Author: Smile Editorial Team

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What is BRSR? Business Responsibility and Sustainability Reporting Explained for Indian Companies

Post author By Smile Editorial Team
Post date September 3, 2026
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Summary: 5 Key Points

Business Responsibility and Sustainability Reporting (BRSR) standardises ESG disclosures by listed companies in India.
It evolved from the earlier Business Responsibility Report framework.
The framework covers environmental, social and governance performance.
BRSR helps investors assess risks beyond financial performance.
Its future depends on stronger data, transparency and accountability.

The Industrial Revolution transformed the way the world produced, traded and lived. Factories replaced much of the labour of small workshops, fossil fuels powered unprecedented economic growth, and businesses expanded to a scale previously unimaginable. But the wealth created by industrialisation also came with costs: polluted air and waterways, unsafe workplaces, exploited labour and the intensive extraction of natural resources. For much of modern economic history, these consequences remained largely outside the balance sheet. A company’s success was measured primarily by what it earned, not by what its operations left behind. At the same time, it came about to be clear — a company’s success can just not be measured by these numbers alone.

This understanding has changed over time. Today, businesses are increasingly expected to account not only for their financial performance but also for their impact on people, communities and the environment. In India, one of the most important mechanisms for doing this is ‘Business Responsibility and Sustainability Reporting (BRSR)’. Introduced by the Securities and Exchange Board of India (SEBI), BRSR requires India’s largest listed companies to disclose standardised information on their environmental, social and governance (ESG) performance. In effect, it asks a question that the traditional balance sheet could not: what does it really cost to do business?

For measurable disclosures

BRSR evolved from India’s earlier Business Responsibility Report (BRR) framework, which was based on the National Voluntary Guidelines on Social, Environmental and Economic Responsibilities of Business. In 2019, the Ministry of Corporate Affairs’ Committee on Business Responsibility Reporting recommended moving towards a more comprehensive and measurable system. It proposed replacing the BRR with the BRSR, arguing that the new framework should place greater emphasis on sustainability and quantifiable outcomes. SEBI subsequently introduced BRSR in 2021. It was initially voluntary for 2021–22, before becoming mandatory from FY 2022–23 for the top 1,000 listed companies by market capitalisation. Other listed companies can voluntarily submit BRSRs. At its heart, BRSR is an attempt to standardise information about corporate responsibility.

The report asks companies to provide both qualitative information and quantitative data such as the company’s workforce, wages, gender composition, occupational health and safety, human rights policies, energy and water consumption, greenhouse-gas emissions, waste generation, consumer complaints, data privacy and anti-corruption mechanisms, among other details. The distinction between what a company says it believes and what it actually does is therefore central to BRSR.

Sustainability beyond the balance sheet

The growth of BRSR reflects a fundamental change in how corporate performance is understood. In fact, it is a pertinent piece of information for investors. ‘Sustainability’ in business captures how environmental and social practices can have direct financial and operational consequences.

A company that depends heavily on water, for instance, may face significant business risks if it operates in a water-stressed region. A manufacturer with high carbon emissions may face rising costs as climate regulations tighten, while poor labour practices can expose businesses to reputational and legal risks. Weak corporate governance, meanwhile, can create risks for investors and shareholders. Business Responsibility and Sustainability Reporting attempts to make some of these risks visible by requiring companies to disclose standardised information on their ESG performance.

SEBI identifies better-informed investment decisions as one of the key objectives of the framework. By making companies report comparable information on issues such as emissions, energy and water use, employee welfare, human rights and governance, BRSR allows investors to look beyond financial returns when assessing a company’s long-term performance.

A company’s sustainability footprint does not end at the factory gate. Much of its environmental and social impact may lie within the wider network of suppliers, distributors and other businesses that make up its value chain. Say a large clothing retailer’s own offices may have a relatively small environmental footprint, but the bulk of its impact may come from cotton cultivation, textile processing, manufacturing, transportation and waste. Looking only at the company’s direct operations would therefore provide an incomplete picture of its sustainability performance. This is why BRSR initially sought to bring value-chain emissions and other ESG impacts into corporate disclosure.

The idea was significant: if large companies are responsible for understanding their wider footprint, they must also have some visibility into the practices of the businesses they depend upon. However, SEBI subsequently made value-chain ESG disclosures voluntary in 2025, citing the need to ease compliance requirements. The change highlights one of the central challenges of sustainability reporting: how can regulators demand meaningful and comprehensive information without creating reporting burdens that smaller suppliers may struggle to meet?

The future of Business Responsibility and Sustainability Reporting

BRSR does not, by itself, require companies to reduce their emissions. Its immediate function is disclosure. Yet requiring firms to measure and publish their greenhouse-gas emissions, energy consumption, water use and waste creates a level of transparency that did not previously exist. What gets measured can be monitored; what gets disclosed can be scrutinised by investors, regulators and the public. Over time, this visibility can create pressure for companies to improve their environmental performance.

Early assessments suggest that BRSR has strengthened the structure and coverage of sustainability reporting in India, but important gaps remain. A 2026 analysis by the Observer Research Foundation points to continuing challenges around international comparability, regulatory coherence and the integration of different sustainability-reporting standards. It argues for greater interoperability with global frameworks such as the Global Reporting Initiative (GRI) and the International Sustainability Standards Board (ISSB), while retaining indicators that reflect India’s own environmental and social priorities.

Thus, while BRSR represents an important shift, it definitely isn’t an endpoint. Its significance lies not merely in the reports companies produce, but in whether the information disclosed can make corporate environmental and social impacts more visible, and, ultimately, make businesses more accountable for them.

The future of BRSR will depend on whether it can move beyond disclosure towards meaningful corporate accountability. As sustainability reporting becomes more detailed and increasingly integrated with global ESG standards, companies will need to develop stronger systems for collecting, verifying and acting on environmental and social data. This could mean greater scrutiny of supply chains, more credible emissions reporting and closer attention to issues such as worker welfare, resource use and community impact. The challenge for regulators will be to maintain rigorous reporting standards without creating disproportionate compliance burdens, particularly for smaller businesses within corporate value chains. Ultimately, the success of Business Responsibility and Sustainability Reporting will only be measured by whether the information they contain influences corporate decisions.

FAQs

1. What is BRSR?
BRSR stands for Business Responsibility and Sustainability Reporting. It is a framework introduced by SEBI for standardised disclosure of companies’ environmental, social and governance performance.

2. When was Business Responsibility and Sustainability Reporting introduced in India?
SEBI introduced Business Responsibility and Sustainability Reporting in 2021. It was initially voluntary for FY 2021–22 and became mandatory from FY 2022–23 for the top 1,000 listed companies by market capitalisation.

3. What does BRSR cover?
BRSR covers a range of environmental, social and governance indicators, including workforce data, wages, gender composition, health and safety, human rights, energy and water consumption, emissions, waste, consumer complaints, data privacy and anti-corruption measures.

4. Why is BRSR important for investors?
BRSR provides standardised information that can help investors understand a company’s environmental and social impacts, governance practices and sustainability-related risks alongside its financial performance.

5. Is BRSR mandatory for all companies in India?
No. BRSR is mandatory for the top 1,000 listed companies by market capitalisation. Other listed companies can voluntarily submit BRSRs.

6. Does BRSR require companies to reduce their emissions?
No. BRSR is primarily a disclosure framework. It requires companies to measure and report information about areas such as greenhouse-gas emissions, energy, water and waste, rather than directly requiring specific reductions.

7. What is the future of BRSR in India?
The future of BRSR will depend on improving the quality and comparability of sustainability data, strengthening verification and aligning Indian reporting with global frameworks while keeping compliance requirements proportionate.

Health Insights

Monsoon Diseases in Children: Prevention and Care Tips for Parents in India

Post author By Smile Editorial Team
Post date September 2, 2026
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Children living life the best way- enjoying it without thinking much- going to a Smile Foundation centre

Summary: 5 Key Points

Monsoon conditions can increase children’s risk of infections.
Dengue and malaria are common mosquito-borne diseases during the rainy season.
Contaminated food and water can cause diarrhoea and typhoid.
Respiratory and skin infections can also become more common during monsoons.
Good hygiene, safe water, mosquito control and timely healthcare can help protect children.

Every year, the monsoon comes as the long-awaited relief from the scorching, tropical summer heat. But along with cooler weather and rain, it brings with it a rise in monsoon diseases/infections, especially among children. Stagnant water, contaminated drinking water, damp surroundings, mosquitoes and sudden changes in temperature often create conditions that become a breeding ground for diseases and they spread more easily.

For parents and adults, this can make the rainy season a worrying time. A child who was perfectly healthy yesterday may suddenly develop fever, vomiting, diarrhoea, cough or weakness. While most monsoon diseases are manageable with timely care, some can become serious if symptoms are ignored.

The good news is that many monsoon-related illnesses can be prevented. Good hygiene, safe drinking water, protection from mosquitoes, timely vaccination and early medical attention can go a long way towards keeping children safe.

The monsoon is therefore not a season that parents need to fear. It is a season that requires a little more awareness and care.

Why Do Children Fall Sick More During the Monsoon?

Rain itself does not make children fall sick, but the problem is created by what happens around us when the heavy monsoon arrives.

While water can collect in open containers, discarded tyres, coolers, drains and other places, creating breeding grounds for mosquitoes, flooding can contaminate drinking water and increase the risk of infections. On top of this, damp walls and crowded surroundings can also make it easier for some infections to spread.

Children can be particularly vulnerable to this as their immune systems are still developing and they may not always understand the importance of washing their hands or avoiding unsafe water. Young children also frequently touch surfaces and then put their hands in their mouths.

The World Health Organization notes that vector-borne diseases, including diseases transmitted by mosquitoes, are strongly influenced by environmental and social conditions. In India, the monsoon can therefore create favourable conditions for diseases such as dengue, malaria and chikungunya, while contaminated water can increase the risk of diarrhoeal diseases.

For parents, understanding these links is the first step towards prevention.

Dengue: The Mosquito-borne Disease Parents Should Watch for

Dengue is one of the most common concerns during India’s monsoon season. It is caused by the dengue virus and is mainly spread through the bite of infected Aedes mosquitoes. These mosquitoes can breed in relatively small amounts of stagnant water around homes and communities.

According to the WHO, dengue is found mainly in tropical and subtropical climates, and the number of cases has increased significantly around the world in recent decades.

A child with dengue may develop a high fever, headache, body aches, nausea or a rash. In many cases, children recover with proper monitoring and supportive care. However, some infections can become severe.

This is why parents should not simply assume that every fever during the monsoon is “just viral fever”. A child with a persistent or high fever should be assessed by a healthcare professional, particularly if the child becomes unusually sleepy, restless, weak or has difficulty drinking fluids.

Dengue prevention begins at home and in the neighbourhood. Since the mosquitoes that spread dengue can breed in stagnant water, regularly emptying and cleaning coolers, flowerpots, buckets and other containers can help reduce breeding sites. Windows and doors can also be screened where possible, while age-appropriate mosquito repellents and protective clothing can reduce bites.

The important point is that mosquito control is a community responsibility. One clean home cannot completely protect a child if stagnant water is present throughout the surrounding neighbourhood.

Malaria: Another Important Monsoon Risk

Malaria is caused by parasites transmitted through infected female Anopheles mosquitoes. It can cause fever, chills, headache, sweating and weakness and can become serious if treatment is delayed.

The WHO’s malaria fact sheet explains that early diagnosis and treatment are essential. Malaria remains a major public health concern globally, particularly in areas where access to healthcare is limited.

Children can be especially vulnerable to severe malaria. This makes it important for parents to take unexplained fever seriously, particularly if the child lives in or has recently travelled to a malaria-prone area.

Parents should not try to diagnose malaria or dengue at home simply by looking at symptoms. Several infections can produce similar symptoms; hence, testing and medical advice are important when a child has persistent fever.

Mosquito prevention remains one of the simplest ways to reduce risk. Sleeping under mosquito nets, using appropriate repellents and removing stagnant water around the home can all help.

Diarrhoea: A Major Monsoon Concern

While mosquitoes often receive most of the attention during the rainy season, another major concern for children is diarrhoea.

As contamination of food and water is rapid during the monsoon, young children can become dehydrated quickly when they lose large amounts of fluid through diarrhoea or vomiting. More than loose stools, the biggest immediate danger is dehydration. The Government of India’s National Health Mission specifically recognises that childhood diarrhoea can increase during the summer and monsoon seasons. Its STOP Diarrhoea Campaign promotes the use of Oral Rehydration Solution or ORS, and zinc, along with safe water, sanitation and handwashing.

A child with diarrhoea should continue to receive fluids and food as appropriate rather than being left without nourishment. Parents should follow the advice of a healthcare professional regarding zinc, particularly for infants and young children. The Government of India’s zinc policy also provides guidance on zinc use in children with diarrhoea.

If a child is unable to drink, becomes unusually sleepy, has very little urine, develops signs of severe dehydration, has blood in the stool or continues to worsen, medical attention should be sought urgently.

Typhoid and Water-borne Infections

Typhoid fever is caused by Salmonella Typhi bacteria and once again spreads mainly through contaminated food and water. Children can develop prolonged fever, weakness, stomach problems and other symptoms.

Good hygiene and safe drinking water are therefore particularly important during the monsoon.

Parents should ensure that drinking water is safe, especially if the local water supply has been affected by flooding or contamination. Food should be properly cooked and stored safely, and hands should be washed before preparing or eating food and after using the toilet.

Vaccination can also help prevent typhoid — parents should discuss age-appropriate vaccination with their child’s doctor rather than relying only on seasonal precautions.

An Increase in Respiratory Infections

Not every monsoon illness is caused by contaminated water or mosquitoes.

Children can also experience coughs, colds, sore throats and other respiratory infections during the rainy season. Temperature changes, damp indoor environments and increased time spent indoors can contribute to the spread of respiratory infections.

Most childhood coughs and colds are mild and improve with rest, fluids and appropriate care. However, parents should pay attention to breathing difficulties. If a child is breathing unusually fast, struggling to breathe, has bluish lips, is unable to drink or appears extremely weak or sleepy, they should receive immediate medical attention.

Young children and babies deserve particular attention because they may not be able to clearly communicate how unwell they feel.

Skin Infections Need Your Attention too

Another common monsoon problem is skin infection.

Constant exposure to damp clothes, muddy water and humid conditions can cause fungal infections, rashes and other skin problems, especially for children who play outside and remain in wet clothes for long periods.

Parents should change wet clothes promptly and pay attention to persistent rashes, itching, swelling or sores, keeping the child’s skin hygienic, clean and dry.

Children should also avoid wading through and playing in dirty or potentially contaminated floodwater wherever possible. If a child develops a wound after contact with floodwater, it should be cleaned properly and monitored for signs of infection.

The Simple Habits that Protect Children

Many monsoon diseases can be prevented through habits that sound simple but make a significant difference.

Safe drinking water is the most important one. During periods of heavy rain or flooding, parents should be particularly careful about the source of water used for drinking and cooking.

Handwashing is equally important. Children should wash their hands before eating and after using the toilet, while parents must ensure that food is cooked properly and stored with proper hygiene.

Mosquito control should become part of the household routine during the rainy season. Containers that collect water should be emptied regularly, and coolers and other water-holding equipment should be cleaned.

Children should also wear footwear outdoors, particularly in areas where floodwater or sewage may be present. These measures may appear small, but together they can substantially reduce children’s exposure to infection.

Why Last-Mile Healthcare Matters

While prevention is only one part of the answer, children must also have access to healthcare when they become sick.

For many families in India, particularly those living in rural areas, informal settlements or low-income communities, reaching a doctor can itself be difficult. Transport costs, distance and loss of daily wages can lead families to delay treatment.

Through our flagship Smile on Wheels programme, we take primary healthcare services directly to underserved communities through mobile healthcare units. According to our 2025 healthcare impact report, our collective healthcare initiatives have reached 17 lakh people across 17 states, through 109 Smile on Wheels and allied healthcare units. The programme provides services including outpatient consultations, diagnostics, medicines and maternal and child healthcare.

This last-mile approach becomes particularly important during seasons when monsoon diseases are more common. Early access to healthcare can mean the difference between a manageable illness and a serious one.

At Smile Foundation, we have also worked in communities where poor sanitation and inadequate access to safe water have contributed to the spread of diseases such as dengue, malaria and diarrhoea. In our healthcare intervention in Gurugram, we have highlighted how poor sanitation, unsafe water and inadequate waste disposal created conditions in which infectious diseases could thrive.

Our work therefore illustrates an important point: healthcare cannot be separated from the conditions in which people live.

Monsoon Care is about Prevention, Not Panic

The arrival of the monsoon does not mean children have to spend the season indoors or that every fever is a reason to panic. Children can continue playing, learning and enjoying the rainy season, but what matters is creating healthy routines around them.

Safe water, clean surroundings, mosquito control, handwashing, nutritious food, vaccination and timely medical care together form a strong line of defence.

The Government of India’s continued focus on diarrhoea prevention shows how simple, timely public health measures can save lives. Similarly, community healthcare initiatives such as Smile Foundation’s initiatives highlight the importance of taking healthcare closer to families, particularly those living in underserved communities, rather than expecting people to overcome financial, geographical or social barriers on their own to access essential medical services.

FAQs: Common Monsoon Diseases in India

1. What are the most common monsoon diseases in children?
Common monsoon diseases include dengue, malaria, diarrhoea, typhoid, respiratory infections and skin infections.

2. Why do children get sick more often during the monsoon?
Rainfall, stagnant water, increased mosquito breeding, contaminated water and food, and higher humidity can create conditions that favour the spread of infections.

3. How can I protect my child from mosquito-borne diseases during the monsoon?
Use mosquito nets or screens, apply age-appropriate mosquito repellent, keep the surroundings free of stagnant water and ensure children wear protective clothing when appropriate.

4. How can monsoon-related diarrhoea and typhoid be prevented?
Encourage regular handwashing, provide safe drinking water, wash food properly, eat freshly prepared food and avoid food or water that may be contaminated.

5. What are the warning signs that a child needs medical attention?
Persistent fever, difficulty breathing, repeated vomiting, severe diarrhoea, signs of dehydration, unusual weakness, confusion or worsening symptoms should prompt medical attention.

6. Can respiratory infections also increase during the monsoon?
Yes. Changes in temperature and humidity, indoor crowding and exposure to viruses and other infectious agents can contribute to respiratory illnesses during the rainy season.

7. What should parents do if a child develops symptoms of a monsoon illness?
Monitor the child closely, ensure adequate fluids and rest, and seek medical advice when symptoms are severe, persistent or worsening. Early medical attention can help prevent complications.

Tags #CommonMonsoonDiseases

In The Spotlight Insights Smile

What Is Corporate Volunteering? Meaning, Benefits and How Indian Companies Are Doing It

Post author By Smile Editorial Team
Post date September 1, 2026
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Volunteer Speaks: Ishan Malik

Summary

Corporate volunteering puts people at the centre of social responsibility. Instead of contributing only through financial donations, companies enable employees to give their time, skills and expertise to social or environmental causes.
Volunteering can take many forms, from community activities and mentoring to fundraising, disaster response and skill-based professional support for nonprofits.
The benefits extend to employees, companies and communities. Employees can develop leadership, communication, teamwork and problem-solving skills, while companies can strengthen employee engagement and organisational culture.
India’s CSR framework and corporate volunteering are related but not the same. A company’s CSR spending may fund an NGO-led project without employee participation, while volunteering can operate alongside formal CSR expenditure.
The future is about impact, not just participation. Skill-based volunteering, long-term nonprofit partnerships and meaningful measurement can help companies move beyond counting volunteer hours towards creating lasting social value.

Corporate Volunteering - Smile Foundation

Imagine a corporate office on a Friday afternoon. Instead of heading home, a group of employees boards a bus to a government school on the outskirts of the city. One employee helps children build a science model; another conducts a digital literacy session; someone else paints a classroom wall. For the employees, it may be a few hours away from their usual desks and deadlines. For the people they are working with, however, these hours represent something more valuable: access to skills, time and people that it may otherwise struggle to afford.

This is the basic idea behind corporate volunteering: employees using their time and expertise to contribute to social or environmental causes, with their companies facilitating or supporting that participation.

What was once largely associated with occasional charity drives is increasingly becoming a more structured part of corporate social responsibility. Companies are moving beyond simply writing cheques to causes and asking how their employees themselves can become part of the solution. Within what still may feel utopic to many, a technology professional can teach digital skills, a finance employee can help a nonprofit strengthen its accounting systems, while a group of employees can work with a community organisation on education, healthcare or environmental projects.

Participation to the core

Corporate volunteering can take several forms: volunteering time during working hours, participating in company-organised community programmes, offering professional expertise, mentoring, fundraising, disaster response, or undertaking longer-term projects with civil society organisations. This thus, makes corporate volunteering distinct from conventional corporate philanthropy. A company making a donation transfers financial resources to a cause; volunteering mobilises another corporate resource: its people.

At the same time, the process in itself is distinct from charity. Corporate volunteering represents a shift in how companies understand their social responsibility. Rather than treating communities as passive recipients of corporate philanthropy, volunteering creates opportunities for employees to participate directly in the life of the community while also addressing social problems. This illustrates an important evolution: volunteering does not necessarily mean stepping outside one’s professional identity. Skills can themselves become a form of social contribution. A lawyer can provide legal assistance to a nonprofit; a designer can help develop communication material; an engineer can contribute technical expertise; and a corporate manager can mentor a social enterprise.

Benefits galore

Corporate volunteering benefits both communities and organizations; communities gain resources and skills, while employees find a stronger sense of purpose and connection to their work. Volunteering offers employees opportunities to engage with diverse groups, develop crucial skills like leadership and teamwork, and understand social issues more deeply. For companies, it enhances organizational culture by fostering a meaningful workplace that aligns with employees’ expectations for social responsibility, reinforcing their connection to the company’s values beyond just financial performance.

Research also suggests that volunteering can strengthen employee engagement. But this benefit depends heavily on how programmes are designed. A mandatory volunteering activity undertaken just to meet a target won’t generate the same sense of ownership, say in comparison an opportunity that employees voluntarily choose and find meaningful. This is why the most effective programmes tend to move beyond volunteerism as an event towards volunteerism as an organisational culture.

The Indian landscape

India offers an interesting context for this evolution because corporate volunteering operates alongside the country’s formal CSR framework. Section 135 of the Companies Act, 2013 requires eligible companies to undertake CSR activities, creating a structured environment for corporate social responsibility. However, employee volunteering and CSR expenditure are not synonymous. A company’s CSR programme may fund a project implemented by an NGO without involving employees directly, while employees may volunteer their time in activities that sit alongside, rather than constitute, the company’s CSR spending.

Some of India’s largest companies have therefore developed dedicated systems to connect employees with community work. The Tata Group, for example, reported 1.087 crore volunteering hours, in FY2025. It showcased a 35 per cent increase over the previous year, with a participation rate of 28 per cent. The group’s programmes include both short-term activities and longer professional volunteering projects.

Yet the growing scale of corporate volunteering raises an important question: should success be measured by the number of hours volunteered, or by what those hours actually achieve? Volunteer hours are easy to count. Impact is considerably harder. A company can report thousands of employees participating in a tree-planting drive, but the more meaningful questions are whether those trees survive, whether the intervention responds to a locally identified need and whether communities are involved in maintaining it. Similarly, an employee spending a few hours teaching children may generate immediate engagement, but sustained educational outcomes may require consistent mentoring over months or years.

This is where skill-based volunteering becomes particularly important. Instead of simply supplying additional hands, companies can contribute specialised knowledge that nonprofits may not otherwise be able to access. Tata’s volunteering framework, for example, explicitly includes opportunities for employees to contribute their professional expertise, while its programmes range from short activities to six-month professional projects. The challenge, therefore, is to move from counting participation to understanding outcomes.

The future of corporate volunteering

The future of corporate volunteering in India is predicted to be shaped by three major turns: greater skill-based participation, stronger partnerships with nonprofits and better measurement of outcomes. Technology is already making it easier for companies to match employees with volunteering opportunities, track participation and coordinate large programmes. At the same time, companies are beginning to recognise that social problems cannot always be addressed through one-off campaigns. Thus long-term partnerships are being embraced with organisations that possess contextual knowledge of the communities they serve.

Tele-counselling service by Smile Foundation volunteer in Kolkata

To make this successful, humility is pertinent on the part of corporations. Employees may bring valuable skills and resources, but they do not necessarily possess an understanding of the communities they are entering. Corporate volunteering will ultimately matter, and essentially make a difference, when working with communities and civil society organisations rather than simply doing things for them. This is so because it changes the meaning of corporate social responsibility. Money can fund a programme, but it is only people who can bring relationships and lived knowledge.

As we go forward in this process, the challenge for Indian companies now is to ask a more fundamental question: what kind of volunteering creates lasting social value? The answer will lie less in the number of photographs from a volunteering day and more in the depth, continuity and outcomes of the relationships that corporations build with the communities they seek to serve.

FAQs

1. What is corporate volunteering?
Corporate volunteering is when employees use their time, skills or professional expertise to contribute to social or environmental causes, with their companies facilitating or supporting their participation.

2. How is corporate volunteering different from corporate philanthropy?
Corporate philanthropy generally involves providing financial resources to a cause, while corporate volunteering mobilises employees’ time, skills and expertise. A company can therefore support a nonprofit financially without involving employees, or employees can volunteer alongside a company’s broader CSR activities.

3. What are the benefits of corporate volunteering?
Corporate volunteering can provide communities with skills, time and human capacity while helping employees develop leadership, teamwork, communication and problem-solving skills. For companies, it can strengthen organisational culture, employee engagement and connections with corporate values.

4. What are some examples of corporate volunteering in India?
Examples include employees teaching children, conducting digital literacy sessions, mentoring, supporting nonprofits with professional skills, participating in environmental initiatives, fundraising and contributing to disaster-response efforts.

5. Is employee volunteering part of CSR in India?
Corporate volunteering and CSR expenditure are not synonymous. Section 135 of the Companies Act, 2013 creates a formal framework for CSR activities, but a company’s CSR spending may support an NGO programme without involving employees directly. Employee volunteering can operate alongside such CSR initiatives.

6. What is skill-based corporate volunteering?
Skill-based volunteering involves employees contributing their professional expertise to social organisations or community initiatives. For example, a lawyer might provide legal assistance, a designer could support communications, or an engineer could contribute technical knowledge.

7. How can companies make corporate volunteering more impactful?
Companies can focus on long-term partnerships with nonprofits, offer meaningful skill-based opportunities and measure outcomes rather than participation alone. The most effective programmes are designed around community needs and work with communities and civil society organisations rather than simply doing things for them.

Tags #CorporateVolunteering

Education Insights

What is PM eVIDYA? Meaning and Role in India’s Digital Education Push

Post author By Smile Editorial Team
Post date August 31, 2026
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Innovating for Good: The Role of Digital Technology in Nonprofits

PM eVIDYA is India’s national digital education scheme, launched in May 2020 to keep classes running during the COVID lockdown. It brings together DIKSHA, SWAYAM, SWAYAM Prabha TV channels, radio broadcasts and content for students with disabilities. Today it reaches close to 25 crore school going children across the country. SWAYAM Prabha alone runs close to 200 DTH channels, up from just 12 in 2020, and DIKSHA has crossed 2.25 crore registered users.

Summary

PM eVIDYA launched in May 2020, as part of the government’s COVID relief package, bringing DIKSHA, SWAYAM, SWAYAM Prabha, radio broadcasting and disability-focused content under one scheme called one nation, one digital education infrastructure.
The scheme rests on six pillars: DIKSHA, SWAYAM, SWAYAM Prabha, radio and podcasts, disability-focused content, and coaching for competitive exams like JEE and NEET through SATHEE and IITPAL.
SWAYAM Prabha has grown from 12 channels to close to 200 since the 2022-23 Union Budget. DIKSHA has crossed 2.25 crore registered users, and SWAYAM has logged 5.80 crore cumulative enrolments.
A UNESCO review found only 19% of Indian schools have internet access. An NCERT survey found unreliable electricity and missing devices are still common barriers.
PM eVIDYA outlasted the pandemic emergency that created it. It became permanent public infrastructure, and in 2022 it won UNESCO’s King Hamad Bin Isa Al-Khalifa Prize for ICT in education.

“Necessity is the mother of invention.”

That age old proverb is exactly why PM eVIDYA exists. PM eVIDYA stands for Pradhan Mantri e-Vidya. The Ministry of Education launched it in May 2020 to keep classrooms running through the pandemic, and it has since grown into a permanent digital infrastructure built around DIKSHA, SWAYAM, SWAYAM Prabha TV channels, educational radio and dedicated content for children with disabilities. It now reaches close to 25 crore school going children across the country.

What is PM eVIDYA and when was it launched?

The announcement came on 17 May 2020, as part of the fifth tranche of the government’s COVID economic relief package. Finance Minister Nirmala Sitharaman rolled PM eVIDYA out alongside cash transfers for farmers and daily wage workers.

Three months later, on 7 August 2020, the emergency measure became permanent under a new tagline, one nation, one digital education infrastructure.

The same announcement also launched Manodarpan, a psychosocial support initiative for students, teachers and families during the lockdown. It started life on the same day. Today it runs as its own mental health programme under the Ministry of Education, apart from PM eVIDYA’s six core pillars.

One nation, one digital education infrastructure meant no single app and no single channel. The scheme ran across television, radio and mobile apps at the same time. A student with no laptop could tune in to a DTH channel and if there is a power cut before the evening broadcast, the same lesson aired again on the radio the next morning. PM eVIDYA was built for the way Indian homes actually work.

Key Components of the PM eVIDYA initiative

PM eVIDYA rests on six pillars, and each one solves for a different gap. Some students have a smartphone and steady internet connection; others only have a television at home and a fair number have neither. The six pillars are built to address all of them.

DIKSHA, the national digital content portal for schools
SWAYAM, the free online course platform for higher and school education
SWAYAM Prabha, the network of educational DTH TV channels
Extensive use of radio, community radio and podcasts
Special e-content for Children with Special Needs, known as CWSN
Online coaching for competitive exams, including SATHEE and IITPAL

One Class, One Channel: DTH-based learning

The idea behind One Class, One Channel is simple enough. Each class gets its own dedicated slot on its own channel, so a Class 6 student and a Class 11 student are never fighting over the same screen time.

This runs on SWAYAM Prabha. It had just 3 channels when it launched in May 2020. The 2022-23 Union Budget pushed that number past the original 12, and today it sits at close to 200, all free to watch on DD Free Dish, Dish TV and the Jio TV app. States and boards have their own channels now. Uttar Pradesh holds 5 channels. CBSE uses its own, CBSE-15, for revision videos and teacher training. The newest addition, from December 2024, is a channel dedicated to Indian Sign Language, for hearing impaired students, their teachers and interpreters.

SWAYAM Prabha and digital content access

SWAYAM Prabha plays prerecorded lessons on a fixed schedule. SWAYAM is a full course a student enrols in and works through at their own pace, run with IIT Madras and ten national coordinating bodies including NPTEL, UGC and NCERT. The platform has over 4,400 courses, and as of January 2026, cumulative enrolments have crossed 5.80 crore, with more than 52 lakh certifications handed out.

Every course on SWAYAM is free to take. Only the final proctored exam for an official certificate carries a fee, and universities that follow UGC’s 2021 credit framework can let students transfer up to 40% of a semester’s coursework through SWAYAM. That can shave real time off finishing a degree while working a job.

How PM eVIDYA supports students With disabilities

It is easier for a scheme built around television and online video to forget the students who cannot see the screen or hear the audio. PM eVIDYA has made some real efforts here, even if the coverage is still patchy.

DIKSHA hosts content in the DAISY format for visually impaired learners, along with text to speech tools and Indian Sign Language videos. NIOS has built more than 270 ISL videos covering seven secondary subjects and yoga, available on YouTube and on DVDs for students without reliable streaming.

Beyond DIKSHA and NIOS, there is Barkha, a reading series of 40 multilingual story booklets, built around universal learning principles. It uses tactile visuals, high contrast illustrations and sign language introductions, so a child with a visual, cognitive or motor difference can use the very same first reading lesson as everyone else.

How PM eVIDYA reaches students without internet access

A large share of Indian households, especially in rural areas, still do not have dependable internet. So the scheme leans on formats that do not need one at all.

It starts with television and radio. Doordarshan and All India Radio carry curriculum based classes, board exam preparation and JEE or NEET guidance, in scheduled morning and afternoon slots when students and their families are home. Nearly 300 community radio stations joined in at launch, since a single national broadcast could not reach every village on its own. NIOS built on that base with Mukta Vidya Vani, a live educational web radio with two way contact sessions, also rebroadcast on Radio Vahini FM for listeners who are not online at all. CBSE runs something similar for older students, a podcast called Shiksha Vani, with over 400 curriculum aligned audio lessons for Classes 9 to 12.

None of this needs a smartphone or a data connection, just a radio set sitting in the house. For a child in a village with no fibre line anywhere close, this is not a backup plan, it is how school happens.

Impact of PM eVIDYA on learning continuity in India

DIKSHA had crossed 2.25 crore registered users by the middle of 2026, logging more than 575 crore learning sessions in total. SWAYAM’s enrolments sit at 5.80 crore. SATHEE, the competitive exam platform run with IIT Kanpur, gives students free access to over 80,000 practice questions and mock tests curated by IIT and AIIMS faculty, through both a website and seven dedicated DTH channels.

These numbers trace back to the pandemic, when PM eVIDYA kept nearly 25 crore school children connected to some form of learning while classrooms stayed shut. For students who could not afford a private tutor or a paid app, that mattered a lot. A child who misses a year of school often just doesn’t come back.

The scheme did not stop once the emergency ended. It became permanent public infrastructure, and in 2022 it won UNESCO’s King Hamad Bin Isa Al-Khalifa Prize for the use of ICT in education.

Challenges and gaps in reaching every child

A UNESCO review found that only 19% of Indian schools had internet access. That alone keeps DIKSHA’s best content, the simulations, the virtual labs, out of most classrooms. A separate NCERT survey found that 28% of stakeholders named unreliable electricity as a hurdle, and 27% said students simply had no smartphone or laptop to watch on.

The gap isn’t just about schools. Poor families have far less internet than rich ones, and women in India are far less likely to be online than men. A DTH channel might get a screen into the house, but it can’t fix a girl not knowing the language well enough, not feeling confident enough, or simply having too much housework and a younger sibling to watch.

There’s another problem too. Once the broadcast is over, there’s no one left to ask a question to. A recorded lecture can’t answer a question and not every parent has time to sit and explain a tricky maths problem. A child still needs a teacher nearby, someone who can actually help when the lesson doesn’t make sense.

How Smile Foundation supports digital and remote learning access

Smile Foundation works in that gap. Through Mission Education, it runs learning centres, science clubs and teacher training in government schools across 27 states, reaching over 160,000 children. Its Shiksha Na Ruke initiative does more too, handing out smartphones and tablets to students who can’t afford them, curating radio and TV content, and sending teachers door to door in areas where even a shared screen is hard to find. There’s also a helpline for one-on-one mentoring, for children who start falling behind.

You can support a child’s access to digital learning, or volunteer your time with Smile Foundation’s education programmes.

FAQs

What is PM eVIDYA and why was it launched?

PM eVIDYA is India’s umbrella digital education scheme, launched by the Ministry of Education on 17 May 2020 to keep learning going during the COVID-19 lockdown. It later became a permanent programme built on the principle of one nation, one digital education infrastructure.

What are the main components of the PM eVIDYA initiative?

PM eVIDYA rests on six pillars: DIKSHA, SWAYAM, SWAYAM Prabha DTH channels, radio and podcasts, special content for children with disabilities, and online coaching for competitive exams through platforms like SATHEE.

How does the One Class One Channel concept work under PM eVIDYA?

Each school grade is assigned its own dedicated television channel under SWAYAM Prabha, so students of different ages are not competing for the same broadcast slot. This runs across about 200 free DTH channels available through DD Free Dish and other platforms, up from the 12 the scheme started with in 2020.

What is SWAYAM Prabha and how is it linked to PM eVIDYA?

SWAYAM Prabha is the group of educational DTH TV channels that forms one of PM eVIDYA’s six pillars. It broadcasts curriculum based lessons around the clock and is aimed especially at students without reliable internet access.

Does PM eVIDYA support students with disabilities?

Yes. DIKSHA offers DAISY format audiobooks, text to speech tools and Indian Sign Language videos, while NIOS has produced over 270 ISL videos. The Barkha reading series adds 40 multilingual booklets built around universal design principles.

How does PM eVIDYA reach students without internet access?

Students without internet can rely on SWAYAM Prabha’s DTH channels, Doordarshan and All India Radio broadcasts, and NIOS’s Mukta Vidya Vani web radio, which is also rebroadcast on FM for offline listeners.

What impact has PM eVIDYA had on learning continuity in India?

DIKSHA has crossed 2.25 crore registered users and SWAYAM has recorded 5.80 crore cumulative enrolments as of 2026. During the pandemic, the scheme kept close to 25 crore school children connected to some form of learning, and it later won a UNESCO prize for its use of ICT in education.

What are the main challenges limiting PM eVIDYA’s reach?

A UNESCO review found only 19% of Indian schools have internet access, and an NCERT survey found unreliable electricity and missing devices were common barriers. Gaps in income and gender still shape who actually gets online, and broadcast content cannot replace a teacher answering a student’s question in real time.

How does Smile Foundation support digital learning access for underserved children?

Smile Foundation’s Mission Education programme reaches over 160,000 children across 27 states with STEM labs and teacher training, while its Shiksha Na Ruke initiative provides smartphones, tablets and door to door teaching support to children who would otherwise be left out of digital learning.

Sources

https://pmevidya.education.gov.in

https://www.pib.gov.in/PressReleasePage.aspx?PRID=2237471&reg=3&lang=1

https://ciet.ncert.gov.in/initiative/pmevidya

https://www.pib.gov.in/PressReleasePage.aspx?PRID=2081633&reg=48&lang=2

https://www.pib.gov.in/PressReleasePage.aspx?PRID=1982424

https://opengovasia.com/how-diksha-supports-indias-national-digital-education-ecosystem

PM e-Vidya: Digital Education for Inclusive Learning 2020

https://righttoinformation.wiki/pm-evidya

https://www.medianama.com/2020/05/223-pm-evidya-online-education

https://www.researchgate.net/publication/382657402

PM eVIDYA

https://byjus.com/current-affairs/pm-evidya

https://www.india.gov.in/category/education-learning/subcategory/resources-for-schools/details/information-on-pm-evidya

Inside Smile Foundation’s School Transformation Programme

https://www.tribuneindia.com/news/schools/bringing-students-back-to-school-317915

Tags #PMeVidya

Education Insights

What is DIKSHA Platform? How India Is Digitising Teacher Training and Learning

Post author By Smile Editorial Team
Post date August 30, 2026
No Comments on What is DIKSHA Platform? How India Is Digitising Teacher Training and Learning

Students happy with their teacher

DIKSHA platform gives teachers and students free, curriculum linked content in their own language, through QR linked textbooks, teacher training courses and offline access, for over 2.25 crore registered users. It works as a digital learning platform across India, reaching classrooms in nearly every state and union territory. This guide covers how it actually works.

Summary

DIKSHA, the Digital Infrastructure for Knowledge Sharing, is NCERT’s national platform for school education, with over 2.25 crore registered users across every state and union territory.
It offers QR linked textbooks, offline access and content in 135 languages, with core school material available in 36 of them.
Teacher training runs mainly through NISHTHA, feeding directly into NEP 2020’s requirement of 50 hours of professional development a year for every teacher.
Beyond content delivery, the app lets teachers build digital assessments, receive state education announcements and share teaching practices with peers.
Independent research shows real gaps alongside real gains: a meaningful share of teachers use DIKSHA rarely or never, and rural connectivity remains the biggest hurdle.
Digital infrastructure only becomes real learning once a teacher is trained to use it well, which is the same gap Smile Foundation works to close in classrooms.

Knowledge means little if it never leaves the room it was learned in. DIKSHA, the Digital Infrastructure for Knowledge Sharing, is NCERT’s answer to that problem for schools across India.

What Is the DIKSHA Platform and Who Runs It?

NCERT runs DIKSHA platform under India’s Ministry of Education, working closely with the Central Institute of Educational Technology. The platform launched on 5th September 2017.

It began as a tool built only for teacher training, called the National Digital Infrastructure for Teachers, before growing into a full learning platform covering classes 1 to 12. That growth culminated in 2020, when the government named it India’s One Nation, One Digital Platform for school education under the PM eVidya initiative and Atma Nirbhar Bharat. Today, almost every state, union territory and school board runs on it, including CBSE and NIOS.

Key Features of DIKSHA platform for Teachers and Students

DIKSHA platform works for two groups at once. It trains teachers, and it delivers content to children no matter where they study. To use it, you pick your state and district, then your class and the app shows material built for that group.

What Students and Parents Get

Every NCERT textbook now carries a QR code, and scanning one opens a video, a worksheet or a full explanation of that chapter. NCERT has printed these codes since 2018 and DIKSHA now hosts more than 7,600 of these Energised Textbooks, backed by close to 3.7 lakh pieces of digital content of its own:

2D and 3D animations
Augmented reality tools
Over 600 virtual labs for subjects like science and maths
Simpler formats such as video, PDF, HTML, ePub and quizzes

Students can also test themselves through practice exercises and get instant feedback on whether their answer is right. The same range includes children with special needs, through the DAISY format, text to speech and Indian Sign Language videos. Parents can use the app too, to follow what happens in class and ask teachers questions outside school hours.

What Teachers Get, Through NISHTHA

NISHTHA, the teacher training programme delivered through DIKSHA, is where most of the platform’s daily use happens. It launched during the pandemic for elementary school teachers and later versions expanded into secondary education and foundational literacy and numeracy.

NEP 2020 requires every teacher and school head to complete 50 hours of professional development each year and DIKSHA is one of the main ways schools meet that target. Courses run at your own pace through an integrated learning system, ending in a certificate and a badge on your profile.

The platform also tracks a teacher’s full career, from the day you join a Teacher Education Institute to the day you retire, with:

Ready made lesson plans and worksheets
Leadership courses if you lead a school
Tools to build your own digital assessments
Official updates from your state education department
A look at how other teachers explain the same topics

A 2022 study across Kendriya Vidyalayas found that more than 80% of English teachers used DIKSHA in class and close to 98% of them had completed NISHTHA through the app.

How DIKSHA platform Supports Regional Language Learning

Indian teachers teach in dozens of languages and DIKSHA platform was built to work across all of them. The platform supports 135 languages in total, 128 of them Indian, with core school content available in 36. Bhasha Sangam, one of its focus areas, teaches everyday sentences across 22 Indian languages and e-Jaadui Pitara does something similar for the foundational stage, using toys, puzzles and flashcards instead of screens.

Getting content into the right language solves only part of the problem, since a family still needs an internet connection to open it. DIKSHA also lets you download material in advance and use it without an internet connection and several states preload lessons directly onto smart classroom boards, useful in parts of rural India where connectivity is patchy.

How Widely Is DIKSHA platform Used Across India?

By mid 2026, DIKSHA platform had grown into India’s largest government digital education platform by a wide margin, nearly nine times the reach of SWAYAM, its closest comparison. Registered users crossed 2.25 crore and the scale builds from there:

Around 3 lakh people use DIKSHA every single day
Learning sessions have crossed 575 crore since launch
Course enrolments stand at 18.77 crore, with 14.82 crore completions
12.79 crore certificates have been issued across 347 courses
Uttar Pradesh leads state registrations at 26.8 lakh users, followed by Gujarat and Maharashtra

A Kendriya Vidyalaya study showed similar patterns at the classroom level. More than 70% of English teachers used DIKSHA across listening, speaking, reading, writing, grammar and vocabulary, with video notes the most popular format among students. On the app stores, DIKSHA has crossed 5 crore downloads with a 4.1 rating.

Where DIKSHA Still Falls Short

Scale does not mean everyone is using DIKSHA, or using it well. A 2025 study of 180 teachers in Delhi NCR found that 15.1% had never opened the platform at all, and another 24.6% used it only rarely. Connectivity is the biggest reason why. Around 60% of rural educators still face internet issues limiting e-learning in rural India and roughly 60% of the country’s 6.5 lakh rural schools still lack basic digital infrastructure.

A working connection is not the only hurdle. A device and a data plan can quietly exclude economically disadvantaged students, even when the content itself is free, a concern raised in UNESCO’s own case study on DIKSHA. It also notes that some regional languages and dialects remain underrepresented in the content.

The Kendriya Vidyalaya teachers who use DIKSHA daily for English classes still ran into problems. The app sometimes hangs, updates take too long, and downloading material can throw technical errors.

How DIKSHA Fits Into India’s Digital Education Push Under NEP 2020

NEP 2020 names DIKSHA directly as a tool for giving teachers structured, user friendly resources to track student progress. Two of DIKSHA’s newest features build on this same role: AskDIKSHA, which lets students ask questions directly against NCERT textbook content and get an answer back, and Read Aloud, which supports younger or less confident readers. In 2023, the Ministry of Education also moved DIKSHA onto Oracle Cloud Infrastructure to handle its growing scale.

Teachers in the Kendriya Vidyalaya study want DIKSHA to go further still, with hands on training in AI tools and competency based education.

How Smile Foundation Bridges the Digital Learning Gap for Underserved Children

DIKSHA reaches most of the country, but it still depends on teachers being trained well enough to use it. The places where that training is weakest are usually the same places with poor connectivity and few devices to begin with.

Smile Foundation’s Mission Education programme works in those places, running teacher training support, science clubs and classroom level literacy programmes in government schools, so children and their teachers get this support directly, instead of waiting for connectivity or devices to catch up first. That work happens one teacher and one classroom at a time.

You can support a child’s education directly or explore volunteering opportunities with Smile Foundation.

FAQs

What is the DIKSHA platform and who developed it?

The DIKSHA platform is India’s national digital education system, built by NCERT under the Ministry of Education. It launched on 5th September 2017 to give teachers and students free, curriculum linked content. Today it covers school education from the foundational stage through to class 12.

How do teachers use DIKSHA for training and professional development?

Teachers use DIKSHA mainly through NISHTHA, the government’s large scale teacher training programme. Courses are self paced and count toward the 50 hours of professional development NEP 2020 requires each year. Teachers also access lesson plans, worksheets and leadership courses through the same platform.

What is the QR code feature in NCERT textbooks linked to DIKSHA?

NCERT prints QR codes inside its textbooks that link straight to DIKSHA. Scanning one opens a video, an interactive exercise or extra explanation for that chapter. The platform now hosts over 7,600 of these QR coded textbooks, called Energised Textbooks.

Is DIKSHA available in regional languages?

Yes. DIKSHA supports 135 languages in total, 128 of them Indian, with core school content available in 36. Focus areas like Bhasha Sangam and e-Jaadui Pitara build regional language and foundational learning directly into the platform.

How many teachers and students actively use DIKSHA in India?

DIKSHA has crossed 2.25 crore registered users, with around 3 lakh people active on the platform daily. Course enrolments stand at 18.77 crore, and the app has been downloaded more than 5 crore times.

What is NISHTHA and how is it connected to DIKSHA?

NISHTHA is the National Initiative for School Heads’ and Teachers’ Holistic Advancement, delivered mainly through DIKSHA. It began with elementary grade teachers during the pandemic and later expanded into secondary education and foundational literacy and numeracy training.

What are the biggest challenges in DIKSHA’s reach in rural India?

Connectivity is the main obstacle. Around 60 percent of India’s 6.5 lakh rural schools still lack basic digital infrastructure and many rural teachers face regular internet issues. Research also shows a meaningful share of teachers use DIKSHA rarely or not at all, despite the platform’s scale.

Is DIKSHA free to use for all students and teachers?

Yes, DIKSHA is completely free for students, teachers and parents across India, available as both a mobile app and a website. Much of the content can be downloaded for offline use. The only real requirement is a device and, ideally, an internet connection to download material.

How does DIKSHA support NEP 2020’s digital education goals?

NEP 2020 names DIKSHA directly as a tool for delivering structured, technology led teacher support at scale, central to meeting the policy’s requirement of 50 hours of professional development a year for every teacher. Features like AskDIKSHA and Read Aloud reflect the same push toward personalised, accessible learning.

How does Smile Foundation help bridge the digital learning divide for children?

Smile Foundation’s Mission Education programme trains teachers and runs science and literacy programmes in government schools, working on the same gap that platforms like DIKSHA cannot close alone. It focuses on classroom level readiness, which is what actually turns digital infrastructure into real learning.

Sources

https://www.pib.gov.in/FactsheetDetails.aspx?Id=150639

https://www.unesco.org/en/dtc-financing-toolkit/diksha

https://pmevidya.education.gov.in/diksha.html

https://www.digitalindia.gov.in/initiative/diksha

https://www.researchgate.net/publication/400172572_Exploring_awareness_and_impact_of_NCERT’s_DIKSHA_platform_in_indian_schools

https://www.luneblaze.com/blogs/How-Does-DIKSHA-Empower-Schools-Today

https://byjus.com/current-affairs/diksha-digital-infrastructure-knowledge-sharing

https://diksha.gov.in/index.html

https://ciet.ncert.gov.in/activity/etld

https://www.researchgate.net/publication/393967869_Empowering_Educators_Bridging_Divides_Evaluating_Diksha_And_Swayam_For_Digital_Teacher_Training_And_Economic_Inclusion_In_India

https://ciet.ncert.gov.in/initiative/diksha

https://www.tatatrusts.org/our-work/education/strengthening-education-system/diksha

https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.70042

https://news.careers360.com/education-ministry-selects-oracle-cloud-infrastructure-modernise-edtech-platform-diksha/amp

https://iopscience.iop.org/article/10.1088/1742-6596/2286/1/012019/pdf

Tags #DIKSHAPlatform

Education

AI Literacy for Children: Why Schools in India Need to Teach It Now

Post author By Smile Editorial Team
Post date August 29, 2026
No Comments on AI Literacy for Children: Why Schools in India Need to Teach It Now

Indian children are already living with AI daily, in homework apps, video feeds and chatbots, mostly without anyone explaining how it works. From untrained teachers and unreliable devices to English-only tools and rules no one has set, several gaps stand between them and the understanding they need.

AI literacy for children - Smile Foundation

Summary

AI literacy is a different skill from coding. It teaches children to understand and question what a system is doing when it answers, recommends or predicts something.
CBSE made Computational Thinking and AI compulsory for Classes 3 to 8 in April 2026, and Punjab has made AI a core subject from Classes 1 to 12.
What to teach changes with age, from unplugged sorting games at five to Python at fourteen.
Rural schools face unreliable internet and electricity, untrained teachers and English-only tools, though most of the core ideas can still be taught with paper and cards.
Only about a quarter of teachers have had any AI training, which affects what they can teach and what they can spot in homework.
Children who learn to question AI early are better placed to use it well as it spreads further into their schooling and work.

AI literacy for children means teaching them how artificial intelligence works, so they can question its answers instead of simply trusting them. A child in your home has probably asked a chatbot something this week, and almost certainly took the answer at face value. Learning to pause, long enough to wonder how the answer was produced and whether it was fair, is the habit AI literacy builds.

What is AI literacy and why does it matter for children?

AI literacy is often confused with coding, since schools tend to introduce both together. Coding is about building software, while AI literacy is about understanding what a system is doing when it answers a question or recommends a video.

That understanding is what lets a child use these tools safely rather than blindly. A homework helper or a translation app is fine to reach for, as long as the child also knows it can be wrong, that it may carry someone’s bias, and that exam answers do not belong inside it.

That kind of judgement takes time to build, which is why the timing matters.

Access gaps widen early, and a child in a village school should not start further back than one in a well-funded private school.
Entry-level work already expects it, with banking, retail and manufacturing roles assuming some comfort with AI tools.
Deepfakes are harder to spot without practice, and children who have seen these systems fail are less easily fooled.
Privacy is not obvious to a ten-year-old. Few children know a chat with an AI tool can be stored or used to train it further.
India needs builders as well as users, and a student who learns this early can build tools that fit an Indian classroom and language.

How are schools in India introducing AI education in 2026?

The National Education Policy of 2020 asked schools to build digital literacy and computational thinking into the middle years. What that looks like in practice varies widely by board and state.

CBSE’s AI Curriculum and beyond

CBSE has moved fastest. In April 2026, the Union Education Minister launched a Computational Thinking and AI curriculum for Classes 3 to 8, developed with IIT Madras. Classes 3 to 5 get about 50 hours a year, folded into maths through puzzles and pattern games rather than screen time, and classes 6 to 8 get 100 hours across computational thinking, AI literacy and small hands-on projects. There is no exam in it yet, and the full framework is available on CBSE’s academic site.

This builds on earlier work. CBSE has offered an AI elective for Classes 9 to 12 since 2019, and 18,839 schools already offer AI as a Class 6 skill subject. CISCE has added Robotics and Artificial Intelligence for Classes 9 to 12, with the first ICSE paper written in 2025.

States setting the pace

Punjab has gone furthest. In July 2026, it launched Sarbat.AI, making AI a core subject from Classes 1 to 12 across 25,172 schools and roughly 31.5 lakh students.

Kerala started earlier. Its Little KITEs programme has run since 2018 across more than 2,000 schools, training lakhs of children in AI, robotics and cyber safety, and a UNICEF study rates it among the strongest student-led digital learning models anywhere. In 2026 its members began teaching AI safety to nearly six lakh parents.

What to teach at each age

Most school programmes break AI teaching into four stages, shaped by what a child can handle at each age.

Ages 5 to 7: No screens required. Sorting games with animal or shape cards teach children to notice patterns and group things by rules, which is what a model does.
Ages 8 to 10: Block-based tools like Scratch let children build something simple, run it, and fix it when it does not work.
Ages 11 to 13: Children start using generative tools themselves, which makes this the stage for questions about how a filter decides what looks good.
Ages 14 and up: Coding becomes part of it, usually Python, and AI skills for students start to need a real technical foundation.

Teaching responsible and ethical use of AI

Children need the safety rules early, not at the end of the course, especially once they start typing personal details into a chat window. Four habits cover most of it.

Know the rule on schoolwork. Using AI to check spelling is allowed in most classrooms, however, submitting its writing as your own is not.
Check before believing. AI answers sound confident whether or not they are correct, so anything important is worth verifying against a textbook or an adult.
Keep private things private. Addresses, phone numbers and family details should never go into a public AI tool.
Keep your own voice. A tool can tidy up a sentence, but the thinking behind it should still belong to the child who wrote it.

Challenges in bringing AI education to rural and under-resourced schools

Those habits assume a classroom with a working device in it, which many rural schools do not have. Unreliable internet and electricity are common, teachers have rarely had any AI training, and most tools run in English rather than the language children speak at home. Devices cost more than many families can spend, and parents are often unconvinced the whole thing is useful.

AI can still be taught there. The first thing a child needs to understand is how patterns in data become an answer, and paper works fine for that. A sorting game with picture cards shows how a model groups things. Build a class lunch menu using only the front row’s answers, and children see what bias means before anyone defines it. One shared phone running something like Teachable Machine can serve a whole room.

How teachers can be equipped to teach AI concepts

All of this depends on the teacher, and most have had no preparation for it. Only about a quarter have had any AI training, and confidence is lowest on the practical questions, like how to handle work that may have been AI-assisted or what to do when a tool starts behaving oddly.

The gap shows up first in homework. Teachers who know how these systems produce an answer are much better at spotting AI use in submitted work, and simply having used a chatbot does not give them that skill. Noticing why the sentences run oddly even, or why a confident wrong fact appears where no child in that class would have written one, takes some understanding of how the tool works, and detection software is not reliable enough to settle it either way. A teacher who knows that much can also show the class how to use AI properly, fixing a weak prompt in front of everyone.

Training that works usually has a few things in common.

Begin with the same unplugged activities the children will do, since teachers who meet AI through sorting games rather than code feel far less anxious about teaching it.
Explain how the system arrives at an answer. Teachers trust it more when training compares the machine’s reasoning to how an expert would think.
Show the tool failing. A trainer who types a poor prompt, gets a poor answer and fixes it teaches more than a demonstration that goes perfectly.
Teachers should get to try AI on their own lesson plans and question papers before they try it in a live classroom.
Schools that settle their rules early make it easier. Teachers say clear policies on what students can and cannot do with AI would help their confidence as much as more tools would.

How Smile Foundation prepares children for a technology-driven future

Most government schools are still waiting for trained teachers and properly stocked classrooms, which is the gap Smile Foundation has worked on since long before AI came into the picture. Its Mission Education programme now brings AI powered learning tools into schools that once had only a blackboard, where children try 3D printing and simple robotics in their own mother tongue.

Children in under-resourced schools are the ones this reaches last. Smile Foundation’s education initiatives welcome donors and volunteers, and a classroom’s first set of digital tools is a good place to start.

FAQs

What is AI literacy and why should children learn about it early?

AI literacy for children means understanding how artificial intelligence gathers data and produces an answer and knowing when that answer is worth checking. Most Indian children already use AI daily with no adult nearby to explain it.

Which Indian school boards have introduced AI as a subject?

CBSE made Computational Thinking and AI compulsory for Classes 3 to 8 from 2026, on top of an older elective it has run for Classes 9 to 12 since 2019. Punjab has gone furthest of any state, making AI a core subject from Class 1 through 12 under Sarbat.AI.

At what age should children start learning about AI concepts?

Children can start as early as five to seven, through unplugged games rather than a screen. Structured AI concepts begin from Class 3 in the CBSE curriculum, with actual code arriving closer to fourteen.

How can schools teach AI literacy without expensive technology?

Pattern, prediction and fairness can all be taught with paper and cards, which covers most of what a young child needs. One shared phone is plenty once a live AI tool needs demonstrating.

What does responsible use of AI mean for students?

It means using AI as a thinking partner and checking its answers rather than accepting them outright. Whatever ends up on the page should still be the student’s own thought.

What challenges do rural schools face in introducing AI education?

Electricity and internet come first, since neither can be counted on in many rural schools. Untrained teachers come next, and most AI tools still assume English, which leaves regional languages underserved.

How can teachers be trained to teach AI concepts confidently?

Training works best when it starts with the same unplugged games their students will see, before any code. Peer coaching helps, and free resources like CIET-NCERT’s training series are already available.

How does Smile Foundation help prepare children for future-ready careers?

Through Mission Education, which brings AI powered learning tools into schools that need them, including 3D printing and simple robotics taught in children’s own mother tongue.

Sources

Tags #AILiteracy, #ChildEducation

Education

What is Samagra Shiksha Abhiyan? India’s Integrated School Education Scheme Explained

Post author By Smile Editorial Team
Post date August 28, 2026
No Comments on What is Samagra Shiksha Abhiyan? India’s Integrated School Education Scheme Explained

Samagra Shiksha Abhiyan is India’s integrated school education scheme. It brings pre-school through Class 12 under one funding framework instead of three separate programmes, and covers teacher training, digital classrooms, girls’ hostels and vocational education. Enrolment numbers have climbed close to universal because of it. But children are not learning at the same pace they are enrolling and that’s the harder problem the scheme is still working through.

Summary

Samagra Shiksha Abhiyan, launched in 2018, merged Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan and Teacher Education into one scheme covering pre-school through Class 12.
Funding follows a fixed centre-state ratio, from 60:40 in most states to 90:10 in the north-eastern and Himalayan states, with full central funding for Union Territories without a legislature.
The scheme funds the school as a whole, from library grants and teacher training to digital classrooms, girls’ hostels and vocational education from Class 9 onward.
Enrolment and infrastructure have climbed close to universal levels, but Annual Status of Education Report data shows learning outcomes have not kept pace with access.
Samagra Shiksha 2.0 aligns the scheme with NEP 2020, adding NIPUN Bharat, the Holistic Progress Card and the new 5+3+3+4 curricular structure.
What the scheme’s own data leaves out, migrant and tribal children especially, is where grassroots efforts like Smile Foundation’s still have work to do.

“If there is inequality in nature, still there must be equal chance for all… the weaker should be given more chance than the strong.” — Swami Vivekananda

That idea, giving more support to whoever has less, is exactly what Samagra Shiksha Abhiyan tries to do, more than a hundred years later.

What Is Samagra Shiksha Abhiyan and Why Was It Introduced?

Before 2018, school education in India ran through three separate government schemes. Each one had its own rules and its own budget, and paperwork rarely matched between them. A child moving from Class 8 to Class 9 could lose benefits overnight, simply because the scheme for elementary school did not carry over to secondary school.

Samagra Shiksha Abhiyan was introduced to fix that. The Union Budget of 2018-19 proposed treating school education as one whole, from pre-nursery all the way to Class 12, instead of splitting it up by age. The Department of School Education and Literacy launched the scheme on 24 May 2018. It now works as a single framework for almost every government and government-aided school in the country.

The scheme’s vision is to ensure inclusive and equitable quality education from pre-school to senior secondary, in line with the United Nations Sustainable Development Goal for Education. SDG-4.1 calls for free, equitable and quality primary and secondary education with real learning outcomes. SDG-4.5 calls for eliminating gender disparities and ensuring equal access to education.

Samagra Shiksha mainly exists to help states carry out the Right of Children to Free and Compulsory Education Act of 2009. Education is a fundamental right in India, protected under Article 21-A of the Constitution.

Historically, three schemes fed into it. Sarva Shiksha Abhiyan, from 2001, covered elementary education for children aged six to fourteen and drove much of India’s early gains in school enrolment. Rashtriya Madhyamik Shiksha Abhiyan, added in 2009, extended that support to secondary education, for students aged fourteen to eighteen. A third scheme, Teacher Education, funded teacher training institutions like DIETs and SCERTs.

Each of these schemes had its own Project Approval Board and its own state-level society running it. That meant duplication at every level, and schools had to juggle several different sets of rules to educate the same child from one class to the next. Samagra Shiksha brought all three under one administrative structure, so a school now deals with a single set of rules instead of three.

Key Components and Focus Areas of the Scheme

Instead of supporting one class level at a time, Samagra Shiksha treats the whole school as one unit. A school running Classes 1 through 12 gets one package of funding, not three separate grants pulling in different directions.

People often call this the two Ts approach, teachers and technology. Library grants, sports equipment, sanitation, all of it sits under this same push to raise quality and equity together.

Infrastructure, Teacher Training and Quality Improvement

What this covers:

Library grants for every school, ranging from about five thousand to twenty thousand rupees depending on size.
Teacher training through DIETs and SCERTs, backed by structured modules under NISHTHA.
Composite school grants for repairs, sanitation, and basic upkeep.
Digital initiatives such as Operation Digital Board, smart classrooms, and the UDISE+ data system.
Support for Rashtriya Avishkar Abhiyan, which encourages science and maths learning at the school level.
The Scheme of Vocationalisation of School Education, run under this umbrella, offering a vocational subject alongside general education for Classes 9 to 12.

This funding is meant to lift quality across every government school, even the ones with fewer resources to begin with.

Equity, Inclusion and Gender Focus

The scheme also looks out for groups that have often been left behind in Indian classrooms:

Kasturba Gandhi Balika Vidyalayas offer residential schooling for girls from Class 6 to 12 in educationally backward blocks.
Self-defence training for girls, recently renamed Rani Laxmibai Atma Raksha Prashikshan, runs from the upper primary stage onward.
Children with special needs receive support for aids, appliances, and home-based education where they cannot attend school in person.
Uniform and textbook allowances under the Right to Education Act help reduce the cost burden on low-income families.

This is one reason people point to Samagra Shiksha when they talk about gender and equity in education scheme design across South Asia.

How Is Samagra Shiksha Abhiyan Funded?

Samagra Shiksha is a Centrally Sponsored Scheme, so funding comes from both the union government and the states. How much each side pays depends on where the school is.

90:10, in the centre’s favour, for the eight north-eastern states and three Himalayan states.
60:40 between the centre and the state for everyone else with a legislature.
100 percent from the centre for Union Territories that don’t have their own legislature.

The budget has grown alongside this. It started at around 32,600 crore rupees in the scheme’s first year and has crossed 41,000 crore in recent estimates. But not all of that sanctioned money reaches classrooms, and how much actually gets spent varies a lot from state to state.

How Samagra Shiksha Aligns With NEP 2020

The National Education Policy of 2020 replaced the old 10+2 school structure with a new 5+3+3+4 model, covering foundational, preparatory, middle, and secondary stages. Samagra Shiksha 2.0, the scheme’s current phase running from 2021 to 2026, was rebuilt around this.

A few things got added along the way, including NIPUN Bharat, a national push to get every child reading and doing basic arithmetic by the end of Grade 3, and Vidya Pravesh, a three-month module that eases young children into school through play. The Holistic Progress Card now looks at more than exam scores, and PARAKH, the national assessment body, is meant to standardise how states measure learning. None of this alignment work is finished yet, states are still rolling it out at different speeds.

Impact of Samagra Shiksha on School Education in India

Samagra Shiksha now reaches around 1.16 million schools, roughly 15.6 crore students from pre-school through Class 12, and about 57 lakh teachers across government and government-aided institutions.

Primary-level enrolment sits near 99.6 percent today, up from around 80 percent when Sarva Shiksha Abhiyan began in 2001. Secondary-level enrolment has climbed to roughly 79.6 percent, up from about 40 percent two decades ago. Schools without toilets have dropped below one percent, and the girls’ drop-out rate at the elementary stage has fallen under two percent.

However, learning hasn’t kept pace with these numbers. The 2023 Annual Status of Education Report found that just 43 percent of Class 5 students nationally could read a Class 2-level text, and only 45 percent of Class 8 students could solve a basic division problem. Children are in school, but many still aren’t learning what their grade expects.

Smile Foundation’s Mission Education programme works inside government schools on this problem directly, running remedial classes, science clubs, and teacher support in places where scheme funding alone hasn’t closed the gap.

Challenges in Implementing Samagra Shiksha at Scale

A few things are holding the scheme back:

Teacher vacancies: India has over 11 lakh unfilled teacher posts in government schools, so many states end up relying on short-term contract hires instead.
Underspending: several states, especially in the north-east and central India, spend well under their approved yearly allocation because they don’t have the capacity to get civil works done on time.
Funding gaps: Accountability Initiative found that in 2021-22, states were allocated about 3,967 rupees per student, but actually spent closer to 2,543 rupees.
Excluded children: learning levels in tribal districts lag behind neighbouring areas, and children of migrant farm workers often stay out of school because no teacher speaks their language.
Competition from private schools: government school enrolment keeps dropping relative to private schools, especially at the secondary level in cities and towns.

Fixing these gaps needs stronger execution on the ground, not just a bigger budget line.

How Smile Foundation’s Work Complements Government School Education Efforts

Samagra Shiksha Abhiyan sets the policy and the funding. Organisations like Smile Foundation work alongside it, adding support in the specific gaps this piece has covered, tribal and migrant children, foundational learning, teacher shortages.

Our Mission Education initiative runs science labs, STEM kits and teacher training inside government schools across 27 states. It has reached over 160,000 children so far. She Can Fly keeps girls enrolled through problems like family financial strain or early marriage pressure. STeP builds digital and job skills for young people finishing school.

Smile Foundation works alongside Samagra Shiksha Abhiyan, focusing on one child at a time. You can support a child’s education directly or volunteer with Smile Foundation’s programmes in your city.

FAQs

What is Samagra Shiksha Abhiyan and when was it launched?

Samagra Shiksha Abhiyan is India’s integrated school education scheme, launched on 24 May 2018 by the Department of School Education and Literacy. It covers schooling from pre-school through Class 12 under one unified funding framework.

Which earlier education schemes were merged into Samagra Shiksha?

The scheme merged Sarva Shiksha Abhiyan, which covered elementary education from 2001, Rashtriya Madhyamik Shiksha Abhiyan, which covered secondary education from 2009 and the Teacher Education scheme, which funded institutions like DIETs and SCERTs. Combining them removed duplicate paperwork and separate approval processes across what used to be three different stages of the same child’s education.

What are the main components of the Samagra Shiksha scheme?

Key components include library and school grants, teacher training, digital classroom initiatives, sports equipment support and RTE entitlements like free uniforms and textbooks. It also funds vocational education from Class 9 onward and residential schooling for girls through Kasturba Gandhi Balika Vidyalayas.

How does the scheme address gender and social equity in education?

Samagra Shiksha runs Kasturba Gandhi Balika Vidyalayas for girls from disadvantaged backgrounds, funds self-defence training for girls and provides stipends for girls with special needs. It also gives extra support to Scheduled Caste, Scheduled Tribe and economically weaker communities to reduce dropout and improve retention.

What is the funding pattern for Samagra Shiksha Abhiyan?

As a Centrally Sponsored Scheme, funding is split 90:10 in the centre’s favour for north-eastern and Himalayan states, 60:40 for other states and Union Territories with a legislature and fully centre-funded for Union Territories without one.

How is Samagra Shiksha aligned with NEP 2020 goals?

The current phase, Samagra Shiksha 2.0, follows the National Education Policy’s 5+3+3+4 curricular structure and funds NIPUN Bharat, the foundational literacy and numeracy mission for Grade 3. It also supports newer NEP-linked tools like the Holistic Progress Card and the PARAKH assessment centre.

What challenges affect the implementation of Samagra Shiksha?

Teacher vacancies above 11 lakh posts, underspending of approved state budgets and gaps in reaching migrant and tribal children are among the biggest hurdles. Several states also struggle to convert sanctioned funds into finished infrastructure within a single financial year.

How does Smile Foundation’s education work complement government schemes like Samagra Shiksha?

Smile Foundation works inside government schools through Mission Education, adding remedial classes, science clubs and teacher support in places where scheme funding has not fully closed learning gaps. This kind of local, sustained support makes sure policy funding actually reaches the classroom, where children feel it.

Sources

BYJU’S: Samagra Shiksha Scheme India

SBI Life: Samagra Shiksha Scheme, Meaning, Objectives & Features

iDream Education: How Samagra Shiksha Abhiyan Can Transform Learning Outcomes

Ampersand Group: What Is Samagra Shiksha Abhiyan (SSA)?

Education for All in India: Samagra Shiksha

Aasoka: Samagra Shiksha Scheme, An Integrated School Education Scheme

Accountability Initiative: Samagra Shiksha

Scripbox: What Is Samagra Shiksha Abhiyan?

Scribd (Drishti IAS): Overview of Samagra Shiksha Abhiyan

Anantam IAS: Samagra Shiksha Abhiyan, Education Scheme Explained

Vision IAS: Samagra Siksha, An Integrated Scheme for School Education

Government of Puducherry School Education Department: Samagra Shiksha Introduction

Testbook: Samagra Shiksha Abhiyan 2018

iSignal: Samagra Shiksha Abhiyan

Journal of Business Thought: Financing Education under Samagra Shiksha Abhiyan

Lukmaan IAS: Samagra Shiksha Abhiyan

IndiaFirst Life: Sarva Shiksha Abhiyan Scheme

Tags #SamagraShikshaAbhiyan

Nutrition

What is PM POSHAN Scheme? Meaning, Objectives and How It Replaced Mid-Day Meals

Post author By Smile Editorial Team
Post date August 27, 2026
No Comments on What is PM POSHAN Scheme? Meaning, Objectives and How It Replaced Mid-Day Meals

The PM POSHAN scheme is India’s national school meal programme. It gives a free hot cooked meal to over 11.8 crore children in government and government-aided schools, on every school day. Launched in 2021, it replaced and expanded the older Mid-Day Meal Scheme.

Summary

PM POSHAN gives over 11.8 crore children a free, hot cooked meal every school day, across 11.2 lakh government and government-aided schools.
The scheme traces back to a 1925 school lunch programme in Madras, growing through Tamil Nadu’s noon meals, a 2001 Supreme Court order, and a 2021 rebrand from the Mid-Day Meal Scheme.
Nutrition norms are fixed by law, from 450 calories for younger children to 700 for older ones, and states fund and cook the meal in very different ways, from centralised kitchens to women’s self-help groups.
Nearly four in ten Indian schoolchildren, those in private unaided schools, receive no meal under the scheme at all.
Delayed funds, uneven kitchen infrastructure, and patchy food safety checks remain real problems on the ground.
PM POSHAN sits inside a much larger nutrition push, and Smile Foundation’s Mission Education work picks up where the scheme’s reach ends.

“One cannot think well, love well, sleep well, if one has not dined well.” — Virginia Woolf

People have known this for a long time. Nobody thinks well on an empty stomach. A hungry child cannot pay attention to the blackboard, no matter how much they want to learn.

This is the problem the PM POSHAN scheme tries to solve. It is India’s national school meal programme. Every school day, it gives a free hot meal to over 11.8 crore children in government and government-aided schools. The scheme was launched in 2021, when the government renamed and expanded the older Mid-Day Meal Scheme. The goal was simple: feed hungry children and get more of them into the classroom.

Meet Anushka. She is twelve years old, and lives in Uttar Pradesh. She dreams of becoming an English teacher one day. Ask her how she gets through a full day of school and she will point to her lunch plate.

That one plate matters more than it looks. This guide explains what the scheme means, why it started, who it helps and where it still needs to do better.

What is the PM POSHAN Scheme and when was it launched?

PM POSHAN stands for Pradhan Mantri Poshan Shakti Nirman. The Ministry of Education runs the scheme along with state governments. Every day, children from Bal Vatika, the pre-primary stage, right up to Class VIII get one hot, cooked meal in government and government-aided schools.

The scheme got its current name in September 2021. Before that, it was called the Mid-Day Meal Scheme. Today it reaches about 11.8 crore children across 11.2 lakh schools, and the National Food Security Act of 2013 backs it by law.

School meals in India are not a new idea. The Madras Municipal Corporation started serving tiffin to poor children back in 1925. Tamil Nadu took this further over the years. In the 1960s, Chief Minister K. Kamaraj ran his own school lunch programme. By 1982, Chief Minister M. G. Ramachandran had turned it into a noon meal for the whole state.

The Centre took this national on 15 August 1995, under a scheme called the National Programme of Nutritional Support to Primary Education. In its early days, families just received dry rations at home. Then in 2001, the Supreme Court stepped in and made cooked meals compulsory across the country.

How is PM POSHAN different from the Mid-Day Meal Scheme?

PM POSHAN is not a brand new scheme. It is the Mid-Day Meal Scheme, renamed and expanded in September 2021. But the changes go beyond the name.

For the first time, Bal Vatika, or pre-primary, children joined the scheme. Schools started building kitchen gardens to grow their own vegetables, and the scheme introduced Tithi Bhojan, where communities sponsor special festival meals. Social audits became compulsory in every district, and states moved toward real-time, technology-based monitoring instead of paper registers.

Objectives of the PM POSHAN Scheme

PM POSHAN has a few clear goals. It wants to improve child nutrition in government and government-aided schools, and get children from poorer, more disadvantaged homes into class regularly.

It also aims to cut down on classroom hunger, so children can actually pay attention to their lessons. There’s a social side to it too, children from different backgrounds sit down and share the same meal. And in areas hit by drought or disaster, the scheme keeps that support going even through school holidays.

Who is eligible under PM POSHAN?

Eligibility is simple. Children in Bal Vatika, or pre-primary classes, attached to government primary schools qualify, and so do children in Classes I to VIII in government and government-aided schools. The scheme also covers children in local body schools, Special Training Centres, and madrasas and maqtabs supported under Samagra Shiksha.

Private unaided schools are not covered. That is why nearly four in ten Indian schoolchildren get no meal under this scheme at all. We’ll shed some more light on that further down.

How PM POSHAN supports Nutrition and School Attendance

A hot meal does more than fill a stomach. It also gives a family one more reason to send their child to school.

The National Food Security Act fixes the nutrition norms for the scheme. Here is how they break down by food group.

Norm (per child, per school day)	Bal Vatika / Primary	Upper Primary
Calories	450 kcal	700 kcal
Protein	12 grams	20 grams
Foodgrains	100 grams	150 grams
Pulses	20 grams	30 grams
Vegetables	50 grams	75 grams
Oil and fat	5 grams	7.5 grams

The scheme is centrally sponsored. Most states share the cost with the Centre in a 60:40 ratio. Northeastern and Himalayan states, along with Jammu and Kashmir, get a 90:10 ratio, and Union Territories without a legislature get full central funding. For 2026-27, the PM POSHAN scheme budget stands at roughly Rs 12,750 crore.

Every state cooks and serves the meal in its own way. Tamil Nadu runs 403 centralised kitchens with Akshaya Patra, and serves eggs five days a week. Odisha relies on over 6,500 women’s self-help groups under Mission Shakti. Rajasthan’s Annapurna Mata scheme puts mothers on a rotating cooking and monitoring roster, and West Bengal funds eggs or chicken twice a week from its own state budget.

A school meal only goes so far if a child does not eat well at home too. That is where Smile Foundation’s nutrition work comes in, reaching children that programmes like PM POSHAN do not.

The Role of Kitchen Gardens and Tithi Bhojan

How nutrition and demographic dividend are linked

Two ideas make PM POSHAN work better on the ground. Kitchen gardens let schools grow their own vegetables. This cuts costs, adds fresh produce to the menu, and gives children a hands-on lesson in where food comes from.

Tithi Bhojan invites families and community members to sponsor a special meal on festivals or personal occasions. Both ideas run on the community pitching in.

Challenges in implementing PM POSHAN on the ground

A programme feeding this many children is bound to run into problems. Fund releases to states get delayed sometimes, and that hits meal quality and consistency. Close to a quarter of schools still cook over firewood instead of cleaner LPG, and kitchen infrastructure, storage and hygiene standards vary a lot between states.

Food safety checks do not reach every school equally either. Private unaided schools, which enrol close to 40% of India’s schoolchildren, stay outside the scheme entirely.

How PM POSHAN connects to India’s larger Nutrition Goals

PM POSHAN does not work alone. It sits alongside other government nutrition programmes for children and mothers. POSHAN Abhiyaan, launched in 2018, targets stunting, underweight prevalence and anaemia, while Anganwadi Services, under the Integrated Child Development Services Scheme, supports children under six.

Mission Poshan 2.0 strengthens the nutritional content and delivery of these programmes together, and the Poshan Tracker app now monitors outcomes for crores of beneficiaries in real time.

The numbers show some progress. Stunting among children under five fell from 35.5% to 29.3% between the last two National Family Health Surveys. Severe wasting fell from 7.7% to 5.2% over the same period. But UNICEF still counts India among the countries carrying the world’s heaviest child malnutrition burden. That is why school meals still matter, and why India needs a wider child nutrition policy too.

How Smile Foundation supports Child Nutrition and School Health

PM POSHAN reaches government and government-aided schools. Many children learn elsewhere, in informal learning centres, bridge schools and community classrooms, and the scheme does not reach them.

Smile Foundation works with these children instead. Its Mission Education programme pairs schooling with nutritional support, growth monitoring and regular health check-ups. It also works with parents, to build better feeding habits at home.

Its Nutrition for Education campaign has reached thousands of children across states including Uttar Pradesh, Bihar, Odisha and West Bengal, offering meals built around each child’s age and calorie needs.

A scheme this size cannot reach every child on its own. You can support a child’s education and nutrition with Smile Foundation, or get in touch to volunteer with our programmes in your city.

FAQs

What is the PM POSHAN scheme and when was it launched?

The PM POSHAN scheme is India’s national school meal programme. It provides one hot cooked meal to children in government and government-aided schools. It was launched in September 2021, replacing the Mid-Day Meal Scheme.

How is PM POSHAN scheme different from the earlier Mid-Day Meal Scheme?

PM POSHAN scheme added pre-primary children, kitchen gardens, Tithi Bhojan, social audits and tech-based monitoring, none of which existed under the old name.

Which students are eligible under the PM POSHAN scheme?

Children in Bal Vatika and Classes I to VIII in government and government-aided schools are eligible. This includes local body schools, Special Training Centres and madrasas supported under Samagra Shiksha. Private unaided schools are not covered.

What are the main objectives of PM POSHAN scheme?

PM POSHAN scheme aims to improve child nutrition, encourage regular school attendance, and reduce classroom hunger. It also promotes social equity by bringing children from different backgrounds to share the same meal.

What challenges affect the implementation of PM POSHAN scheme in schools?

Delayed fund releases, uneven kitchen infrastructure and inconsistent food safety monitoring remain common challenges. Many schools also still cook on firewood instead of LPG, which affects hygiene and efficiency.

How does PM POSHAN scheme help improve school attendance and retention?

A guaranteed meal gives families, especially poorer ones, a strong reason to send children to school regularly. Researchers have linked mid-day meal coverage to lower dropout rates and better attendance, particularly among girls.

Does PM POSHAN scheme cover students beyond primary school?

PM POSHAN scheme currently covers children up to Class VIII. A Parliamentary panel has recommended extending coverage to Class 10 immediately, and to Class 12 within five years, along with adding a light breakfast.

How does Smile Foundation contribute to child nutrition and school health?

Smile Foundation’s Mission Education programme supports children outside PM POSHAN Scheme’s reach, in informal learning centres and underserved communities. It combines nutritional support, growth monitoring and health check-ups with schooling.

Sources

Tags #PMPoshan

Insights

What is FCRA Registration? Meaning and Why It Matters for NGOs in India

Post author By Smile Editorial Team
Post date August 26, 2026
No Comments on What is FCRA Registration? Meaning and Why It Matters for NGOs in India

Summary

FCRA registration is an important regulatory requirement for eligible NGOs in India seeking to receive foreign contributions. The Foreign Contribution (Regulation) Act, 2010 (FCRA) regulates how foreign contributions are received, accounted for and utilised by organisations in India. This blog explains what FCRA registration means, why it matters, the compliance responsibilities it creates for NGOs, and how it shapes the relationship between international donors, civil society and the government. It also looks at Smile Foundation as an example of an FCRA-registered organisation and how foreign contributions can support social-development programmes within a structured governance and reporting framework.

Key Takeaways

FCRA registration allows eligible Indian NGOs to receive foreign contributions, subject to prescribed conditions and compliance requirements.
FCRA regulates how foreign contributions are received, accounted for, utilised and reported.
NGOs receiving foreign contributions must meet ongoing requirements, including annual returns, financial reporting and auditing.
FCRA registration is distinct from an NGO’s basic legal registration as a trust, society or Section 8 company.
Smile Foundation’s FCRA registration illustrates how foreign contributions can support education, healthcare, nutrition and community-development programmes within a regulated framework.

Regulating Civil Society

For many non-governmental organisations (NGOs) in India, any form of international support can be an important contribution towards their programmes. This support especially helps when in the form of funding owing to how funds can be beneficial to key causes like education, healthcare, environmental protection, human rights, community development, among others. But an Indian NGO cannot simply accept money from an overseas donor. It must comply with a legal framework that governs how foreign contributions enter the country and how they are used. This is where the Foreign Contribution (Regulation) Act, 2010 (FCRA) comes in.

Administered by the Ministry of Home Affairs (MHA), the law regulates the receipt and utilisation of foreign contributions by associations and organisations in India. Its stated purpose is to ensure that foreign funds are not used for activities considered detrimental to national interest. FCRA registration is valid for five years, and registered organisations must apply for renewal in accordance with the prescribed requirements. Organisations receiving foreign contributions are also subject to ongoing compliance requirements, including annual return filings and prescribed financial reporting.

The origins of FCRA lie in the political anxieties of the 1970s, when concerns about foreign influence over Indian political and social life were becoming increasingly prominent. The first Foreign Contribution (Regulation) Act was enacted in 1976, during the Emergency. Its underlying concern was that foreign money should not be allowed to influence political processes or activities in ways considered contrary to national interest.

The legislation was subsequently amended, and the present framework emerged with the Foreign Contribution (Regulation) Act, 2010, which replaced the 1976 law. Today, the Ministry of Home Affairs describes the purpose of FCRA as regulating foreign contributions and ensuring that their acceptance is not used for activities detrimental to the national interest.

This is where FCRA registration becomes important. An NGO may be legally registered in India as a trust, society or Section 8 company, but that does not by itself permit it to accept foreign funding. It must obtain FCRA registration or, in certain circumstances, seek prior permission from the government for a specific foreign contribution. Registration is therefore best understood as a regulatory gateway. It permits an eligible organisation to receive foreign contributions subject to the conditions of the FCRA framework, while also placing it within a system of financial reporting, auditing, banking and regulatory oversight.

A Pertinent Source of Funding

India’s non-governmental organisations operate through a diverse funding ecosystem rather than a single source of income. Their resources may come from government grants, individual giving, domestic philanthropic foundations, corporate social responsibility initiatives, crowdfunding and, where permitted under law, overseas donors. This financial support enables NGOs to undertake work that extends beyond direct service delivery. They can strengthen access to constitutional freedoms of association, bring marginalised communities into public and policy conversations, and advocate for greater transparency and accountability in institutions. Many organisations also contribute research, technical expertise and implementation capacity to government programmes, while building the skills and participation of communities themselves. In this sense, the NGO sector occupies an important space between the state and citizens: it delivers services, generates knowledge, facilitates participation and ensures that the experiences of groups often excluded from formal decision-making enter public discourse.

FCRA becomes relevant within this broader funding landscape because it provides the regulatory framework through which eligible Indian organisations can receive and use foreign contributions. For NGOs, this creates an additional layer of financial responsibility, but it can also make international philanthropic support a more structured and accountable source of funding. FCRA regulates the receipt and utilisation of such contributions and establishes reporting and compliance requirements for organisations that receive them. At its best, FCRA can therefore serve a dual purpose: safeguarding against the misuse of foreign contributions while enabling legitimate organisations to channel international resources towards social and developmental needs.

How FCRA Compliance Works

FCRA registration does not provide an unrestricted right to receive or use foreign contributions. Organisations receiving foreign contributions must comply with requirements concerning how funds are received, maintained, utilised and reported.

Under the post-2020 framework, foreign contributions must initially be received through a designated FCRA account at the State Bank of India’s New Delhi Main Branch. Organisations may also maintain additional FCRA utilisation accounts with eligible scheduled banks, subject to applicable requirements.

The framework also restricts the transfer of foreign contributions from one association to another. In addition, administrative expenses are subject to a statutory ceiling of 20% of foreign contribution received during a financial year, unless permitted otherwise in accordance with the Act and applicable rules.

Organisations must also file annual returns electronically in Form FC-4, along with prescribed financial statements and certifications. These requirements make continuing compliance an important part of maintaining FCRA registration.

A Useful Example: Smile Foundation

A useful example is Smile Foundation, which is registered with the Ministry of Home Affairs under FCRA and uses foreign contributions to support a range of social-development programmes.

Smile Foundation is registered with the Ministry of Home Affairs, Foreigners Division (FCRA Wing), Government of India, under FCRA registration number 231660712. Its current governance disclosures state that its renewed FCRA registration is valid until 1 April 2029.

Smile Foundation also publishes FCRA-specific income and expenditure statements as part of its wider financial transparency and governance disclosures. Its published FCRA financial statements show expenditure across initiatives including Mission Education, Action for Children, Swabhiman, nutrition, Smile on Wheels mobile healthcare and relief and disaster response.

The example illustrates how overseas philanthropy can be translated into sustained social-sector interventions within the regulatory framework governing the receipt and utilisation of foreign contributions. For organisations working on issues that require long-term investment, such funding can complement domestic philanthropy and government support, allowing programmes to reach communities and operate at a scale that may otherwise be difficult to sustain.

Smile Foundation’s FCRA registration is one component of its broader governance framework. Its public disclosures include information about its FCRA registration, financial statements and audit arrangements, allowing donors and other stakeholders to understand the regulatory framework within which foreign contributions are managed.

A Tightening Regulatory Environment

The significance of FCRA has become particularly visible in recent years as the government has intensified scrutiny of organisations receiving foreign contributions. Registration can be denied, suspended, cancelled or allowed to lapse, and organisations without valid registration or applicable prior permission cannot legally receive foreign contributions. This tightening has had consequences for the financial sustainability of parts of India’s civil-society sector. The government has argued that stronger regulation is necessary to prevent diversion and misuse of foreign funds and to ensure that contributions are used for their declared purposes.

Yet the debate around FCRA is not only about financial compliance. It concerns the larger question of how much institutional space civil-society organisations should have to operate independently. For an NGO whose work depends substantially on international grants, losing FCRA registration can have consequences far beyond the loss of a particular funding stream. It can affect staff, programmes, research, community partnerships and long-term planning. The problem can be particularly acute for organisations working in areas where domestic philanthropy remains limited.

This is why FCRA has increasingly become part of a wider debate about the shrinking financial space available to Indian NGOs. Between 2019 and 2021, 1,811 FCRA registration certificates were cancelled, according to a parliamentary response. The result is a civil-society environment in which foreign funding is available, but increasingly conditional on extensive regulatory compliance.

Why FCRA Still Matters

It would be a simplification to understand FCRA either as an unnecessary restriction on NGOs or as merely a mechanism for preventing misuse of foreign money. Its importance lies precisely in the tension between these two positions. Foreign funding can create genuine risks. Transparency about donors, expenditure and organisational finances is an important part of a functioning civil society. But regulation also has consequences for who gets to participate in public life. If compliance becomes so demanding that smaller organisations cannot sustain it, or if the loss of registration effectively prevents an organisation from continuing its work, then FCRA begins to shape financial accountability and the composition of civil society.

This makes FCRA a juncture where state, philanthropy and civil society intersect. For NGOs, it determines access to an important source of funding. For donors, it determines which organisations they can legally support. And for the state, it provides a mechanism through which foreign money entering the country can be monitored.

The larger question is how that regulation can preserve financial transparency without weakening the independent social institutions that depend on such funding to do their work. Nearly fifty years after FCRA first emerged, that question continues to remain unresolved. Understanding FCRA, thus, means understanding how the country negotiates the difficult boundary between national interest, financial accountability and the autonomy of civil society.

Sources

Frequently Asked Questions (FAQs)

1. What is FCRA registration?

FCRA registration is an authorisation that allows eligible organisations in India to receive foreign contributions, subject to the requirements of the Foreign Contribution (Regulation) Act, 2010.

2. Why is FCRA registration important for NGOs in India?

FCRA registration enables eligible NGOs to legally receive foreign contributions while requiring them to comply with prescribed rules relating to receipt, utilisation, accounting and reporting.

3. Is FCRA registration the same as NGO registration?

No. Registration as a trust, society or Section 8 company does not automatically allow an organisation to receive foreign contributions. Eligible organisations need FCRA registration or, where applicable, prior permission.

4. How long is FCRA registration valid in India?

FCRA registration is generally valid for five years, after which it must be renewed in accordance with the prescribed requirements.

5. What are the compliance requirements for NGOs with FCRA registration?

FCRA-registered organisations must comply with requirements relating to designated bank accounts, financial records, utilisation of foreign contributions, auditing and annual return filing.

6. Can an NGO receive foreign contributions without FCRA registration?

An organisation generally needs FCRA registration to receive foreign contributions. However, it may be possible to receive a specific foreign contribution through prior permission from the government, subject to the applicable requirements.

7. How does FCRA registration affect international donors?

FCRA registration helps determine whether an Indian NGO is authorised to receive foreign contributions. International donors should also review the organisation’s financial disclosures, governance practices and programme information as part of their due diligence.

Tags #FCRARegistrationInIndia

Education Insights

STEM Toys and Play-Based Learning: Building Scientific Thinking in Early Childhood

Post author By Smile Editorial Team
Post date August 25, 2026
No Comments on STEM Toys and Play-Based Learning: Building Scientific Thinking in Early Childhood

As technology rapidly transforms our society, one truth stands out: nurturing scientific thinking must begin early, and it cannot be left solely to formal education. As India’s economy embraces technology, there’s a growing push to introduce children to STEM — science, technology, engineering, and mathematics — from the very start. Many parents, bombarded by adverts for coding robots and “smart” toys, wonder if they’re missing the boat without these tools. But the thing: scientific thinking isn’t born in a box. It grows when children are free to ask “what if?” and to get their hands a bit dirty along the way through play-based learning.

The journey starts with play that is curious, inventive, and often chaotic, where children ask questions, make discoveries and build the skills they’ll need for the future. Play is where curiosity takes shape, mistakes are made and ideas are tested (sometimes with a bit of mess thrown in for good measure).

Why STEM Toys Matter in Early Childhood

STEM toys have become a buzzword, but their true value lies in the way they bring science, technology, engineering and mathematics into a child’s everyday world. Playing, whether it’s building a bridge with blocks, programming a simple robot or solving a puzzle, teaches kids problem-solving skills, logical reasoning, teamwork and creative thinking. This direct approach is especially effective for Indian families. We are a society that is about to undergo rapid modernisation, yet is firmly rooted in tradition. STEM toys and activities provide a safe space for kids to experiment, fail and learn through doing.

The Power of Everyday Objects

A common misconception is that meaningful STEM learning demands pricey kits or digital subscriptions. In reality, some of the richest STEM experiences arise from the simplest materials. Indian homes are filled with everyday treasures: cardboard boxes, old spoons, plastic bottles, spare buttons, bits of string. These objects invite children to invent, test and rebuild. The lack of fixed instructions encourages planning, experimentation and perseverance, which are habits at the very heart of scientific thinking.

This, too, is a deeply Indian tradition. Watch any child in a rural courtyard stack earthen pots or a city child fashion a toy from discarded packaging, and you’ll see young scientists at work. Through this kind of open-ended, resourceful play, children develop resilience, creativity and the confidence to ask, “What if?”

Building Scientific Thinking in Early Childhood

Scientific thinking is not a mysterious process reserved for laboratories; it is an everyday skill that grows from observation, curiosity and reflection. When children play, they are constantly experimenting, mixing water with soil, building towers or sorting objects by shape and colour. Each activity prompts questions: Why did this sink? What happens if I use a different material? How can I make this stronger?

Through such inquiry, children naturally practise the scientific method: they observe, hypothesise, test and refine their understanding. The process matters more than the outcome. Whether a bridge collapses or stands firm, the child is learning to investigate, adapt and persevere.

In India, this approach is particularly relevant. Our children inhabit diverse environments, such as urban flats, small towns, rural villages, yet the impulse to tinker and explore is universal. The biggest challenge is to nurture it, not smother it with too many rules or rote-learning.

How Adults and Teachers Can Help

The adults in a child’s life are crucial to igniting scientific thinking. Parents, grandparents and teachers are not there to provide all the answers. Instead, they can act as facilitators — asking open-ended questions, encouraging children to explain their thinking and celebrating both small discoveries and big failures. A simple “What do you think will happen if…?” can turn a routine moment into an opportunity for critical thinking.

But supporting children’s scientific curiosity demands more than goodwill. Adults and teachers must themselves understand the value of inquiry-based learning. Teachers in particular need access to ongoing professional development — workshops, peer learning circles and practical resources that show how to guide hands-on, inquiry-led activities in diverse settings.

Parents, too, benefit from guidance. Community groups, local NGOs and educational organisations can all play a role, offering simple toolkits, demonstrations or parent-child workshops that demystify STEM play and build confidence. And let’s not forget policy. If governments invest in early-years teacher training and officially support playful, exploratory learning, it sends a strong message that curiosity is valued just as much as exam results.

The Role of Stakeholders

No single group can create a culture of scientific thinking alone. Ultimately, policymakers, educators, community groups and the private sector all have a role to play in helping those on the front lines. The government’s investment in early years education should focus on teacher professional development and resources for families. India’s rich legacy of craftsmanship and innovation can be harnessed to incentivise local businesses and toy makers to develop inexpensive, culturally relevant STEM toys and kits.

Community centres, libraries and museums can provide after-school clubs, hands-on exhibitions and free play spaces, ensuring that STEM learning isn’t confined to those who can afford private classes or expensive products. Media campaigns can help change societal attitudes by promoting curiosity, experimentation, and perseverance as essential Indian values.

Recognising High-Quality STEM Toys and Experiences

Not all toys are created equal. The best are age-appropriate, durable, open-ended and relevant to a child’s daily life. Increasingly, Indian toymakers are rising to the challenge, creating innovative products that draw on local traditions and materials. Yet, what matters most is not the cost or the brand, but whether a toy or activity invites children to explore, persist and create.

Beyond Scientific Thinking

Learning through play does more than build future engineers or scientists. It cultivates confidence, resilience and a collaborative spirit. Inclusive, hands-on activities break down gender and social stereotypes, opening doors for all children, regardless of background or ability. These experiences equip them for life.

Taking Play-Based STEM Learning to More Children

The principles of play-based and inquiry-led learning become even more important when we consider children who have limited access to specialised educational resources. A child should not need to attend a well-resourced private school or have an expensive STEM kit at home to experience the excitement of building, testing, questioning and discovering. Making these opportunities accessible is an important part of creating a more equitable STEM ecosystem in India.

Smile Foundation’s Mission Education programme offers one example of how this can work at scale. Rather than treating STEM as a separate subject, the programme integrates STEM learning with activity-based education, digital learning, teacher development and efforts to strengthen learning environments for children from underserved communities. In 2025, Mission Education introduced STEM Labs at 32 locations, engaging more than 22,000 students in experiential learning through science experiments, robotics and model-based projects.

The emphasis is on learning by doing. Through STEM labs and DIY activity kits, children can build, test, observe and modify their ideas rather than simply memorising scientific concepts. Smile Foundation has also used mobile STEM laboratories to take these experiences beyond schools with permanent infrastructure. Its STEM on Wheels initiative, supported by the BMW India Foundation, brings robotics models, innovation kits, digital learning tools and hands-on experimentation to underserved schools and communities.

This is particularly relevant to the idea that STEM learning does not have to begin with expensive technology. A DIY activity can be a starting point for understanding a much bigger concept. Smile Foundation’s STEM interventions use hands-on activities to connect scientific ideas with children’s everyday surroundings, helping them move from “What is this?” to “How does this work?” and eventually to “What could I change?”

The organisation has also created opportunities for children to encounter forms of STEM that may otherwise seem distant from their lives. Through its collaboration with IIT Bombay, students from Mission Education centres have participated in workshops covering robotics, 3D printing, aero-modelling, astronomy, energy and Tinkerers’ Laboratory activities. Hundreds of children have benefited from these workshops with more workshops continuing to give students opportunities to build, experiment and engage directly with advanced scientific and technological concepts.

The experience matters for another reason: exposure changes aspiration. When a child who has never encountered a robotics laboratory gets to build a robot, experiment with electronics or explore astronomy, STEM stops being an abstract idea associated with someone else’s future. It becomes something they can imagine themselves doing.

But equipment alone cannot create this shift. Teachers are central to the process. Smile Foundation’s education programme invests in teacher capacity-building, including activity-based and experiential learning, child-centric pedagogy, classroom management and the effective use of technology. In 2025, 1,142 teachers participated in 244 training sessions under Mission Education.

This reflects an important principle for early STEM education: the most valuable STEM resource in a classroom may not be the robot, tablet or laboratory— it may be the adult who knows how to turn a child’s question into an investigation.

Smile’s partnerships also demonstrate how different organisations can contribute to this ecosystem. Collaborations with institutions such as IIT Bombay and Symbiosis Institute of Management have enabled students to explore robotics, coding, electronics, mechanics, aero-modelling, astronomy and other areas, while partners such as Elements have supported STEM lab infrastructure, DIY kits, teacher training and digital learning resources.

Equity is another important part of this work. Access to STEM is not only a question of geography or income; gender can shape whether children see themselves as belonging in science and technology. Smile Foundation has therefore also used mentorship and role-model exposure to encourage girls from underserved communities to consider STEM pathways. Through its partnership with BT Group and the British Asian Trust, adolescent girls have interacted with women working in technology and digital fields, helping make STEM careers more visible and attainable.

The journey can extend beyond the classroom as well. Science clubs, innovation fairs and challenges give children opportunities to collaborate, develop ideas and present solutions to real problems. Smile Foundation’s Annual Innovation Challenge, supported by BMW India Foundation, involved 100 students developing 25 working prototypes addressing social and environmental challenges. Such experiences take STEM from learning about problems to designing solutions.

Taken together, these initiatives point to a broader understanding of STEM education. It is not simply about putting a laboratory in a school or giving a child a coding lesson. It is about creating an ecosystem in which children have access to tools, opportunities to experiment, teachers who can facilitate inquiry, role models who expand their aspirations and spaces where their ideas are taken seriously.

That is also why the principles of play-based learning matter. Whether a young child is building a tower from blocks or an older student is constructing a robot, the underlying process is remarkably similar: observe, imagine, test, fail, rethink and try again. The equipment becomes more sophisticated with age, but the scientific mindset begins with the same simple invitation: “What if?”

Path Forward for India

Getting kids to think as scientists starts with interest, support and the freedom to explore, whether it’s with garden pebbles, a science experiment in the kitchen or an afternoon of making up stories. We must make sure that every child has a place to wonder, tinker and discover, at home, at school and everywhere else. Our job is to trust their play, invest in those who guide them, and watch them build a future none of us can yet imagine.

Partner with us and gift play-based STEM Education to children with less or no opportunities in life.

Sources:

https://www.researchgate.net/publication/376250345_Unleashing_Young_Minds_Fostering_Scientific_Thinking_in_Early_Childhood_Ages_5-9_through_Experiential_Learning_in_Kids_Science_Labs_STEM_Evaluation_and_Assessment/link/6a3b3f6c4c90c55422b2b0f4/download?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19

https://nfamilyclub.com/the-family-hub/parenting/the-role-of-stem-toys-and-play-in-early-years/

https://theconversation.com/how-childrens-play-with-everyday-objects-can-encourage-skills-needed-for-stem-success-274274

FAQs

1. What is play-based learning?
Play-based learning is an approach where children learn through exploration, experimentation, problem-solving and interaction rather than relying only on direct instruction or memorisation.

2. How does play-based learning support STEM education?
Play-based learning encourages children to observe, ask questions, test ideas and find solutions. These are foundational skills for science, technology, engineering and mathematics (STEM).

3. Can everyday objects be used for play-based STEM learning?
Yes. Simple materials such as cardboard, bottles, blocks, string and household objects can encourage children to build, test, measure, sort and experiment without requiring expensive STEM toys.

4. What role do teachers and parents play in play-based learning?
Adults can support play-based learning by asking open-ended questions, encouraging children to explain their ideas, allowing them to experiment and treating mistakes as opportunities to learn.

5. Does play-based learning require expensive STEM toys or technology?
No. While STEM labs, robotics and digital tools can expand learning opportunities, meaningful play-based learning can begin with simple, readily available materials and activities that encourage curiosity and experimentation.

6. How is Smile Foundation supporting STEM and play-based learning?
Through its Mission Education programme, Smile Foundation supports experiential STEM learning through STEM labs, DIY activity kits, mobile STEM learning, robotics, digital tools, teacher training and innovation-focused activities for children from underserved communities.

7. Why is play-based learning important for children from underserved communities?
Play-based learning can provide children with opportunities to experiment, solve problems and build confidence, particularly when they have limited access to specialised educational resources. Equitable access to hands-on learning can also help broaden children’s aspirations and interest in STEM

Tags #PlayBasedLearning, #ScientificThinking, #stemeducation

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