RajivSpeak

The heavy military presence and frequent communication blackouts in Jammu and Kashmir are taking a disproportionate toll on female education, reversing years of progress and driving up school dropout rates for girls, according to a recent analysis published in The Conversation . ​Writing for the publication, Shambhavi Siddhi , a PhD candidate in Gender, Sexuality, and Women’s Studies at Western University , highlights that while the Indian government cited " women's empowerment " and the eradication of gender discrimination as key motivations for revoking Jammu and Kashmir's semi-autonomous status in August 2019, the reality on the ground has told a vastly different story for young women seeking an education. ​Rising Dropout Rates and Low Literacy ​According to data presented before the Indian parliament in March 2026, the secondary-level dropout rate for girls in the region peaked at 12.6% during the 2023–24 academic year—surpassing India’s national average of 9....

  A public appeal by local advocate  Kamlesh S. Madhiwala  has drawn attention to a growing crisis in urban India’s smaller towns—the steady disappearance of accessible sports infrastructure and its ripple effects on children and youth.

India’s human capital outcomes in health and education remain below global averages, with the latest World Bank report warning that learning levels and health indicators are stagnating compared to peer countries such as Vietnam and Peru. The report highlights persistent gaps in maternal education, child nutrition, and learning outcomes, underscoring the urgent need for investment in homes, neighborhoods, and workplaces.

A preliminary working paper by Arvind Virmani, economist and member of the Government of India think tank NITI Aayog, has concluded that the Right to Education (RTE) Act — enacted to guarantee free and compulsory schooling for children between six and fourteen — has actually worsened learning outcomes rather than improved them. The paper, published in March 2026 and reported by The Print on 16 April, has drawn sharp pushback from education rights advocates, who argue it builds a politically motivated narrative against constitutionally guaranteed entitlements.

  By Rajiv Shah  More than a decade ago, when I was with The Times of India, I used to write a regular weekly column called True Lies. The column—which still continues—was mainly about gossip surrounding Gujarat government bureaucrats, though I occasionally wrote about ministers as well. In that column, I would often refer to what IAS officials described as their informal weekly Monday morning tit-a-tat over tea.

    The other day, I visited what is being billed as the  Ahmedabad International Flower Show 2026 , currently underway at the  Sabarmati Riverfront Event Centre . This was my second visit to the Ahmedabad flower show. I went with my NRI friends, who remarked that the display this year was far superior to what they had seen when they visited Ahmedabad around the same time last year.

A new  Government of India  study,  Internationalisation of Higher Education in India: Prospects, Potential, and Policy Recommendations , prepared by  NITI Aayog , regrets that India’s lag in this sector is the direct result of “several systemic challenges such as inadequate infrastructure to provide quality education and deliver world-class research, weak industry–academia collaboration, and outdated curricula.”

I have in my hand a representation addressed to the Chief Electoral Officer (CEO), Gujarat, urging the Election Commission of India (ECI) to stop “atrocities on teachers and education in the name of election work.” The representation, submitted by Dr. Kanubhai Khadadiya of the All India Save Education Committee (AISEC), Gujarat chapter -- its contents matched  what a couple of teachers serving as Block Level Officers (BLOs) told me a couple of days esrlier during a recent visit to a close acquaintance.

The recent ghastly incident in Ahmedabad's sprawling Maninagar (East) area, in which a 10th-class student of the Seventh Day Adventist School was stabbed to death by a boy from the 9th (or 8th?) standard, made me look up what kind of school it is. I found it to be part of the larger Adventist movement, which began in the United States in the 19th century within the Protestant Christian framework.

This one was a shocker for me. I was talking with the principal of a government-supported school, and this person told me that the district education office (DEO) of Ahmedabad insists on having details of the high school examinations conducted in his school in a video format—and only on compact discs (CDs)!

The Gujarat government’s reported decision to discontinue the ₹50,000 financial assistance provided to students from Nomadic and Denotified Tribes (N&DTs) pursuing diploma engineering courses has drawn strong criticism from social activists and concerned journalists across the state.

   The other day, I received a message from education rights activist Mitra Ranjan, who claims that a whopping one lakh schools across India have been closed down or merged. This seemed unbelievable at first sight. The message from the activist, who is from the advocacy group Right to Education (RTE) Forum, states that this is happening as part of the implementation of the National Education Policy (NEP), 2020, which floated the idea of school integration/consolidation.

   Researchers from the Indian Institute of Management-Ahmedabad (IIM-A) have attributed the failure to address inhalant misuse among teenagers to "existing domestic policies." While the Juvenile Justice (JJ) Act 2015 penalizes the sale or provision of narcotics, psychotropic drugs, alcohol, and tobacco to minors (under 18), it notably omits inhalant misuse. Even the Gujarat Juvenile Justice Rules 2019, formulated for the Act's enforcement, also fail to "recognize the issue," the researchers highlight.

 "Major Hints" ("મેઝર હિન્ટ્સ"), translated into Gujarati by veteran journalist Anil Devpurkar and noted Gujarati writer Dr. Bharat Mehta, is an honest and powerful account of the author Dr. I. I. Pandya’s decades-long engagement with Maharaja Sayajirao University (MSU), Vadodara. Originally written in English, this work is more than just a personal memoir—it is a critical testimony on how public institutions function, fail, and sometimes resist.

  In a thought-provoking  column published in  Sandesh , eminent sociologist and former Vice-Chancellor Prof. Vidyut Joshi has raised urgent concerns over the erosion of intellectual autonomy and social relevance in Gujarat’s leading research and academic institutions. Building on insights from the recent paper  Secret of Creating High Performing Knowledge Institutions  by development economist Prof. Tushaar Shah, Joshi paints a stark picture of institutions that have strayed far from their foundational vision.

A few months back, I was made a member of a WhatsApp group called Polymath Academy. Frankly, I didn’t know what the word polymath meant until its administrator, veteran Gujarat-based sociologist Vidyut Joshi — with whom I have been interacting since the mid-1990s when he was with the Gandhi Labour Institute — told me it refers to a person with an exceptional academic record.

While writing my previous blog on how and why Narendra Modi went out of his way to promote English when he was Gujarat chief minister — despite opposition from people in the Sangh Parivar — I came across an interesting write-up by Aakar Patel, a well-known name among journalists and civil society circles.

This blog is a continuation of my story "English proficiency for empowerment: Modi’s SCOPE vision contrasts Amit Shah’s remark". I personally found nothing unusual in the Union Home Minister's “feel ashamed” remark directed at those who speak in English, as I have witnessed his dislike for the language on several occasions during my stint as the Times of India representative in Gandhinagar from 1997 to 2012.

While Union Home Minister Amit Shah may have asserted that soon a time would come when those speaking English in the country would “feel ashamed”, it is ironic that Narendra Modi, when he was Gujarat chief minister, had launched what was called the SCOPE programme, actively involving the University of Cambridge to provide opportunities to the youth of Gujarat to "become not just job seekers but job creators (entrepreneurs)."

It was Krishna Kumar, the well-known educationist, who I believe first introduced me to the name — Gijubhai Badheka (1885–1939). Hailing from Bhavnagar, known as the cultural capital of the Saurashtra region of Gujarat, Gijubhai, Kumar told me during my student days, made significant contributions to the field of pedagogy — something that hasn't received much attention from India's education mandarins. At that time, Kumar was my tutorial teacher at Kirorimal College, Delhi University.