Skills Development Sector

Understanding the Power of Money Before Chasing Wealth

Leave a Comment / Public Finance, Public Policy, Skills Development Sector, Youth Entrepreneurship /

Understanding the Power of Money Before Chasing Wealth Understanding the Power of Money Before Chasing Wealth Sakthi Sanjay Kumar July 29, 2026 Public Finance, Public Policy, Skills Development Sector, Youth Entrepreneurship “Money is not merely a medium of exchange; it is a force that shapes our choices, opportunities, and the direction of our lives.” “Money should never control our lives; instead, we must learn to manage money with wisdom, discipline and purpose. That is the true foundation of lasting wealth, financial freedom and a prosperous future.” Money- More Than Income, A Fundamental Life Skill In today’s rapidly evolving world, money has become one of the most influential forces shaping human life. From basic necessities such as food, education, healthcare, housing and transportation to higher education, entrepreneurship, family security and retirement planning, almost every major life decision has a financial dimension. Yet, the true value of money does not lie merely in earning it; it lies in understanding how to manage it wisely and responsibly. Many people believe that earning a high income automatically guarantees a successful and secure life. A well-paid job, an international career and a luxurious lifestyle are often seen as symbols of achievement. However, economic reality tells a different story. History has shown that many high-income earners have faced financial difficulties because of poor financial decisions. At the same time, countless individuals with modest incomes have built lasting wealth through disciplined saving, thoughtful investing and responsible financial management. This highlights an important truth: our financial future is determined not by how much we earn, but by how effectively we manage what we earn. Another important question is pertinent to ask: Is a good job alone enough to guarantee financial security? Many still assume that securing a government position or a high-paying corporate job is the ultimate solution to financial stability. However, the rapidly changing global economy has challenged this belief. The COVID-19 pandemic served as a powerful reminder of this reality. Thousands of well-paid professionals lost their jobs, while many businesses struggled or shut down completely. Those who had emergency savings, maintained financial discipline and planned their expenses carefully were better prepared to navigate the shocks and crisis. Others found themselves facing debt and financial uncertainty. Therefore, employment should be viewed as the beginning of financial independence—not its destination. Long-term financial security requires disciplined saving, informed investing, continuous skill development and the willingness to build multiple sources of income. These are the foundations of sustainable financial well-being. Financial Literacy- An Essential Life Skill for Everyone In today’s dynamic economy, earning a higher income alone is no longer a reliable measure of financial success. What truly determines long-term financial stability is the ability to manage income wisely. This is where financial literacy becomes indispensable. Financial literacy is not merely about saving money; it is the ability to understand income, expenditure, savings, investments, debt, taxation and inflation, and to make informed financial decisions based on this knowledge. Although modern education equips students with academic knowledge across various disciplines, it often overlooks one of the most practical skills required in everyday life—personal financial management. Topics such as budgeting, emergency funds, long-term investing and retirement planning receive little attention in formal education. As a result, even individuals with respectable incomes may struggle financially due to poor financial planning and impulsive decisions. The rapid growth of digital banking, online payment systems, investment platforms and financial technology has created unprecedented opportunities for individuals to manage their finances. At the same time, these developments have increased the complexity of financial decision-making. Without adequate financial knowledge, people may fall into unnecessary debt, become victims of financial fraud or make investment decisions that jeopardise their future financial security. For young people, financial literacy should begin with their very first income. Developing the habit of preparing a monthly budget, saving a fixed portion of earnings, building an emergency fund, and carefully evaluating investment opportunities can provide long-term financial stability. These habits are not simply techniques for managing money; they are life skills that promote responsibility, confidence and financial independence. Financial literacy is not a privilege reserved for the wealthy. It is equally important for students, young professionals, entrepreneurs and families. A financially informed society is better equipped to withstand economic challenges, reduce financial stress and contribute to sustainable economic development. Therefore, integrating financial literacy into everyday learning is no longer an option—it is a necessity for building a secure and resilient future. How Money Influences Decision Making? Money is far more than a medium of exchange; it has a profound influence on the way people think, make decisions and shape their future. An individual’s income, savings, debt and overall financial condition affect not only personal choices but also family well-being, career aspirations and long-term goals. In many ways, financial decisions quietly influence almost every stage of life. In today’s revolutionised digital era, social media has significantly transformed consumer behaviour. Constant exposure to luxurious lifestyles, expensive gadgets, premium cars and designer brands often creates pressure to maintain a similar standard of living. As a result, many people spend beyond their means, prioritising appearances over financial security. This pattern frequently leads to excessive borrowing, reduced savings and long-term financial stress. One of the greatest challenges in personal finance is distinguishing between needs and wants. While needs are essential for survival and well-being, wants are often driven by emotions, trends or social expectations. Developing the discipline to make this distinction is one of the most valuable financial skills an individual can acquire. Wise financial decisions are rarely based on impulse; they are built on planning, patience and long-term thinking. True financial progress is not measured by the amount of money one earns but by the ability to use that money responsibly. Maintaining a realistic budget, saving consistently, investing prudently and avoiding unnecessary debt are the pillars of financial well-being. These habits not only strengthen personal finances but also provide peace of mind during periods of economic uncertainty. Financial freedom does not necessarily mean becoming wealthy. Rather, it is the

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Use of Artificial Intelligence Tools in Tamil Nadu Government Schools

Leave a Comment / Child Development, Education, Public Policy, Skills Development Sector /

Use of Artificial Intelligence Tools in Tamil Nadu Government Schools Use of Artificial Intelligence Tools in Tamil Nadu Government Schools Charanya T December 18, 2025 Child Development, Education, Public Policy, Skills Development Sector Artificial Intelligence (AI) is becoming an important part of education in many parts of the world. In India, Tamil Nadu has taken several steps to introduce AI and digital technologies in government schools. These initiatives aim to improve learning, administration, and access to modern education, especially for students from government schools. This article examines how AI initiatives in Tamil Nadu government schools are transforming learning while also highlighting the challenges of implementation. As India embarks on its ambitious INDIAai Mission towards the Safe and Trusted AI pillar, which underscores the commitment to ensuring safety, accountability, and ethical practices in AI development and deployment. The mission aims to empower innovators and democratise AI benefits across sectors by promoting indigenous frameworks, robust governance tools, and self-assessment guidelines. One important initiative taken by the government of Tamil Nadu through its Tamil Nadu e-Governance Agency (TNeGA) is the introduction of AI-based attendance systems in schools for students. This system uses technologies such as facial recognition to mark attendance automatically. It helps reduce manual work for teachers and improves accuracy in attendance records. The data collected through this system can help school authorities understand student attendance patterns and take steps to reduce absenteeism and dropouts. Another major development is the decision to introduce AI, coding, and robotics for government students in Classes 6 to 9 starting from the academic year 2025-26. This move brings new technology-based subjects into the regular school curriculum. Learning coding and AI at a young age helps students develop logical thinking, problem-solving skills, and creativity. This is especially beneficial for students in government schools who may not get exposure to such skills outside the classroom. Before implementing these changes across the state, the Government of Tamil Nadu introduced pilot programmes in selected government schools, covering around 3,000 schools across the state. According to official pilot programme reports of the Tamil Nadu School Education Department, these initiatives included the use of robotics kits, AI-based digital tools, and interactive learning platforms. Students used these tools for subjects such as mathematics, science, and languages. As reported in government releases and education department updates, students showed increased interest and engagement in learning, and many became more confident in using technology. The Government of Tamil Nadu’s Department of School Education has partnered with IIT Madras to improve digital assessments and learning experiences in 6029 government schools to improve the learning of 90 lakh students. Under this collaboration, a Learning Management System (LMS) is being developed for thousands of government schools. This system will help teachers track student’s progress, understand learning patterns, and identify areas where students need additional support. Such digital assessment systems can help move away from rote learning and encourage better understanding of concepts. Some schools have also introduced AI-based language labs to improve student’s communication skills. For example, government schools in Kuthalam town in Nagapattinam district have implemented AI tools that help students practice pronunciation, speaking, and language fluency. These tools provide instant feedback, which helps students learn independently and build confidence, especially in English. The Pilot programmes such as Tamil Nadu Schools Programme for AI, Robotics and Knowledge (TNSPARK) would help to bring digital tools and AI-based learning into everyday classroom activities for classes of 6 to 9 covering 3000 government schools by “leveraging 8,209 Hi-Tech Labs and 22,931 Smart Classrooms alreadyestablished statewide”. This pilot programmes are being implemented with collaborations of industry like Microsoft, Intel, Cognizant, Namma School Namma Ooru Palli, and Teach for India (PMU). TN SPARK is expected to benefit over 7 lakh students in its pilot phase. However, there are still challenges in using AI effectively in education. Not all schools have the same level of infrastructure, which reflects the digital divide between different regions and social groups. Schools in rural or economically weaker areas may struggle more with access to devices and internet facilities. Teachers also need proper training to use AI-based technologies efficiently, as their role is central in the socialisation and learning process of students. It is important to ensure that AI acts as a support system rather than replacing teachers, since education is not only about technology but also about human interaction, guidance, and emotional support. Tamil Nadu’s efforts to integrate AI into its education system show a positive step towards modern and inclusive learning. By introducing AI-based attendance, coding and robotics education, digital assessments, and language labs, the state is working towards improving the quality of education in government schools. If these initiatives are implemented properly and equitably across the state, Tamil Nadu can become a strong model for using AI in public education in India. Ms.Charanya.T is Final Year Student of B.A Sociology at VET Institute of Arts and Science, Erode, Tamil Nadu. Views expressed by the author are personal and need not reflect or represent the views of the AgaPuram Policy Research Centre.  

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Sishu Vatica: A Step Towards Fulfilling NEP 2020 Commitments

Leave a Comment / Child Development, Education, Skills Development Sector /

Sishu Vatica: A Step Towards Fulfilling NEP 2020 Commitments By Dr. N. K. Sahu and Dushyant Meher Sishu Vatica: A Step Towards Fulfilling NEP 2020 Commitments By Dr. N. K. Sahu and Dushyant Meher Saravanan M January 28, 2025 Child Development, Education, Skills Development Sector School is where a child spends most of its time other than home and it is the platform that offers education, protection, and essential developmental needs of a child. Years 5 to 6 is the critical juncture of development wherein cumulative brain development occurs prior to the age of 6. The recently announced initiative of opening “Sishu Vatika” by the Government of Odisha to accommodate 5-year-old children in primary school must be seen as a progressive step towards implementing the Foundational Stage consisting of 3 years of Pre-primary and 2 years of Grades 1 and 2 of the New Education Policy (NEP)-2020. However, it must also be examined pragmatically through the lens of affordability, viability, and sustainability.   “Sishu Vatika” which literally means children’s garden or garden for children – raises the question of a designated space for an additional classroom in the first place, secondly the play area must be conducive to cognitive and physical development. Needless to say, numerous researches have already emphasized the role of the environment in the overall development of children, especially in the formative age below 6 years along with wholesome nutrition. Furthermore, the safety and security of children to prevent physical and mental harm are also to be looked into. There have been various safety guidelines issued by different national level authorities covering aspects they considered important, which finally have taken shape as a compiled version by the National Commission for Protection of Child Rights under the title – Manual on Safety and Security of Children in Schools. Applying the prescribed safety protocols under this manual is highly necessary. It could be a unique step towards convergence and a smooth transition of children from Anganwadis to the school while the teachers have to be trained suitably enough to glide this transition. A dedicated cadre of teachers with appropriate skill sets to fulfill the objectives envisioned under the NEP is a priority under this initiative. Given the circumstances wherein states including Odisha continue lagging behind in engaging special teachers for children with special needs in compliance with the Right to Education Act; the need for a new cadre of teachers raises the eyebrows. Therefore, administrative will and resource allocations towards this current initiative are to be seen in the days to come. Before that, we must know the gaps that exist in schools at the Foundational Stage. As per UDISE, in Odisha, the government schools having Class-1 were 45,042 in 2023-24, and only 759 schools have pre-primary classes. This means, 44,283 schools are the target to open fully equipped pre-primary classes. This is a daunting task as the position of the existing government schools lack infrastructure and soft components like teachers. For example, there are 1065 single-teacher schools where 50,189 students are enrolled. In the recent past in the name of 5-T, many schools were made attractive lookswise, but the fundamental requirements were not met. Now the present government is trying to fulfill the NEP-2020 and is burdened to open the pre-primary class. As per the National Curriculum Framework for Foundational Stage (NCFFS) prepared under the mentorship of Dr. K. Kasturirangan, a great scientist and visionary of our time, the National Education Policy is a transformative initiative to usher India to prepare itself to meet the challenging demands of a 21st-century knowledge society and this framework enables and energizes this transformation. Since, the framework is what gives the shape and direction towards implementing the policy, Odisha needs to dovetail it on its background of local culture, civilization, tradition, religiosity, and spiritualism at the same time keeping in mind the demands of 21st-century knowledge society and commands of Viksit Bharat.  The curriculum has to be transformative and holistic as well as conceptualized for appropriate transitioning of children’s learning abilities while moving from Anganwadi to the school. A collection of best practices adopted by other states that have demonstrated successful interventions suited for this challenging and promising time have to be studied for adoption, if suitable. The issue of screen time for children, and new-age technological influence on young minds are some of the challenging areas.  This initiative of pre-primary class and curriculum must shed light on it and also educate and guide the parents. Pre-primary preparatory class is not a new concept but framing and aligning it with national policy is of course a genuine initiative in the context of Odisha. The state surely would be interested in building its human capital in the best possible ways against the backdrop of a double-engine Government that is both willing and decisive. Furthermore, having a union minister representing the state has an added advantage of guidance and cooperation in pioneering this initiative. After fiercely fought election season, the state government shaping the destiny of new generations is most welcome in the context of Viksit Bharat. Children may not be the voters but they carry the impressions that mattered to them the most during their growing up period.  As per the latest UDISE data, the State already has 21,179 odd schools with Anganwadi on the campus and 3,472 pre-primary sections on schools that offer a fertile ground to begin sowing the garden of this initiative. Finally, it may be mentioned that school has been the frontline institution that is an integral part of our collective consciousness where unity in diversity begins. Therefore, let the Sishu Vatika bloom with the flowers of all the colours and fragrances in celebrating the spirit of childhood.  Dr. N. K. Sahu is a Former Economic Adviser to the Department of School Education & Literacy, Government of India, New Delhi and Dushyant Meher is a Delhi based Independent Consultant who worked with NITI Aayog and National Commission for Protection of Child Rights (NCPCR), Government of India, New Delhi. Views expressed

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Imperatives of Student-Centric Changes in Indian Higher Education

Leave a Comment / Education, Public Policy, Skills Development Sector /

Imperatives of Student-Centric Changes in Indian Higher Education By Dr. M.Saravanan Imperatives of Student-Centric Changes in Indian Higher Education By Dr. M.Saravanan Saravanan M January 28, 2025 Education, Public Policy, Skills Development Sector The momentous National Education Policy (NEP) 2020 has student-centricity as its core, for the transformational and incremental changes envisaged accord student learning and developmental outcomes the topmost priority. Multiple initiatives undertaken as part of the implementation of the NEP so far have enlarged the range of options available to the students. One of the challenges stifling tertiary education hitherto has been the mandatory forfeiture of all the achievements and efforts of the students in case of discontinuation of the degree before the completion of the requisite duration. This issue has been addressed with the implementation of multiple entry and exit for students. In case a student intends, or is forced due to any unforeseen situation, to drop-out of the programme, say after a year or two, the student can carry the past achievements in the form of credits and rejoin the programme at a later period within the stipulated time, and complete the programme. If a student enrols for a four-year Honours Degree programme but leaves the programme after the successful completion of the first year, the student would be awarded a Certificate. Similarly, for successful completion of two years and three years, a Diploma and Degree would be awarded respectively. The earlier situation of completely losing their credits or marks is not the case anymore. The carrying forward of credits earned till the time of discontinuation and redeeming them later at the time of rejoining the programme is made possible by a mechanism called Academic Bank of Credit, which works similar to a commercial bank. A student is required to open an account on DigiLocker, free of cost, using the Aadhar Number. This student account gets linked to the institution and linked to the programme for which the student is enrolled. Every successful completion of a course in a programme earns credit, which gets accumulated. If a student continues the programmes throughout the duration and the total credit accumulated equals the requisite total credits for the programmes, then the corresponding qualification is awarded. In case the student drops midway, the credits accumulated thus far are retained in the account and can be redeemed whenever the student rejoins the programme and completes it. Until a short while ago, a section of students who are more industrious had a grouse that despite their willingness and aptitude, the rules did not permit them to pursue an additional programme other than the one being pursued. Recent tweaks in regulations have permitted students to take up an online programme along with another regular programme. This allows students to pursue and complete two degrees simultaneously, as online degrees have the same equivalence and validity as that of a regular degree. Post NEP, online education has got more fillip, as the UGC allows up to forty percent of the total credits of a programme through online courses offered under SWAYAM / NPETEL platforms. This allows students two benefits: doing any course of choice even if the same is not available in the institutions where the student is enrolled and accessing the course at any time of choice or convenience. In addition, new regulations have also been introduced to encourage eligible universities to offer online programmes. Further, under the Choice Based Credit System (CBCS), which is in vogue for over two decades, students have some liberty to choose a few courses of their choice under each programme. Post NEP, the UGC has brought in a revised curricular framework to also include skill-based or vocational courses mandatorily in each programme. The emphasis given to making the institutions multidisciplinary automatically expands the horizon of choices for students to choose from. Using English as the medium of instruction for many programmes has posed and continues to pose challenges to students who have had their schooling in their mother language. Following the mandate of NEP to introduce programmes in the languages, degree programmes are offered in languages other than English by many universities. Doing higher studies abroad after graduation, especially doctoral programmes, has been a dream choice for some students. One issue for such students was the structure of the undergraduate students, as the Western countries and those that modelled on that have four-year undergraduate programmes even for humanities and social sciences, whereas in India they were three-year programmes. With the introduction of four-year undergraduate programmes, the structure of Bachelor’s programme is now aligned with the global framework, easing access to higher studies abroad for interested students. There are cases when collaborations result in better services being offered. To enable Indian institutions to associate with globally top-ranked institutions, the UGC has made regulatory changes, whereby the domestic and foreign higher education institutions can now offer a bouquet of programmes together. Further, the best international institutions may also offer their services individually to the students by opening their campuses. While entry into quality international institutions has become possible and easy, the quality of the programmes offered in India has to be of the same quality offered in the main campus of their country. It is hoped that governments and institutions constantly reform the system to remain student-centric, to remain relevant and meaningful. Dr.M Saravanan, is specialised in Higher Education and Founder Secretary of the AgaPuram Policy Research Centre, Erode. Views expressed by the author are personal and need not reflect or represent the views of the AgaPuram Policy Research Centre.  

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Skills-for-Atmanirbhartha

Leave a Comment / Skills Development Sector /

Skills for Atmanibhartha Skills for Atmanibhartha Chandrasekaran Balakrishnan August 21, 2021 Skills Development Sector   Atmanirbhar Bharat Abhiyaan or Self-reliant India campaign is the vision of new India envisaged by the Hon’ble Prime Minister Shri Narendra Modi. On 12 May 2020, our PM raised a clarion call to the nation giving a kick start to the Atmanirbhar Bharat Abhiyaan (Self-reliant India campaign) and announced the Special economic and comprehensive package of INR 20 Lakh Cr- equivalent to 10% of India’s GDP – to fight COVID-19 pandemic in India. The aim is to make the country and its citizens independent and self-reliant in all senses. He further outlined five pillars of Aatma Nirbhar Bharat – Economy, Infrastructure, System, Vibrant Demography and Demand. Finance Minister further announces Government Reforms and Enablers across Seven Sectors under Aatmanirbhar Bharat Abhiyaan. The government took several bold reforms such as Supply Chain Reforms for Agriculture, Rational Tax Systems, Simple & Clear Laws, Capable Human Resource and Strong Financial System. Facebook Instagram X-twitter

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Indias-Flawed-Skill-Development-Mission

Leave a Comment / Skills Development Sector /

India’s Flawed Skill Development Mission India’s Flawed Skill Development Mission Chandrasekaran Balakrishnan July 23, 2019 Skills Development Sector   The Budget emphasised prudent economics in areas such as improving access to water, sanitation, housing, roads, solid waste management, empowering women and skilling entrepreneurs in the agro industry at the village level. All these ideas are laudable. The outcomes of these initiatives will improve ease of living and environmental protection.The focus on the village economy is an apt tribute to Mahatma Gandhi’s 150th birth anniversary this year, which the government wants to mark in a significant way. Building core physical infrastructure facilities in the village economy will help in realising the PM’s vision of a New India.That said, village level institutions need fixing to ensure services reach the needy. Some of these issues are being addressed with the aid of technology in the form of direct beneficiary transfers and providing access to banks and post offices.At the same time when the youth, aspiring for a higher standard of living, move to cities without employable skills, it threatens to turn our demographic dividend into a disaster. Sadly, even after a decade of debate, India does not have a realistic vision for making the best of her demographic dividend.Returning to the Budget, we see that these very two areas — urban development and skill development — have no new thinking.The Budget speech did not mention anything about the achievements of projects under the Smart City Mission although it was given a major push in the last five years. States are not performing well in terms of bringing concrete changes in their governance structure to complete the approved projects. Other big issues have to do with weakness in governance systems at the municipal level and failure to engage public participation in a transparent manner like it was done in the Swachh Bharat Mission. But there are great learnings in terms of putting in place a realistic structure and implementation goals for this key government initiative.Similarly, the Budget has envisioned providing skills training to 10 million youth in the current year without mentioning what it was able to achieve in the last five years. Track record is important to this government, but somehow it missed the targets in this case. The Skill India Mission launched in July 2015 aims to skill 400 million youth by 2022. But just 25 million youth have been skilled through various training programmes until now.Further, during its first five years, the Modi government did not fix the problems pertaining to private sector skills training institutions. Many are inefficient and some even reimbursed despite bogus records. These are part of the overall governance challenges at the regional and state levels faced during the implementation of skills development programmes.  Therefore, without streamlining the capacity utilisation of private skills training institutions and meeting governance challenges of state governments, the PM’s Skill India Mission is not likely to be achieved by 2022.It is good that the Modi government has identified multiple challenges and issues faced at the national level in the implementation of the skills development programmes. It decided to merge the two national organisations which oversee the programmes of skilling i.e. the National Skills Development Corporation (NSDC), which is a Public Private Partnership set up in 2008 to bring private sector participation in skilling the youth, and the National Skill Development Fund, which was set up in 2009 to manage the allocated funds of the Centre and the private sector.It is good that the Modi government has identified multiple challenges and issues faced at the national level in the implementation of the skills development programmes. It decided to merge the two national organisations which oversee the programmes of skilling i.e. the National Skills Development Corporation (NSDC), which is a Public Private Partnership set up in 2008 to bring private sector participation in skilling the youth, and the National Skill Development Fund, which was set up in 2009 to manage the allocated funds of the Centre and the private sector.Although the Modi government decided to merge the two in March 2018, restructuring is not yet complete. In this scenario, the finance minister’s aim of skilling 10 million youth in industry-relevant skills in the current year seems like a remote goal.Further, there is a lack of leadership to execute the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) at in towns and in Tier II and Tier III cities, where there is a growing demand for skilled manpower in industries.  PMKVY has not addressed the structural concerns with the Sector Skills Councils (SSCs) which are not operating with transparency in terms of engaging with state and regional level skills training organisations.There are 39 SSCs in the country which were set up as autonomous bodies and not-for-profit organisations by the NSDC and are led by industry leaders in their respective sectors. SSCs are meant to create occupational standards, develop competency frameworks, conduct ‘train the trainer’ programmes, affiliate vocational training institutes, conduct skill gap studies in their sector, create a Labour Market Information System and, most importantly, assess and certify trainees on the curriculum aligned to the National Occupational Standards developed by them. However, the SSCs are yet to touch most of the Tier II and Tier III cities across the country in addition to being alienated from their needs.PMKVY is implemented by NSDC and a glance at PMKVY’s dashboard for monitoring skilling reveals that in Tamil Nadu, for instance, there is not a single skill training institute imparting training under PMKVY in big districts like Kancheepuram, Thiruvalluvar, Villupuram, Thiruvarur, Thiruchirappalli, Thirunalveli and Kannyakumari.  In most states, at least a few districts are not covered under the PMKVY scheme.The government’s focus on infrastructure development of Tier II and III cities will surely make these cities push for the next phase of urbanisation. But addressing the concerns of cities in water, sanitation and solid waste management along with skills development of the youth is more important now than ever before. Without a substantial improvement in the above sectors, it

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