On Teachers’ Day let us together bear witness to hate and violence, to take moral responsibility for transformative education, to halt such assaults on our learners' selves.

The unequal power dynamics of various technologies and agencies intruding on children’s bodies exacerbate the dangers of data colonialism and the lack of data privacy.

Without rigorous appraisal of our existing school systems, with studies on the preparedness of the present teacher education system, one wonders how such a major shift has been propounded.

The credentials of those responsible for drafting State Curriculum Frameworks under the National Education Policy do not reflect any expertise in the domain of curriculum and pedagogy. 

All state governments need a quick appraisal of the situation of schools in districts and blocks to ensure immediate responsibility for necessary action.

However, the system was quick to use this as an image amplifier for the prime minister portrayed as the sole saviour of these pitiful souls.

Our learning theories inform us that even a small distraction or worry markedly hampers a student's performance. Then what is the purpose of all this?

Its centralised focus on state examinations even in grades 3, 5 and 8 in addition to the board examinations in grades 10 and 12 runs contrary to the RTE.

We seem to be fast hurtling towards another virus – of fear, hate and stigma which – with science and evidence not always leading policy.

Teachers are drawing attention to the constraints they face while dealing with the demands of the system.

The draft describes a 'severe learning crisis' but hides behind words such as 'flexible' and 'fun'.

The proposal for a Higher Education Commission of India has not the slightest semblance of an articulated vision for the country.

'A significant fraction of children who drop out may be those who refuse to compromise with non-comprehension. They are potentially superior to those who just memorise and do well in examinations, without comprehending very much!'