NITI Aayog has recommended introducing employability and entrepreneurship skills from Class 6 and structured vocational education tracks, or Kaushal Tracks, from Class 9 as part of a broader plan to reform India's skilling ecosystem and improve employment outcomes.

The recommendations were made in a report titled ‘Reimagining Skilling for Viksit Bharat@2047’, which calls for vocational education to be embedded more deeply into the school curriculum and aligned with industry and labour-market requirements.

Employability Skills From Class 6

NITI Aayog has proposed that General Employability and Entrepreneurship Skills (GEES) be introduced universally from Grade 6 through Grade 12.

From Class 9 onwards, students could opt for Kaushal Tracks, allowing them to pursue structured vocational pathways and develop deeper specialisations based on local and national demand for skilled workers.

The report also recommended continuing GEES as a separate subject for all students in Grades 11 and 12.

NITI Aayog noted that although the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) provide for integrating vocational education and employability skills from Grade 6, implementation remains limited.

According to the report, fewer than one in 12 secondary schools currently offer vocational subjects.

“Skilling must begin early and be embedded within the school system to shape employability, choice, and progression later in life,” the report said.

Vocational Subjects With Equal Weightage

The Aayog also recommended revising the Class 10 and Class 12 board examination subject structure to give vocational subjects equal weightage.

It suggested that state boards accept the revised subject structure for Class 10 board certification, potentially giving vocational education greater parity with traditional academic subjects.

NITI Aayog Pushes Industry-Aligned Higher Education

The report also highlighted the need for structural changes in India's higher and tertiary education system to better align education with labour-market demand.

NITI Aayog observed that outdated curricula and the dominance of generic degree programmes have contributed to weak employability outcomes.

To address this gap, it called for greater industry participation through Public-Private Partnership (PPP) models and Apprenticeship Embedded Degree/Diploma Programmes (AEDP).

The report recommended shifting from generic degrees towards applied, industry-aligned specialisations, while expanding work-integrated and apprenticeship-based degree programmes.

It also advocated flexible and modular learning models that allow students to earn while they learn.

Focus on Green Jobs, EVs and Emerging Sectors

NITI Aayog said India's skilling strategy should increasingly focus on sectors with high growth potential, including green industries and electric vehicles (EVs).

The report also called for stronger General Employability and Entrepreneurship Skills and reskilling opportunities for workers in declining occupations.

It recommended linking skilling programmes more closely with verified employment outcomes, using existing public infrastructure and adopting outcome-linked financing models to improve participation and job outcomes.

Apprenticeships to Become Mainstream Pathway

The report also called for apprenticeships to be repositioned as a mainstream and trusted pathway between education and employment.

While programmes such as the National Apprenticeship Promotion Scheme (NAPS) and National Apprenticeship Training Scheme (NATS) have expanded access, NITI Aayog noted that participation remains uneven and awareness among learners is limited.

Apprenticeship opportunities are also fragmented across multiple platforms, the report said.

To address these challenges, NITI Aayog proposed increasing apprenticeship opportunities through MSME incentives, creating integrated access through a unified state-led platform, improving the visibility of credible opportunities and aligning apprenticeships more closely with learner demand.

Skilling Push for Viksit Bharat 2047

The report said India's ambition of becoming a Viksit Bharat by 2047 depends on enabling citizens to continuously learn, earn and advance.

Since 2014-15, more than 7.67 crore people have received skilling or training, according to the report. The Union Budget 2025-26 also allocated around ₹34,000 crore towards skilling-related expenditure across multiple Central ministries.

However, NITI Aayog cautioned that despite the scale of investment and training, skilling outcomes remain uneven.

The proposed reforms aim to create an education-to-employment pathway in which students begin developing employability skills early, gain access to vocational specialisations from Class 9 and transition into industry-linked higher education, apprenticeships and employment.

More than 600 students reportedly fled a government-run ashram school in Doma village in Maharashtra’s Amravati district after rumours of a ‘ghost’ on the campus triggered widespread panic. The incident, which involved 16 girl students displaying unusual behaviour, has now been attributed by authorities to stress and anxiety rather than any supernatural activity.

The school is located in the tribal-dominated Melghat region of Amravati. According to officials, the situation began when around 16 girls suddenly started laughing uncontrollably, crying and later appearing numb or unresponsive. The unusual episode alarmed other students, with rumours of paranormal activity quickly spreading across the campus.

As fear intensified, several students reportedly claimed they had heard the sound of anklets or ghungroos coming from empty corridors. The claims fuelled speculation that the school was haunted. The panic eventually prompted around 608 students to leave the school and return to their homes.

Medical Teams Rule Out Supernatural Cause

Following the incident, medical teams and senior officials visited the Doma ashram school to assess the students and determine what had triggered the episode.

Authorities have reportedly ruled out any supernatural explanation. Officials believe the incident could be linked to severe stress and anxiety among the students, potentially resulting in mass psychogenic illness (MPI), a condition in which physical or behavioural symptoms can spread among a group without an identifiable infectious or toxic cause.

The phenomenon is also commonly described as mass hysteria, although medical professionals generally prefer the term mass psychogenic illness.

Officials have appealed to students and parents to avoid believing or spreading rumours about ghosts and paranormal activity at the school. Authorities are also attempting to prevent further panic and restore a sense of safety among the students.

16 Girls Receive Psychological Counselling

Amravati Superintendent of Police Niketan Kadam said the 16 girls who displayed the unusual symptoms have been examined and counselled by a psychologist.

According to the SP, the girls are now fine and are expected to return to the school. Counselling is being used to address their fears and anxiety and help prevent similar incidents from triggering further panic among students.

As part of efforts to reassure students and their families, a woman police constable will remain at the school. Kadam has also indicated that he would stay at the premises as part of the administration’s efforts to restore confidence.

The presence of police personnel is intended to reassure students who may still be frightened by the rumours surrounding the incident.

‘Supernatural Film’ Angle Under Investigation

Police and officials are also examining factors that may have contributed to the students’ fears. According to sources, the students had watched a supernatural-themed film together before the incident.

Officials are looking into whether the film, combined with existing rumours and stories about the school, may have heightened anxiety and contributed to the unusual episode.

The administration is now focusing on student counselling, psychological support and awareness to prevent rumours from spreading further.

The Amravati school incident highlights how fear and anxiety can rapidly spread among groups, particularly when unusual symptoms are accompanied by rumours of supernatural activity. Authorities are therefore urging students, parents and school staff to rely on medical assessments and verified information rather than rumours.

For now, officials are working to ensure that the 608 students who left the campus feel confident about returning, while continuing counselling and safety measures at the government ashram school in Doma village.

Parents' protests at Anand Niketan School in Shilaj, Gujarat, over an alleged piece of glass found in food served to a student have escalated into a wider controversy over books available at the school, prompting the district education authorities to issue several directions to the institution.

District Education Officer (DEO) Rohit Chaudhary said the school has been served a show-cause notice seeking an explanation over the allegations raised by parents. The school has also been directed to remove its visiting consultant and alumna Munazza Shums, appoint a principal immediately and suspend its catering services until it obtains the required food safety certificate.

Munazza Shums is the daughter of school trustee Lamiya Shums.

Parents protest over Malala's autobiography

The controversy took a religious turn after some parents and right-wing activists alleged that students were being compelled to read books associated with other religions.

The books named by the protesters are “I Am Malala”, the autobiography of Nobel Peace Prize winner Malala Yousafzai, and “The Diary of a Young Girl”, written by Anne Frank.

The protesters gathered outside the school on Tuesday and raised slogans, demanding action over the inclusion of Yousafzai's book.

School trustee Kamal Mangal, however, said the book was not part of the school's curriculum.

“We have a book club in the school. Every classroom has three books always available for students to read,” Mangal said. He added that one of the books was written by Malala Yousafzai and that the school had made it available as part of its reading initiative.

Malala was shot by a Taliban gunman in 2012 after advocating girls' education. She went on to become the youngest recipient of the Nobel Peace Prize.

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Glass allegedly found in student's food

The protests initially followed an allegation concerning food served at the school. Parent Kosha Shah claimed that a child found a glass-like object in a snack and handed it to a teacher.

Mangal disputed the severity of the incident, saying the child had spat out the object and that subsequent scans showed that he was not in danger.

The DEO has nevertheless directed the school to discontinue its catering services until it obtains a food safety certificate. The school has also been instructed to refund students who had paid for snacks.

Education authorities had earlier issued a notice asking the school to explain why a penalty of Rs 10,000 per student should not be imposed.

School asked to comply with DEO directions

Chaudhary said the school must respond to the allegations raised by parents through the show-cause notice.

The authorities have also directed the institution to appoint a principal and take action against the visiting consultant. School sources said the institution is attempting to comply with the directions, including those concerning the possible removal of the director and catering supervisor.

The dispute has now expanded beyond the food-safety complaint, with the school facing scrutiny over its administration, catering arrangements and the books made available to students.

A government school principal in Maharashtra’s Hingoli district has come under scrutiny after a video purportedly showed him with liquor bottles and apparently sleeping inside a classroom. Cockroach Janta Party (CJP) leader Abhijeet Dipke has demanded the principal’s immediate suspension, citing concerns over student safety and alleged repeated complaints from villagers.

The incident was reported from Limbala village, where residents have accused the school principal of consuming alcohol on the school premises. The allegations have not been independently verified.

Dipke has claimed that villagers repeatedly approached senior education authorities over the principal’s alleged conduct but that no effective action was taken.

Video Allegedly Shows Principal With Liquor Bottles

Dipke shared a video on social media that purportedly shows a man identified as the government school principal inside a classroom.

In the footage, the man appears to collect liquor bottles after being confronted before leaving the room. Other visuals circulated along with the allegations purportedly show the principal with liquor bottles and appearing to sleep inside the classroom.

However, the authenticity and circumstances of the video could not be independently verified. It is also unclear when or where the footage was recorded and whether the person shown in the video is indeed the school principal.

The allegations against the principal therefore remain unconfirmed.

CJP Leader Demands Immediate Suspension

Following the circulation of the video, Dipke called for the principal to be suspended immediately.

In a post on X, the CJP leader raised concerns over the alleged presence of alcohol inside the government school and questioned how a principal allegedly under the influence of alcohol could be responsible for running a school.

Dipke particularly highlighted concerns over the safety of children, including young girl students.

Earlier, in a post dated August 15, Dipke said he would join villagers in a protest if the principal was not removed by Tuesday. He also urged senior government and education officials to take immediate action against the alleged misconduct.

The demand for suspension comes amid claims that villagers have previously complained about the principal's behaviour.

Government School Reportedly Faces Teacher Shortage

Apart from the allegations involving the principal, Dipke has also raised concerns about the school’s staffing situation.

According to his claims, the government school reportedly has only two teachers managing five classrooms. The alleged shortage has raised questions about the school’s ability to provide adequate academic support and supervision to students.

The teacher shortage claim, like the allegations concerning the principal, could not be independently verified.

If confirmed, the combination of inadequate staffing and alleged misconduct by the school head could raise broader concerns about school administration, student safety and educational infrastructure in the village.

No Official Response Yet

As of the time of publication, no response from the school principal or the concerned education authorities was available regarding the allegations.

It is also not clear whether the education department has initiated a departmental inquiry into the alleged incident or whether any disciplinary action has been taken against the principal.

The allegations are based primarily on claims made by villagers and CJP leader Abhijeet Dipke, along with a video whose authenticity and context have not been independently established.

Authorities are expected to examine the footage and the complaints before determining whether disciplinary action is warranted.

The controversy has once again brought attention to concerns surrounding government school safety, teacher shortages and accountability of school authorities. Any action against the principal would depend on the findings of an official investigation into the allegations.

A 44-year-old government school teacher in Tamil Nadu has been booked for allegedly beating 10 Class 10 female students with a cane, causing severe injuries to their hands and leaving them unable to attend school or appear for examinations, police said on Thursday.

The incident reportedly took place on July 20 at a Government Higher Secondary School in V K Pudur near Surandai in Tenkasi district.

According to police, the teacher, identified as Thenmaria Suganthi, was conducting a Class 11 lesson when she allegedly became angry over noise coming from a nearby Class 10 classroom.

The teacher subsequently entered the Class 10 classroom and allegedly caned several students. Around 10 students sustained injuries to their hands and required medical treatment.

The injured students were initially taken to the V K Pudur Government Hospital and nearby private medical facilities for treatment. One of the students, identified as Pavithra, was later shifted to the Tenkasi Government Hospital, where she remained admitted for three days, officials said.

The students reportedly continued to experience swelling and pain in their hands following the alleged assault. As a result, they were unable to attend school and were also unable to write their examinations.

Pavithra's mother, Rajathi, subsequently approached the District Collector and submitted a formal complaint seeking action against the teacher.

Following the complaint, Veerakeralampudur police registered a case against Suganthi under Section 115(2) of the Bharatiya Nyaya Sanhita (BNS) for voluntarily causing hurt. Police also invoked relevant provisions of the Juvenile Justice (Care and Protection of Children) Act, given that the alleged victims were school students.

The case has raised concerns over the use of corporal punishment in schools and the safety of students in government educational institutions.

Authorities are now investigating the circumstances surrounding the incident, including the alleged assault, the extent of injuries suffered by the students and the actions taken by the school following the incident.

Further investigation is underway.

The Mehta Family Foundation (MFF) is emerging as a major philanthropic force in India’s higher education sector through partnerships with leading Indian Institutes of Technology (IITs) to establish specialised academic schools focused on emerging and nationally significant disciplines.

The foundation, led by founder Rahul Mehta, has supported the creation of thematic schools and academic programmes at IIT Madras, IIT Guwahati, IIT Roorkee, IIT Indore and IIT Palakkad. The initiative spans areas including artificial intelligence (AI), data science, health sciences, biosciences, biomedical engineering and sustainability.

Interdisciplinary approach at the core

The Mehta schools are designed as interdisciplinary academic and research hubs, combining engineering with disciplines such as medicine, biology, environmental studies, economics and design.

At IIT Guwahati, for instance, the health sciences initiative brings together engineering, biomedical science and design to develop affordable healthcare solutions. Its data science-focused work applies AI and advanced analytics to challenges involving areas such as agriculture and water quality.

At IIT Indore, the sustainability school brings together environmental economics and engineering, while its biomedical engineering initiatives explore applications of AI in drug discovery and disease management.

IIT Madras' biosciences initiatives have also contributed to research in areas such as genomics and cancer, reflecting the growing role of interdisciplinary science in addressing complex health challenges.

Aligning education with national priorities

The foundation's approach focuses on fields closely linked to India's development priorities, including healthcare innovation, climate action, artificial intelligence and data-driven decision-making.

The objective is not limited to creating new academic programmes but also to develop infrastructure, research capabilities and talent that can contribute to India's long-term scientific and economic growth.

The initiative comes as IITs themselves broaden their academic portfolios beyond their traditional engineering focus. Several IITs are expanding programmes in areas such as design, mathematics, economics, public policy, liberal arts and management.

IITs widen academic horizons

The expansion reflects a broader transformation within India's premier technical institutions. While engineering and technology remain central to the IIT ecosystem, institutions are increasingly creating programmes that combine technical knowledge with social sciences, business, healthcare and environmental studies.

The Mehta Family Foundation's partnerships add a significant philanthropic dimension to this transition, with investments supporting specialised infrastructure, laboratories, academic programmes and research centres.

By combining philanthropic capital with IIT's academic and research ecosystem, the initiative seeks to create institutions capable of addressing complex challenges that cut across traditional disciplinary boundaries.

The growing network could therefore mark a shift in how India's IITs approach higher education—moving from engineering-centric institutions towards multidisciplinary universities equipped to tackle challenges in healthcare, sustainability, AI and social innovation.