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The Delhi government has set aside 19,326 crore for the education sector in the financial year 2026-27, making it the largest share of the state budget again. The Chief Minister, Rekha Gupta, while presenting the Budget, unveiled a trio of welfare, infrastructure, and technology-based reforms that are intended to increase access and enhance learning outcomes.

One of the main features is the offer of free cycles to about 1.3 lakh girl students of Class IX, backed by a fund of 90 crore. The step, besides solving the problem of last mile connectivity, is likely to discourage the dropout of adolescent girls.

For the first time in the capital, the administration has suggested the establishment of a Sainik School, indicating a desire for discipline-oriented education and leadership development. Besides this, Gupta has appealed to the Centre for permission for 10 Kendriya Vidyalayas in Delhi to satisfy the escalating enrolment demand.

Policy Reforms and Digital Push

The Budget introduces a Private Play Schools Policy to regulate early childhood education under a structured framework. Alongside, a common and digital library system is planned to ensure equitable access to learning resources.

Technology integration remains a priority, with ₹10 crore allocated for artificial intelligence in assessments and examinations, and ₹150 crore earmarked for expanding smart classrooms. The government aims to scale up from 7,000 smart classrooms to 8,777 this year, with a long-term target of 21,000.

Infrastructure and Student Support

Of the total outlay, ₹19,148 crore is dedicated to core education spending, including ₹200 crore for new school buildings and ₹275 crore for expansion of existing infrastructure. Additional measures include:

• ₹5 crore for medical rooms in government schools

• ₹2 crore for crèche facilities in offices

• ₹10 crore for laptops for meritorious Class 10 students

• ₹5 crore for student exposure visits

Sports and holistic development also find space, with ₹50 crore allocated for sports hostels and facilities, and ₹18.5 crore for global exposure initiatives.

Technical education is one of the most important areas that the government has provided funding for. Infrastructure upgradation at the ITIs level, new buildings for GB Pant Engineering College and polytechnics are included in this plan.

Besides that, initiatives are being taken to launch Centres of Excellence and make an Educity in Narela, besides the expansion of Ambedkar University of Delhi and the construction of a permanent campus for the Sports University.

The continued focus on areas such as educational accessibility, digital learning, and vocational/skills training is evident in Delhi's education budget which portrays a plan to make the education system of the capital more inclusive, ready for the future and at par with global standards.

The Central Board of Secondary Education (CBSE) is set to bring about some significant changes in schools' approach towards student mental health and career planning by issuing a circular for 2026. It will be compulsory for schools to hire two specialized counsellors instead of one general counsellor.

Now, schools affiliated with CBSE should have two separate counsellors: a Socio-Emotional Counsellor and a Career Counsellor. This new requirement is a clear recognition of the benefits of offering students specialized support.

The Socio-Emotional Counsellor, also known as the Counselling & Wellness Teacher, is the one who will primarily look into the students' mental health. They will be responsible for conducting social-emotional learning (SEL) sessions, spotting students with mental health issues, and taking steps in the event of a crisis. The Board has set the minimum requirement for a counsellor as one for every 500 students.

Regarding eligibility, the first requirement is that the candidate has a degree in Psychology (any of the four fields mentioned) or a MSc in Social Work (majoring in Mental Health/Counselling). Besides this, anyone who has done a graduate course in any discipline plus School Counselling/Child Guidance Diploma will also be eligible. These counsellors are required to take, every year, 50 hours of training through CBSE approved Capacity Building Programs (CBPs).

Simultaneously, educational institutions have to designate a Career Counsellor for the students of classes IX to XII, while keeping the ratio to the existing 1:500. Such position aims to be of help for the students who are planning for their higher education and deciding about their career paths. The counsellor's role includes, among other things, explanation of results from aptitude tests and facilitation of students with the knowledge of universities in India and abroad.

The eligibility standards for career counsellors are less strict as candidates holding Bachelors or Masters degrees in science humanities social sciences management education, or technology may apply. In extreme cases where schools experience shortage, CBSE also grants permission for schools to take the services of a trained teacher on a temporary basis subject to their getting the required qualifications within two academic years. They must also undergo 50 hours of specialised training every year. The circular also stresses that professional development should continue and schools should be motivated to take advantage of 'Hub & Spoke Model' or any other similar collaborative approach for sharing counselling resources and expertise.

The instruction has been sent to prominent school systems including Kendriya Vidyalaya Sangathan, Navodaya Vidyalaya Samiti, and Sainik Schools Society, which means that there will be a nationwide effort to bring the student well-being services to one level. With academic pressures and career-related fears being the top reasons for stress among children, CBSE seems to be changing the existing casual and unstructured counselling in schools by a well-organised, professionally supported system, which should be an integral part of school education.

The Central Board of Secondary Education launched an online exam for school counselors in February 2026. Teachers must take the test, and schools submit records through the OASIS portal. The exam uses AI and video monitoring to track responses during testing. Plus, it covers nearly 10,000 staff across schools in phases. The process begins with a pilot group already in progress. Schools are required to report updated details directly to the system. This isn't a paper-based test measuring theory.

Instead, it checks how well counselors respond to real student issues. They face situations involving stress, anxiety, peer pressure, and academic burnout. Evaluation looks at ethical choices and handling emotional concerns. Counsellors prove how they listen and support students during hard times. The goal is equal support across all affiliated schools. Results help ensure consistent mental health practices from one school to another.

Officials note the change matches the national Education Policy 2020s main aims, including student well-being and mental health within schools. CBSE is setting clear standards for counselors to improve emotional support in both city and country schools.

AI-driven remote monitoring shows how education is moving toward tech-based oversight. The board can now run big, consistent exams without being limited by location, adding fairness and reach.

Experts say this step makes sense now, mainly as student stress rises. More pressure in classes and heavy screen time have made trained counselors needed in school settings.

By making counselor evaluations official, CBSE is raising professional standards and creating clear expectations. This move should build a stronger system so students get honest, caring, and practical help no matter where they go.

In a remarkable display of endurance and determination, two young siblings from Carambolim village successfully crossed the Mandovi River on March 15, 2026, drawing attention to emerging grassroots sporting talent in the region.

Seven-year-old Vihaan Karmalkar became the youngest child from Carambolim to complete the challenging river crossing, while his elder sister, ten-year-old Avni Karmalkar, successfully completed the feat for the second time, showcasing consistency and growing confidence in open-water swimming.

The siblings, students of Shiksha Niketan School in Porvorim, developed their swimming skills during a school-organised camp. What began as a routine training exercise soon evolved into a disciplined pursuit, with both children undergoing regular practice sessions to prepare for the river crossing

According to their parents—fitness trainers and founders of Sunil’s Fitness Wave—the journey was not without challenges. “In the beginning, they would get tired quickly and were unsure about swimming in open water,” their mother said. “But over time, they built stamina and confidence.”

On the day of the crossing, a small crowd gathered along the riverbank as the young swimmers entered the water under supervision. Vihaan, despite his age, maintained steady strokes throughout the stretch, completing the crossing amid cheers from onlookers. Avni, more experienced, displayed composure and technique, pacing herself effectively to finish strong.

Speaking after the event, Avni said she focused on maintaining rhythm. “I just kept swimming steadily and didn’t think too much about the distance,” she said. Vihaan, meanwhile, described the experience as “a little scary at first, but fun.”

Coaches associated with the training camp noted that early exposure and consistent practice played a key role in their success. The achievement has also sparked interest among other children in the village, with more parents reportedly exploring swimming training opportunities.

The siblings’ accomplishment highlights the growing role of school-led sports initiatives and family support in nurturing young talent, offering a reminder that discipline and encouragement can help children push beyond perceived limits.

After receiving criticism for showing Jaisalmer as being in the Maratha Empire, the National Council of Educational Research and Training has decided to remove a controversial map from its Class 8 Social Science textbook for the 2025-26 academic session.

This matter came up in August 2025 when Chaitanya Raj Singh, a member of the royal family of Jaisalmer, protested the authorities to fix the factually wrong representation, he had termed it as such.

Singh pointed out that there is no historical record of Maratha domination or influence in Jaisalmer. So he stated that such portrayals not only mislead the regions history but also degrade its legacy.

In fact, he had reached out to the Union Education Minister Dharmendra Pradhan and requested him to make changes immediately.

Since the arguments, NCERT (National Council of Educational Research and Training) has removed the map from the digital edition of the textbook. This step goes along with other changes that are made for the new academic year.

The decision has been welcomed by local stakeholders and historians, who saw the former portrayal as deceptive.

Though the update has been seen as a good move, some experts and local officials have demanded more measures.

Chaitanya Raj Singh supported the change but stressed the necessity of correct information in schools, pointing out that textbooks are very influential in forming students' knowledge of history.

Likewise, the main figures of the heritage institutions of Jaisalmer have also requested NCERT to make a public apology as the earlier map deeply offended the people.

This event sheds light on the continuous monitoring of the school content and the significance of including historically correct versions of the events, figures, and places in the textbooks.

While India is still modernizing its academic content, the case points out the necessity of thorough academic scholarship so that there is no room for such disputes in the future.

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.