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The backbone of any progressive education system is not just a well-designed curriculum but also the ability and flexibility of its teachers. On Tuesday, Rajya Sabha member Sudha Murty tabled an interesting proposal—compulsory training modules and regular tests for primary school teachers every three years to keep them perpetually developing and keeping pace with changing pedagogical trends.

Murty's position is both timely and pivotal. India's education ecosystem is facing a dramatic transformation with the National Education Policy (NEP) 2020, but without well-trained and qualified teachers, the reforms will be ineffective.

A Teacher's Learning Shouldn't Stop at Recruitment

Today, teacher training in India is a pre-service and in-service affair. Although eligibility for teaching is decided by qualifications such as B.Ed., M.Ed., DElEd., and CTET, there is no systematic process to evaluate a teacher's development or adjustment to new methods after recruitment.

As Murty aptly noted:

"A teacher must give an examination every three years with a new learning technology. Because technology is always changing. Nothing in life comes free except a mother's love. If you want to be a good teacher, there is a price to that—not money but good training and an examination."

India does have programs to build the capacity of teachers, like NISHTHA, with the aim of enhancing teaching pedagogy under NEP 2020. But these programs are doubtful in their effectiveness as they do not have a strong assessment framework to gauge the actual enhancement in the quality of teaching. 

The Need for Periodic Teacher Assessments

NEP 2020 emphasizes teacher training and professional development, especially in the early childhood phase. The policy institutes a 5+3+3+4 pattern, and children are provided with basic literacy and numeracy from the initial phase. Yet, it is seen that a third of teachers in primary schools in India do not have professional training, which is a huge lacuna in the system.

Without competency tests at regular intervals, teachers might not be able to keep up with

•  EdTech innovations
• Pedagogical innovation and new curriculum designs
• Child psychology and behavioral management skills
•  Classroom diversity and inclusivity practices

Systematic assessment by means of planned examinations can ensure accountability, motivate self-reform, and improve the quality of teaching, especially at the primary level, where the earliest learning experience is consolidated.

A Systemic Reform or an Unattainable Ideal?

Murty's suggestion, though perceptive, poses practical problems. Making mandatory examinations a triennial exercise necessitates:

1.  Policy intervention to require regular teacher evaluations
2.  Investment in training facilities and materials for in-service teachers
3.  Coordination with educational institutions to create relevant courses and exams
4. Incentives for teachers who reskill and clear tests

Today, the Union Budget focuses on teacher training but lacks a designated allocation for regular teacher evaluations. Without financial support and systemic rollout, Murty's vision could be a distant dream instead of an upcoming reform.

For India to actually realize the NEP 2020 vision, its educators have to be constantly assessed and skilled. As Murty rightly put it, "Excellent school premises won't matter if there are no quality teachers." The solution lies in inculcating a culture of lifelong learning among teachers whereby evaluation is not viewed as a penalty but as a means of professional excellence.

A nation’s educational strength is only as strong as its teachers. If India aspires to global educational leadership, it must ensure that its educators evolve as dynamically as the knowledge they impart

The long-standing dominance of the US, Canada, and the UK as top destinations for Indian students is experiencing a dramatic shift. In 2024, the number of Indian students traveling overseas fell by 15%, with Canada plummeting by 41%, followed by the UK (27%) and the US (13%). On the other hand, nations such as Russia, Germany, and Uzbekistan have seen an upsurge in enrollments, indicating a shift in international education trends.

Western Hurdles: Visa Policies, Fees, and Diplomatic Tensions

The fall in the traditional Western study centers can be explained by a mix of more stringent visa policies, increased financial demands, higher rejections, and diplomatic tensions.

Canada's Diplomatic Fallout: The steepest drop in the number of students is in Canada, where the enrollments dipped from 233,532 in 2023 to 137,608 in 2024. This goes hand in hand with worsening India-Canada ties, especially in the wake of Prime Minister Justin Trudeau's claims implicating India in the assassination of Khalistani separatist Hardeep Singh Nijjar. Tighter visa regulations and economic scrutiny have additionally discouraged students.

The UK's Restrictive Immigration Policies: The UK's crackdown on student dependents and post-study work has reduced its appeal, resulting in a 27% decline in Indian enrollments.

US Struggles with Affordability: Though still a favorite, the US experience of a 13% fall in Indian students is an indication of worries over increasing tuition costs, visa refusals, and steep living expenses.

The Rise of Affordable Alternatives

As Western barriers rise, new destinations are stepping up, offering cost-effective education and relaxed visa norms.

Russia Leads the Way: With a 34% increase in Indian enrollments, Russia has become a strong contender, especially in medical and engineering fields. Lower tuition fees and easier visa access are key factors driving this shift.

Germany's Rising Popularity: The influx of 34,702 Indian students in 2024 strengthens the popularity of Germany's low-priced or free education and good industry links.

Uzbekistan and Bangladesh on the Rise: These countries are increasingly attracting Indian students, especially for medical courses, because they are cheap.

A Structural Shift or Temporary Dip?

This is just the second year since 2019—pandemic year aside—that Indian students have declined in number abroad. The trajectory of this trend will be based on how immigration policies, diplomatic ties, and economic circumstances play out. If Canada and the UK revisit their restrictions, they can regain their lost ground. Otherwise, the trend of Indian students preferring up-and-coming education hubs to traditional Western strongholds might be the new reality.

The message is simple: affordability, accessibility, and stability are more important than prestige in influencing Indian students' international education decisions.

In a small but lively classroom at Andhjan Shikshan Mandal, a visually impaired school in Surat, the sound of Braille-enabled laptops tapping in rhythm fills the room. For them, technology is a revolutionary gateway to independence and opportunity, enriching their digital learning experience and preparing them for the skills they need in the future.

The deployment of digital boards and dedicated laptops is one aspect of a larger initiative undertaken by the Dawoodi Bohra community under its charitable arm, Project Rise. In a collaborative effort to promote inclusive education, the community recently donated vital educational infrastructure to three Surat schools: Anglo Urdu Muslim School, Andhjan Shikshan Mandal, and Mook Badhir Vikas Trust. The project seeks to provide children with special needs with equal access to contemporary learning tools.

At Mook Badhir Vikas Trust, a special school for deaf students, five smart boards have been provided, making classes more interactive and picture-friendly. For visually oriented children, these monitors are more than mere teaching aids—they are comprehension tools of necessity in today's digital age, enhancing their learning process and improving classroom engagement.

In the meantime, at Anglo Urdu Muslim School, computer boards have been implemented in every classroom, and financial support has been provided to meet the fee of 200 economically underprivileged students every year. To families barely making ends meet, this supports sustained access to schooling without interruptions that might affect their educational chances in the future.

The impetus for these efforts is the Dawoodi Bohra community leader, His Holiness Syedna Mufaddal Saifuddin, whose unshakeable dedication to education prioritizes dignity and self-reliance. His vision promotes education as a means of empowerment and social advancement, evident in the resources made available to students.

For the blind students of Andhjan Shikshan Mandal, the addition of twenty Braille laptops is more than an upgrade—it's hope and autonomy. The devices give them the tools to be confident and realize their aspirations on a level playing field with other students.

Dawoodi Bohra philosophy of service is not just philanthropy; it is a serious commitment to upliftment of society. Through Project Rise, the international community continues to deal with inequalities in food security, healthcare, and education while promoting inclusiveness.

In Surat's classrooms, this vision is taking shape—one student at a time. With each digital tool added and each obstacle removed, a new chapter of inclusive education opens, guaranteeing that no child is left behind in the quest for knowledge and independence

An astonishing 35% of Indian schools enroll less than 50 students, and most of these schools do not have enough teachers to provide quality education because of a crippling shortage of teaching staff. A recent PRS Legislative Research analysis states that the small schools, which are concentrated in rural pockets, are largely unable to provide even the bare minimum of education to their pupils.

The survey, using statistics from the Unified District Information System for Education (UDISE) 2021-22, indicates that there are more than 107,000 schools with fewer than 50 students in India, out of which 24,000 schools have one teacher. An additional 60,000 schools possess only two teachers, an indicator of the serious lack of instructors in the schools.

Regional patterns in the data are dramatic. Bihar, Uttar Pradesh, and Madhya Pradesh have a disproportionate number of small schools, making the case for targeted interventions that will address the specific challenges faced by these schools.

So, what does this trend mean? The most immediate concern is the effect on the quality of education. With so few teachers, these schools do not have the resources and experience to give students a balanced education. In addition, the teacher shortage can result in a lack of accountability, making it hard to guarantee that students are getting the education they deserve.

In order to solve this problem, policymakers will have to place the needs of small schools first. This may include offering extra resources and assistance to enable these schools to recruit and retain competent teachers. Innovative solutions like technology-based learning platforms may also be used to close the gap in education provision.

Lastly, the predicament of India's small schools serves as a reminder that the nation's educational system still faces significant obstacles. We can work toward a more effective and inclusive educational system for everybody by acknowledging and addressing those issues

Worries over the shrinking space for academic freedom in India are creating a tide of discontent among the academic fraternity. Recent government actions, notably the National Education Policy (NEP) 2020, have been targeted for eroding intellectual diversity, research autonomy, and institutional freedom in India.

Since the politicization of education is undermining the autonomy and legitimacy of India's institutions, scholars have expressed concern about the increased role of the government in hiring professors and university administrators. Numerous concerns have been raised that universities are being compelled to adopt a more centralized and bureaucratic form, which constrains their capacity to function as autonomous institutions of learning.

There are accusations that certain universities have hired professors on the basis of political orientation instead of scholarly achievement. The practice has attracted criticism that academic freedom is undermined, education politicized, and scholarship prejudiced.

Government-led curriculum adjustment is another contentious point of primary concern. Opponents argue that subjecting schools to a standardized curriculum diminishes various points of view, local knowledge, and critical analysis. Moreover, there are increasingly voiced concerns that certain topics and methods of research are being dissuaded or proscribed, which would limit scholars' capacity to examine topics pertinent to society and politics.

It has been argued by some scholars that the history as taught in school books is mostly inaccurate, incomplete, and not revised. It is argued that this can contribute to a twisted perception of the past and how it affects the present. The scholars stress that there is a need for more accurate and subtle portrayal of history in learning materials.

Aside from the academic world, the stress on the educational institutions is likely to have an overwhelming effect on Indian higher education. Top scholars and professors are looking for improved academic prospects in more open nations overseas, and with that, experts are cautioning that an impending brain drain looms near. Further limitations on the government's control and research funding would also reduce the quality of research and render Indian colleges less competitive globally.

The education community is pressuring the government to change its policies and ensure that Indian universities continue to be centers of unbridled research, debate, and creativity amid growing concern. They assert that independent thinking and intellectual diversity are prerequisites to a healthy democracy and knowledge economy.

The next few months will be pivotal in deciding whether the higher education system in India is able to uphold academic freedom despite the current controversy or fall into an age of controlled scholarship and ideological orthodoxy.

Reporting the stories that matter, holding the powerful accountable, and giving voice to those who are too often silenced were the only goals of the journalism industry in the past. However, journalism has also changed in tandem with the digital age. 

The search for truth is increasingly being replaced by the search for virality. Sensationalized headlines, conjecture reporting, and cut-and-pasted stories are now the rule, creating a crisis of trust in the media.

Once the cornerstones of effective reporting, accuracy, impartiality, and transparency are increasingly being sacrificed on the altar of engagement metrics. Journalism's integrity is ultimately suffering in this battle for clicks.

How can we regain our profession, then?

First, we need to reaffirm our commitment to strict fact-checking. In an attempt to be the first, hastily publishing unsupported claims causes more harm than benefit. Patience, diligence, and a resolute unwillingness to distort the facts are all necessary for good journalism.

Secondly, we must resist the temptation to sensationalize. Our purpose is to enlighten, not to influence. Instead of being hyped for effect, stories should be compelling because they are significant.

Third, modern journalism must be built on the principle of transparency. It should be the readers' right to know how information is obtained, what drives coverage, and when mistakes are made. 

The repercussions are severe and genuine. False stories have devastated lives, disinformation has caused strife within communities, and the line between reality and fiction has become so hazy that it is no longer distinguishable.

This change in emphasis is not only an ethical failure but also a betrayal of the fundamental values upon which journalism is founded. 

Admitting to errors is not a sign of weakness—it's a show of credibility.

But this is not a call to journalists alone. Readers also have a part to play. The pressure for good journalism has to come from the audience itself. Encouraging media houses that value fact-based reporting and boycotting those that do not is the only way to change the tide.

We are at a crossroads. Either we allow speculation and sensationalism to define our industry, or we reclaim journalism’s integrity by making truth the only currency that matters. The choice is ours.