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A century-old school in Margao, Goa, has undergone a major transformation, with all 12 classrooms converted into smart learning spaces within just three months, thanks to support from alumni, parents, teachers and the wider community.

The Shree Damodar Higher Secondary School of Science in Comba, Margao, which previously lacked even basic digital facilities, now has digital screens, smart boards and technology-enabled teaching tools.

The transformation was led by the Mathagramasht Hindu Sabha and came amid calls for greater community participation in strengthening educational institutions.

From Basic Classrooms to Smart Learning Spaces

The school serves around 500 students and has maintained a strong academic record despite facing financial constraints.

As part of the modernisation project, all 12 classrooms were equipped with digital teaching facilities. The school's electrical wiring was also completely upgraded to support the new technology.

The initiative brought together former students, parents, teachers and education officials, who contributed both financial resources and expertise to complete the project.

Sindhu Prabhudesai, deputy director of education and the newly appointed government authorised officer for Mathagramasht Hindu Sabha schools, said many alumni, including doctors and engineers, were willing to contribute to the school's development.

According to her, the key was ensuring donors that their contributions would be used effectively for the institution.

Technology Changes Classroom Learning

Teachers have also been trained to use the new digital resources as part of regular classroom teaching.

The technology is being used to make difficult concepts easier for students to understand. For instance, science students can now use animated simulations to learn about the functioning of the human heart within seconds.

Smart boards can also be used for quizzes, assessments and interactive classroom activities, making lessons more engaging for students.

Prabhudesai said even senior teachers adapted quickly to the new technology, demonstrating that digital tools can be integrated into classrooms regardless of a teacher's age or experience.

Community Support Drives Change

The project highlights the potential of community participation in improving school infrastructure, particularly for institutions facing financial limitations.

Alumni and parents were involved not only in funding but also in supporting the school's broader development. Teachers, meanwhile, received training to ensure the technology was used effectively rather than simply installed as infrastructure.

Prabhudesai stressed that technology should complement traditional teaching rather than replace teachers.

The initiative demonstrates how collaboration between schools and their communities can modernise learning environments while retaining the role of teachers at the centre of education.

For the century-old Margao institution, the three-month transformation marks a significant shift—from classrooms with limited digital resources to a modern, technology-enabled learning environment built largely through community support.

Financial literacy should become a compulsory part of school and undergraduate education in India, according to NISM Director Sashi Krishnan, who said young people need structured financial education to make informed decisions about money, credit, investments and digital fraud.

Financial concepts are currently taught unevenly across India's school system. While some institutions introduce money management through mathematics, commerce, economics or extracurricular activities, there is no uniform approach to teaching practical skills such as budgeting, insurance, investing, credit management and fraud prevention.

Krishnan said financial education should be treated as an essential life skill, similar to basic literacy, health education and digital fluency.

Every individual, regardless of their career, will eventually have to make financial decisions, including managing a salary, choosing insurance, evaluating credit, understanding taxes and investing for long-term goals. Without adequate preparation, young adults may learn through costly mistakes or become vulnerable to high-interest debt and financial scams.

NISM's Financial Literacy Push

The National Institute of Securities Markets (NISM) has been conducting investor awareness and financial literacy programmes across India.

According to Krishnan, NISM's resource-person network covers 27 states and 400 districts, with around 920 trainers. The organisation has conducted more than 13,200 investor awareness sessions since its inception and reached over 800,000 participants.

NISM also works with more than 1,000 higher education institutions through various student engagement programmes. Its National Financial Literacy Quiz has reached more than 400,000 students, while its Masterclass series has crossed one crore views.

Finance Students Need AI and Technology Skills

The financial sector is changing rapidly with the growth of fintech, artificial intelligence and digital investments. Krishnan said students entering the industry will need skills beyond conventional finance.

These include statistical modelling, machine learning, financial econometrics, artificial intelligence, algorithmic trading and behavioural finance.

NISM's programmes combine securities-market education with practical exposure through simulation and specialised laboratories, including securities market simulation, data sciences, RegTech and Bloomberg labs.

Students also undertake summer internships with financial-sector intermediaries and complete NISM certifications, helping them gain industry exposure before graduation.

NISM Partners With Colleges

To bridge the gap between classroom education and industry requirements, NISM works with universities and colleges by integrating certifications, e-learning courses and structured learning pathways into academic programmes.

Its offerings cover areas including securities markets, mutual funds, derivatives, investment advisory, portfolio management, research analysis and risk management.

NISM currently offers 40 skill-development modules and 28 e-learning programmes. Several universities have also incorporated its Financial Literacy Course for Bharat as a credit course.

The institute conducts summer schools and immersion programmes, while faculty-development initiatives help teachers bring industry perspectives into their classrooms.

AI Is Changing Finance Careers

Krishnan said AI can personalise learning by providing targeted practice, richer simulations and instant responses to routine questions. However, students must also understand how AI is transforming financial-sector jobs.

AI is increasingly being used in research, execution, fraud detection and advisory services. NISM therefore incorporates artificial intelligence, machine learning, data analytics, blockchain, generative AI and Python into relevant programmes.

Krishnan stressed that professionals who combine machine-generated insights with human judgement will remain valuable.

Tier-2 and Tier-3 Cities Could See Job Growth

India's expanding financial services industry could generate lakhs of new jobs, with a growing share of opportunities emerging in Tier-2 and Tier-3 cities.

Fintech is expected to remain a major employment driver, creating opportunities in digital payments, product management, fraud analytics and regulatory technology.

Demand is also expected to rise for professionals working in AI, data science, cybersecurity, credit and risk management, along with wealth management and investment advisory.

Traditional fields such as investment banking and fund management will continue to offer opportunities but are expected to remain competitive.

According to Krishnan, students who combine financial-market knowledge with technology skills could have the strongest career prospects as India's financial sector continues to evolve.

Maharashtra Deputy Chief Minister Eknath Shinde has directed officials to conduct a detailed review of the state's education sector and prepare an action plan aimed at strengthening school education, teacher training, student welfare and overall learning outcomes.

The directive comes amid a series of school “inspections” by Cockroach Janta Party (CJP) founder Abhijeet Dipke, who has been highlighting alleged shortcomings and deficiencies at government schools across Maharashtra.

Shinde Seeks Detailed Review of Education Sector

Shinde issued the directions during a meeting with School Education Minister Dada Bhuse and senior officials of the department.

While appreciating the work being undertaken by the Education Ministry, Shinde asked officials to identify areas requiring further improvement and formulate a comprehensive action plan.

The proposed review will focus on both academic quality and student welfare, with the government seeking to strengthen the overall functioning of schools.

Focus on Student Health and Nutrition

Shinde directed officials to give greater attention to regular health check-ups and nutrition among students.

The government will also review the implementation of the Mid-Day Meal Scheme, with an emphasis on ensuring that students receive adequate and nutritious meals.

The measures are intended to address aspects of school education that extend beyond classroom learning and directly affect students' health, attendance and ability to learn.

Teacher Training and Capacity Building

The action plan will also focus on strengthening the state's teaching workforce.

According to the directive, the government plans to involve education experts and experienced teachers in the process of improving school education. Greater emphasis will be placed on teacher training, motivation and capacity-building programmes.

The government also plans to encourage and recognise teachers who demonstrate excellence, innovation and effective teaching practices.

The proposed measures are aimed at creating a stronger professional development ecosystem for teachers while encouraging innovative approaches to classroom education.

Education Sector Under Scrutiny

The review comes at a time when the functioning and quality of government schools in Maharashtra have received increased public attention.

The school visits conducted by Dipke and the CJP have brought alleged deficiencies in school infrastructure and services into the public discourse. The government's proposed review is expected to provide an institutional assessment of the challenges facing the education sector.

The action plan will seek to address identified gaps while strengthening teacher capacity, student health and nutrition, school quality and educational outcomes across Maharashtra.

The government is now expected to work on the proposed roadmap in consultation with education experts, experienced teachers and departmental officials.

More than 200 students at a Delhi government school in Khajuri Khas have allegedly been without a regular Chemistry teacher for the past three academic years, raising concerns over their preparation for the upcoming Board Examinations.

Students of GSKV Khajuri Khas have alleged that the school has failed to appoint a regular Chemistry teacher despite repeated requests to the school authorities.

The shortage has reportedly affected students in Classes 11 and 12, both of which have two Science sections. Each section has approximately 50–55 students, meaning more than 200 students may have been deprived of regular and structured instruction in Chemistry, a core Science subject.

Students Raise Concerns Over Chemistry Classes

According to the students, they have repeatedly approached the school principal regarding the absence of a regular Chemistry teacher. However, they claim that the issue remains unresolved.

The prolonged shortage has become particularly concerning for students currently in Class 12, who are preparing for their Board Examinations. Students have expressed concerns that the lack of consistent classroom instruction could affect their academic preparation and performance.

Advocate Seeks Urgent Intervention

Taking cognisance of the students' concerns, advocate Ashok Agarwal has sought urgent intervention from the Directorate of Education, Government of the National Capital Territory of Delhi.

In a representation dated August 20, Agarwal highlighted the impact of the alleged teacher shortage on students preparing for their Board Examinations.

He said the prolonged absence of a subject teacher could adversely affect the academic performance of Class 12 students, despite the situation being beyond their control.

Agarwal also alleged that students had attempted to raise their concerns through the appropriate institutional channels but had not received an effective resolution.

Threat of Legal Action

Agarwal has warned that students could approach the Delhi High Court if a Chemistry teacher is not appointed immediately.

In a social media post, he highlighted the situation involving more than 200 Class 11 and 12 Science students and called for the immediate appointment of a Chemistry teacher.

The matter has raised broader concerns over teacher vacancies in government schools and the impact prolonged staff shortages can have on students, particularly those preparing for high-stakes Board Examinations.

The allegations are yet to be independently verified, and the Directorate of Education or school authorities have not been quoted responding to the claims. Any action regarding the alleged vacancy would depend on the findings and official records of the education department.

A playschool teacher in Vijay Nagar, Indore, has been accused of mentally harassing and using abusive language against a three-year-old girl, prompting her parents to approach the police with an audio recording allegedly capturing the teacher's behaviour.

According to police, the parents had enrolled their young daughter at a playschool in the area. After some time, they noticed a sudden change in the child's behaviour. She reportedly became quiet, sad and withdrawn.

When her parents asked her what had happened, the child allegedly told them that her teacher used abusive language, mentally harassed her and threatened to beat her.

Parents Hide Voice Recorder in School Bag

Concerned about their daughter's allegations, the parents reportedly decided to verify what was happening at the school. They secretly placed a small voice recorder inside the child's school bag before sending her to the playschool.

After the child returned home, the parents listened to the recording and allegedly heard the teacher using abusive language and subjecting the child to harassment.

The parents subsequently approached Vijay Nagar police station and submitted the recording along with their complaint.

Police Register Case Against Teacher

Police said they examined the complaint and audio evidence and found the allegations prima facie credible. A case has been registered against the female teacher under relevant legal provisions.

Further investigation is underway, and police are expected to examine the circumstances surrounding the alleged incidents and record statements from the concerned parties.

The incident has raised concerns over child safety in playschools and early childhood education centres, particularly regarding the treatment of young children who may be unable to clearly communicate or report incidents of harassment.

Schools across Delhi will conduct baseline assessments for students of Classes 2 to 8 under the NIPUN Sankalp programme to evaluate their foundational literacy and numeracy skills.

The assessment will be conducted in schools affiliated with the Municipal Corporation of Delhi (MCD), New Delhi Municipal Council (NDMC), Delhi Cantonment Board (DCB) and Directorate of Education.

The Delhi State Council of Educational Research and Training (SCERT) has issued detailed instructions to schools regarding the assessment process.

NIPUN Sankalp Assessment Dates

According to the SCERT circular, the baseline tests will be conducted on the following dates:

• August 27: Hindi
• August 29: English
• August 31: Mathematics

The assessments are designed to measure students' foundational learning levels and help identify areas requiring academic intervention.

OMR-Based Assessment for Classes 2 to 8

The NIPUN Sankalp baseline assessment will be conducted through OMR-based tests. Schools have been instructed to maintain a strict “one desk-one student” arrangement during the examination to ensure a fair and confidential assessment.

Schools must also register all eligible students on the NIPUN Sankalp online portal and verify their details before the tests.

The OMR procedure will differ depending on the students' classes.

For Classes 2 and 3, teachers will fill in the complete OMR sheet, including student information and responses.

For Classes 4 to 8, teachers will enter the students' details and complete Part B, while students will attempt and fill in Part A themselves.

Absent Students Can Take Assessment by September 5

Students who remain absent on the scheduled assessment dates will be given another opportunity to appear for the baseline test.

Schools have been directed to complete the assessment for such students by September 5.

School Heads Responsible for Assessment Process

Heads of schools have been instructed to ensure that the assessments are conducted according to schedule and that trained teachers are deployed for the process.

They will also be responsible for ensuring the accurate filling, verification, safe packing and submission of OMR sheets.

Zonal and other designated education officials have been asked to closely monitor the assessment process, including the packing and subsequent submission of OMR sheets.

The NIPUN Sankalp programme aims to strengthen foundational literacy and numeracy among school students and identify learning gaps that require targeted academic support.