the region. According to education officials, the change is a result of student and teacher protests for allowing students to improve their grades without losing a whole year.

Students have been advised to monitor the official CHSE website for application forms, detailed guidelines and examination schedules once the Plus 2 results are announced.