The Madhya Pradesh government has disclosed that 74 per cent of sanctioned posts for Assistant Professors in government universities are lying vacant. Out of 1,069 sanctioned posts in 17 government universities, 793 posts are vacant.

The revelation was made in a written response by Higher Education Minister Inder Singh Parmar to a question raised by Congress MLA Sanjay Uike in the Assembly. The response uncovers the staggering magnitude of faculty shortage, revealing the crumbling academic infrastructure of the state.

More revealing is the fact that five government universities in the state have not even one Assistant Professor on their rolls. These are: Raja Shankar Shah University (Chhindwara), Krantiveer Tatya Tope University (Guna), Kranti Surya Tantya Bhil University (Khargone), Maharaja Chhatrasal Bundelkhand University (Chhatarpur), Rani Avantibai Lodhi University (Sagar).

This means that thousands of students are studying in institutions without even one full-time assistant professor to guide them.

As per the reply by the minister, 93 academic disciplines are being conducted in different universities that have absolutely no assistant professors. Presently, only 276 Assistant Professors are teaching students in all 17 universities.

Interestingly, this crisis is not exclusive to faculty positions. BJP MLA, Dr Chintamani Malviya, asked the minister about vacancies for librarians in government colleges. The government conceded that out of 582 sanctioned vacancies for librarians, only 236 are occupied, while 346 posts are vacant.

Over the past few years, the government has established a number of new universities in great fanfare with ribbon-cutting ceremonies and grand announcements. But these institutions are now gasping under administrative lack of care and staff complacency. 

Campuses are present only in name without teachers, without facilities, and without the educational leadership to mold the minds of the coming generations.

Since its establishment in 2015 in the educationally rich city of Vadodara, Gujarat, Parul University has emerged as one of the fastest-growing private multidisciplinary universities in India. The university stands out as a clear leader in inclusive, future-oriented education, offering a comprehensive academic ecosystem that spans diploma, undergraduate, postgraduate, PhD research, and value-added programs — all integral to the education landscape of the Vadodara region.

Driving Innovation and Research Excellence

What sets Parul University apart is not only its size and accreditations but its strong emphasis on innovation and research. Guided by a clear vision, the university has created a multi-dimensional ecosystem focused on technology development, capacity building, community welfare, and global entrepreneurial partnerships — empowering students and faculty to innovate across diverse fields.

Parul University serves as a model of vigorous learning, research excellence, and social responsibility, preparing students not just for careers, but to lead during times of disruptive change.

Micro-Nano Research & Development Centre: Pioneering Applied Science

Launched in 2024, the Micro-Nano Research & Development Centre stands as one of Parul University’s major research initiatives. Funded under the Gujarat State Industrial Policy, which supports advancements in micro and nanotechnologies, this centre focuses on materials science and prototyping with practical applications. It reflects the university’s ambitious drive to push the frontiers of applied research.

SSIP 2.0 Innovation Grant: Empowering Student Innovators

The Parul Institute of Engineering & Technology received ₹1.8 crores in funding from the Government of Gujarat’s Student Startup and Innovation Policy (SSIP) 2.0. This unprecedented grant provides ₹40 lakhs over five years for students to access prototyping facilities, patent conversion, and pre-incubation support. This initiative firmly positions Parul University as a hotbed for young entrepreneurs and problem solvers.

Health & Technology Innovations: Blending Wellness with Science

Parul University demonstrates that science and wellness can combine to create societal impact through two notable initiatives:

Patent for Alcohol-Free Herbal Hand Sanitizer

Faculty researchers developed an alcohol-free herbal hand sanitizer made with cinchona and aloe vera extracts. This innovative product is skin-friendly, bactericidal, and offered in four natural scents. It has been patented by the Government of India as an eco-safe alternative to traditional alcohol-based sanitizers, showcasing Parul University’s commitment to sustainable health solutions.

10-Day Yoga Samavesh Programme

In June 2025, Parul University organized a 10-day Yoga Samavesh programme in collaboration with the Morarji Desai National Institute of Yoga (Ministry of AYUSH). The programme focused on countering diabetes through therapeutic yoga, lifestyle counseling, and wellness talks aligned with International Yoga Day 2025’s theme "One Earth, One Health." This initiative reflects the university’s dedication to holistic health education.

Collaborations and Social Impact

Parul University actively collaborates with government and civic bodies to address social challenges. A recent MoU signed with IIT Mandi aims to yield socially relevant outcomes by combining neuroscience with Ayurveda and Vedic perspectives. The university’s Brain & Behaviour Lab fosters interdisciplinary research for such outcomes.

Additionally, the university operates a Social Responsive Cell focused on rural community development. Initiatives like Killol Vidhyamandir (a street school near railway platforms), Sukanya Samriddha Yojna (bank accounts for girls), and BaL Milan cultural events reinforce PU’s commitment to social inclusion and empowerment.

Education Beyond the Classroom

The university's motto, “Be Here, Be Vibrant,” embodies its vision of an engaged, vibrant academic community on its multicultural campus. Combining academic excellence, research leadership, social engagement, and a global outlook, Parul University develops well-rounded individuals ready to lead in tomorrow’s world.

Whether pioneering patented healthcare technologies, collaborating with premier institutes like IIT Mandi, or empowering rural India through socially relevant projects, Parul University continues to redefine higher education — where learning meets action, and education transcends the classroom.

 

By Ananya Awasthi

Every student carries a backpack…but some carry a burden you can’t see anxiety,pressure,loneliness,social isolation. In the high pressure environment Artificial Intelligence has emerged not as a replacement for human connection,but as a powerful support. 

As academic pressure rises and students grapple with stress to perform, to obtain “A grade” and to be known as a performer,they lose their mental balance,cognitive skills and their behaviour becomes irritable and stiff. With rising mental health issues in schools, I think it is the time when we need to know the power of technology,we need to know the right use of technology. 

The question is not whether schools should adopt AI for mental health support,but they have not yet started..It sounds strange. Schools don’t just need AI.They need AI with empathy. 

Mental Health is Deteriorating- Why does every school embrace AI mental health tools now?

 The mental health crisis in schools is increasing in numbers. According to UNISEF one in seven adolescents aged 10-19  suffers from mental health disorders. In India alone, the National Mental Health Survey shows that over 9.8 million teenagers experience psychological distress.A school that invests in AI mental health tools is not adopting technology,they are indeed committing care.

From bullying to academic competition from digital addiction to lack of safe expression,triggers are many. Teachers often feel ill-equipped to handle emotional red flags and schools usually lack fulltime counselors. 

According to NCRB India saw over 13,000 student suicides in a year - It's indeed a wake up call. It’s rising rapidly. Students are still coping with loss,isolation and disrupted routines. They are still facing Post Covid Trauma.Constant Comparisons leads to low self-esteem and mental fatigue. This is where AI steps in-not to diagnose but to detect, support and signal help.

What is an AI Mental Health Shield ? 

An AI mental health is a system or technology that uses artificial intelligence to monitor behavioral patterns,to recognise early signs of stress,anxiety or depression. AI mental shields provide basic emotional support through chatbots and alert counselors. It acts like an invisible guardian,offering non-judgemental support while maintaining data privacy.

How AI is helping Schools- AI can help students to analyze typing speed,word choice,browsing patterns and even attendance records to flag emotional distress without invading privacy. AI is not replacing counselors…It’s extending their reach.With human experts still at the core,AI simply helps them do their job better and faster.

AI powered Chatbots are the support available 24/7,removing the fear of being judged.Smart Classrooms can recognize disengagement or mood changes,,promoting teachers to check personally.AI can design personalized mental wellness plans including medication,journaling prompts and emotional literacy modules. Yes,student data is sensitive.But modern AI platforms follow GDPR and other privacy protocols. Schools must partner only with ethical certified providers who ensure parental consent,clear opt-in system and anonymized data.

Schools can get started with pilot programs using free AI wellness tools. Schools should train staff to learn digital emotional support systems. They should conduct regular mental health audits and feedback loops.

Future of AI in School Mental Health- 

In the coming years ,expect AI Avatars as emotional mentors.

Emotion tracking wearables synced with student dashboards.

Mental health report cards alongside academic ones.

Integration of AI tools into school ERP systems.

AI can’t replace empathy,but it can enhance. It’s a technology for humans to save time,to finish work faster. It can’t give a student a hug, but it can whisper, You are not alone when they need it the most.

In the race to academic success,let’s not leave emotional health behind. Let AI be the shield that protects every young mind from silent battles they are too afraid to talk about.Because emotional wellness is as important as education. Let AI be the guardian ,friend of young minds when they need it. 

Indian centrally administered schools — Jawahar Navodaya Vidyalayas (JNVs) and Kendriya Vidyalayas (KVs) — are hit by more than 12,000 vacant teacher positions. Union State Education Minister Jayant Chaudhary revealed this in a written reply to the Rajya Sabha on July 23, 2025.

7,765 are in Kendriya Vidyalaya Sangathan (KVS) and 4,323 in Navodaya Vidyalaya Samiti (NVS), the education ministry informed. A total of 12,088 central school teacher posts have thus gone vacant.

REASONS FOR TEACHER SHORTAGE

The Minister attributed the posts accumulation to quite a number of reasons - opening of fresh schools, retirements, promotion, transfers, resignation and some other administrative causes.

"Vacant teaching posts are filled up on some grounds like opening of new school, retirement, promotion, and transfer," he said and repeated.

RECRUITMENT PROCESS BEGINS

Recruitment process has been awarded by government. Recruitment is being done according to the existing norms of recruitment of KVS and NVS.

Ad-hoc teachers are being kept on ad-hoc basis so that there would never be any lack of teaching till regular appointments.

OTHER ORGANISATIONS ALSO ARE-awaiting staff shortages

It is not KVS and NVS alone. Even the education administration itself such as the National Council of Educational Research and Training (NCERT) has 143 Group A academic posts vacant.

The National Council for Teacher Education (NCTE) also is short of 60 officials.

The ministry is employing all the middle means to expedite teacher appointments and not allow students' learning to be delayed.

“There is more to life than simply increasing its speed.” – Mahatma Gandhi

In a world where the vast majority of people are inundated with fast food, faster internet and instant access to communication, the idea of “slow living” is a radical act of defiance against contemporary notions of life. The cause was borne as a reaction against the hectic lifestyle of urban life, combined with the glorification of the hustle culture. 

The slow living movement focuses on intentionality, being present, sustainability, and adjusting priorities. Although slow living emerged from the west, particularly with the "slow food" movement in Italy in the 1980s, it is finding some curious takers among urban dwellers in India. The dilemma still remains - is slow living in Indian cities just a fad for the privileged; or is it a much deeper and possibly sustainable lifestyle change?

Understanding Slow Living: Philosophy and Practice

Slow living is not the same as doing things really slowly. It means mindfully engaging with life and discusses quality over quantity - for work, relationships, consumption, and the management of time. It encourages sustainable consumption, work-life balance, mental wellness, and reconnecting with our community and nature. 

Principles of slow living include:

  •  Intention: Living with purpose and mindfulness. 
  •  Sustainability: Making environmentally-conscious decisions. 
  • Simplicity: More freedom by lessening physical clutter, mental clutter, and digital clutter. 
  •  Community: Building relationships that are genuine and caring, instead of being transactional. 

In practice, it could be buying local goods, prioritizing health and wellbeing over unending work, reducing the amount of time you spend on screens, or doing freelance or entrepreneurial work instead of a full time, corporate job to regain control over your lifestyle.

 Slow Living in the India Context or A Cultural Memory?

India with its traditions of Ahimsa (non-violence), Aparigraha (non-possessiveness), and Sanyam (self-restraint), has long engaged with the idea of slow living, well before the term was fashionable. "Jeevan ka Anand" (joy of life) and "Sahajta" (effortlessness) are both expressions of these values. Values based on Ayurveda, yoga, traditional cooking, crafts, etc. all define a slowness for living in a more holistic way.

Modern Sushirana cities like Mumbai, Bengaluru, and Delhi, Hyderabad, on the other hand, are characterized by speed, ambition, and consumerism. The transition from a traditional society to urban and then industrial and now service sector society has been disruptive as those cities never returned to the slowness. The contemporary slow living practices that have recently emerged in these cities are perhaps some form a re-balancing act as they involve awakening the pasts through some memory of cultural reasons in the digital age.

The Urban Catalyst: The Time is Now?

  1. Burn Out & Hustle Fatigue

The urban youth of India have grown up in a system that rewards competition, long hours, and a culture that idolises over-full lives. The pandemic and lockdowns have forced a pause and to ask the question: "What do I really want?" For many urban youth, this resulted in lifestyle changes, choosing to leave high-stress work situations, move back to smaller towns or start ventures from home. 

  1. Mental Health Awareness

Anxiety, depression and digital fatigue have opened up conversations about mental health and digital wellness movements such as digital detoxing, mindful social media use, and nature therapy are now growing with slow living ideals. 

  1. Work Life Integration

The rise of remote work in our post-pandemic world has created the opportunity to rethink work-life integration. Remote work gives urban professionals the ability to reflect more time towards leisure, family, and wellness, all key tenants of slow living. 

  1. Climate Crisis & Sustainability

The climate crisis has urged urban Indians to think about their levels of consumption, particularly regarding sustainability. Urban youth are drawn to initiatives like zero waste living, minimalist fashion, and local farm-to-table eating, and this trend of sustainability is only growing among socially conscious millennials and gen Z.

 Who Can Afford Slow Living?

An important critique of slow living practices in Indian cities is that they are a privilege of the economic elite. Particularly in this context, many of the practices that drop the pace of our lives require cultural, social, and economic capital: reducing work hours; consuming alternate or sustainable products (which are often more expensive); and moving to a slow town. Most of these options are only available to middle- and upper-middle classes.

For daily wage labourers, gig economy riders, and salaried professionals scraping by on a paycheck-to-paycheck basis, slow living is out of reach. Slow living is a dream. It raises an important question: Can slow living be inclusive? Is slow living just another ideal around a lifestyle reinforced in economic privilege?

Slow Becoming a Social Act of Resistance

In spite of the seriousness of the class issue, Slow itself can be regarded as a form of resistance — to capitalism, to the rampant destruction of environments, to tech companies' domination of our attention. Young people, especially in the wake of the pandemic, are increasingly vocal about valuing mental peace over financial success.

Fridays for Future IndiaMinimalist living YouTubers, and rural relocation influencers are movements that demonstrate awareness and desire to occupy space for something more than consumerism. As cities become increasingly polluted, stressful, and unequal places to live, slow living becomes more than aspirational living, it becomes mandatory for survival and sanity.

 Is It Really Just a Trend?

While it is true that elements of slow living have been commercialized, such as high-end wellness retreats or artisanal brands, the principal concepts of slow living are slowly permeating the urban core. Slow living differs from a fad; it is based on principles and values that are timeless and relatable in all cultures across generations.

Slow living is also being modified to address Indian realities:

 Local produce that may not be organic over imported organic

 Public parks and community libraries as spaces of leisure and slowness

 Simple rituals in daily life: chai break, evening walks, spiritual chanting.

This localized version of slow living suggests that the Western product may appeal to specific audience segments, but Indian slow living may have a cultural significance and some durability.

A Quiet Revolution in Progress

Slow living in Indian cities is not just a trend. While the current shape may be biased towards the privileged, its philosophy has universal relevance. In the face of escalating urban stress, it is offering a sustainable, inclusive, and human response to contemporary challenges.

Which means, to fully adopt it as a practice, we will need to shift urban planning,corporate mindset, and public consciousness. But the signs are encouraging. From balcony gardens, to unplugged Sundays we are witnessing a quiet revolution taking place in the hearts of India's crowded cities.

Perhaps slow living's greatest promise is this: that in a country far too in motion, we can still find space to stop, breathe, and regain the rhythm of our life - one deliberate action at a time.

By Ananya Awasthi

Every morning hours before the school bill chimes, Dhuniram* takes a stroll past the dusty eyeglass of his village in Eastern Uttar Pradesh. A second-generation government school teacher, he pauses at the doorsteps of the children who have not attended school for weeks with a smile or gentle push.

Sometimes he simply sits with the grandmother or the mother in the verandah drinking tea, to inform them why staying in school or going to school still matters.

In his class, he weaves together Bhojpuri, Hindi, Science, Math and English textbooks to develop relevant lessons for his children from the. His blackboard is scratched and broken, and he might have to teach children of three different classes at once in the same class.

His eyes are constantly searching for the hungry child, the scared child, the struggling child.

For most of the time, he is more than a teacher, a substitute parent, a policy translator, a link between school and home, a negotiator of hope and reality, a weaver of prerequisite and actual learning, between past performances and future possibility.

The National Education Policy (NEP) 2020 committed to transforming learning across the country, but the question we must pose is who do we believe to make it available in our classrooms?

Teachers like Dhuniram represent the pulsating heart of such a query and therefore we must return to an even more fundamental query: Who is a teacher in today's India?

India's school system caters to 24.8 crore students enrolled in 14.72 lakh schools by 98 lakh teachers, according to Unified District Information System for Education Plus (UDISE+) and National Economic Survey 2024–25.

50% of students are educated and 51% of teachers are working in government schools. But the teachers are not a homogeneous group — their realities differ quite extensively based on socio-economic background, job security, remuneration, and working conditions.

Even when they enter classrooms, the trajectories of future teachers are shaped by market forces, economic coercion, and unequal access to good education.

The tradition of the Indian teacher has also been shaped by power and purpose. From the revered Guru of the past to the colonial bureaucrat trained to reproduce knowledge, the teacher's role has shifted between freedom and control.

After independence, teachers were envisioned as the forces behind a democratic country — but this dream was sabotaged by under-funded, isolated teacher training schools that cared about compliance, not imagination.

Thus, teacher training slowly became a transmission space and not a discussion space. We have always been interested in — 'how to teach' — but never actually sorted out in-depth the what, why, or for whom of teaching.

Our teachers are offered a highly standardized curriculum, yet a standardized method not only has a tendency to flatten the richness but also constrains the potential of teachers to think, adapt, and innovate as per the needs of their students.

NEP 2020 had recognized this long-standing gap and called for the establishment of an integrated four-year programme. This was a significant step but structure alone cannot change the essence of teacher education.

Because the real crisis is not just with what we teach teachers to do — but with how we even think of them in the first place. As long as we keep thinking of teachers as solely implementers of curriculum — not thinkers, collaborators, co-creators, and caregivers — reforms will not go any further than the policy.

All too often, teachers enter the classroom with questions that have not been investigated, internalized hierarchies, and a lack of clarity about their own purpose because their own preparation never allowed them to reflect critically on questions.

And in India, where caste, gender, language, religion, and poverty inescapably condition learning, thoughtful pedagogy can still reinscribe inequality unless teachers are helped to critically think through both their own position and the position of their own students.

Without reflection, even progressive methods can fail the most needy learners. So we need to move beyond teacher training and methods to the development of reflective practitioners.

Let's start first by investing in the construction of teacher training institutions as communities of inquiry, not bureaucracy. Institutions must be infused with discussion, debate and secure connections to local schools and communities.

Second, teacher education cannot be a one-off point but a life course. Communities of practice, reflection, and in-situ coaching and mentoring should become the rule, rather than the exception.

Third, we must shift the cultural imagination of the teacher. Honour them, not as heroes who have endured sacrifice, but as successful professionals, whose knowledge is vital to building an equal future. In a new India, which is asking questions about what learning will be like, let us remember also: unless people in the classroom change, classrooms do not.

Teachers like Dhuniram are already setting the example — not through heroics, but through little, everyday actions of love, justice, and belief in their children.

Admission at Indian government schools has witnessed a whopping decrease, with over 87 lakh students less being reported in the academic year 2023–24 compared to the previous year. This was exposed in a Lok Sabha on Monday, when Union Education Minister Dharmendra Pradhan replied to the MPs' questions Sougata Ray and Kishori Lal.

While, the Minister cautioned against reading the decline as wrong, as the sharp fall has to do with a paradigm change in gathering data and not actual dropouts.

"There has been a complete change from gross enrolment data to student-wise student data from 2022–23 onwards. That makes year-on-year comparison statistically inconsistent," Pradhan said.

It has followed from recommendations made in the National Education Policy (NEP) 2020, which have led India's school data system to be overhauled. With this overhaul, the Unified District Information System for Education Plus (UDISE+) began collecting exact, student-level data from the 2022–23 academic years, replacing the conventional, bulk-data approach.

Although the new system guarantees more accurate, open, and transparent records, the wide disparity in published figures has run a shiver down the spine of the education industry. Experts point out that the downturn can be an indication of true issues such as higher dropout, shift in preference to private schools, or institutions underreporting because they are still adapting to the digital upgrade.

To pre-empt any such bitterness, the government still lays thrust on the push under the Samagra Shiksha scheme, disbursing over ₹34,45,820 lakh to states and UTs for 2024–25 for retaining schools and infrastructure.

Even as India adopts tech-enabled accountability in education, the challenge is clear: making sure that information reforms don't cloud ground realities at least for some time. Till then, educationists appeal to the government to dig deeper into the reasons why the decline happened and make sure the students are not merely names in an ecosystem—but learners in a classroom. 

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