The footage shows the teacher initially engaged in teaching when he instructed a boy seated at the back of the classroom to move to the front. Following this, the student complied and had a brief exchange with the teacher. After resuming his lesson, the teacher later approached the student and slapped him multiple times before directing him to leave the classroom.

Parental Complaint and Call for Action

The student’s father took immediate action by writing to the school principal the day after the incident, expressing his concerns regarding the teacher’s behaviour. He also lodged a formal complaint with the Ahmedabad city District Education Officer (DEO), demanding strict measures against the teacher involved. In his communication, the father described the incident as distressing for his son, alleging that the teacher’s actions had caused both physical and psychological harm.

The father emphasised that such behaviour could have detrimental effects on the mental development of children and insisted on accountability to prevent similar occurrences in the future. He called for a thorough investigation and appropriate disciplinary action against the teacher to ensure a safe learning environment for all students.

In response to the complaint, the principal of Sheth C N Vidyalaya, Dhaval Pathak, confirmed the incident and the subsequent complaint received from the student’s father. He stated that the school had taken the matter seriously and summoned the teacher for an explanation, issuing a written notice regarding the incident.

Investigation by Education Authorities

Ahmedabad city DEO Rohini Chaudhary acknowledged receiving details of the incident from the student’s father. Following this, her office issued a notice to the school, requesting clarification on the circumstances surrounding the teacher’s actions and the measures taken thus far. Chaudhary indicated that an education inspector would be dispatched to the school to conduct a thorough investigation into the matter.

Further actions against the teacher will be considered based on the findings of the inquiry report and the school’s response to the DEO’s notice. The education department aims to ensure that appropriate steps are taken to address the situation and uphold the standards of conduct expected within educational institutions.

The incident has sparked conversations about teacher conduct and student safety in schools, highlighting the importance of maintaining a respectful and supportive educational environment. Authorities are expected to act swiftly to resolve the issue and reassure parents and students of their commitment to safety and well-being in schools.

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In India, several recipients of the National Teachers Award 2026 have dedicated their efforts to counteract the challenges that lead to school dropouts. Their work transcends traditional teaching, focusing on community engagement and addressing socio-economic barriers that prevent children from staying in school. These educators have taken on issues that demand attention beyond classroom instruction.

On September 5, 2026, President Droupadi Murmu recognised 82 teachers for their contributions across various educational domains as part of the National Teachers Award ceremony. Their collective impact highlights the necessity for innovative approaches to retaining students within the educational framework.

Innovative Approaches to Education

In Maharashtra, Kunda Jayawant Bachhav has placed a strong emphasis on the education of underprivileged girls through her initiative known as “Educational Parenting.” By providing financial and academic resources to over 150 girls, she has enabled them to pursue their education instead of facing early marriage. Furthermore, she has facilitated the mobilisation of over Rs 55 lakh in community and corporate social responsibility support, effectively translating local goodwill into educational opportunities.

In Madhya Pradesh, Shailendra Pratap Singh has also achieved remarkable results at Government Middle School Kanjwar Majhauli. Beginning with an initial enrolment of 69 students, the number has surged to 202, while attendance has risen dramatically from 44 per cent to 96 per cent. Singh has also taken steps to prevent child marriages and ensure that a severely disabled student can attend school every day, proving that academic success is often complemented by broader social initiatives.

These educators not only provide statistics but also create lasting impacts on the lives of the children they serve. The individual stories of students who remain in school illustrate the effectiveness of these educational interventions.

Connecting with the Community

Dr Kavita Narsingrao Gitte has dedicated nearly thirty years to improving education for children of migrant sugarcane workers in Maharashtra. Through her projects, including Balrakshak and Shikshan Aaplya Dari, she has facilitated access to formal education for many children who would otherwise be overlooked. Her commitment extends beyond academics, notably in sports, where approximately 210 children have participated in state and national competitions.

Thanga Raj M in Tamil Nadu targets children from disadvantaged backgrounds by employing innovative teaching methods such as storytelling, games, and digital learning. Beyond academic instruction, he provides counselling and career guidance, particularly for vulnerable girls potentially at risk of early marriage. His efforts to collaborate with communities have resulted in improved educational facilities, incorporating modern amenities like interactive boards and smart classrooms.

In Bihar, Khushboo Kumari has focused on enhancing student attendance through consistent family engagement. By conducting home visits and facilitating parent-teacher discussions, she has successfully increased attendance rates at her Urdu primary school from around 50 per cent to over 90 per cent. Her students have achieved notable successes including qualification for the NMMS and leadership roles.

Meanwhile, J Prakash Rao has committed over twenty years to educating children in remote areas of the Andaman and Nicobar Islands. His approach combines hands-on, learner-oriented teaching with academic and emotional support tailored to disadvantaged students facing considerable challenges.

Long-Term Commitment to Education

The diverse backgrounds and methodologies of these six educators demonstrate a shared understanding: educational fulfilment is unattainable if students cannot physically and emotionally participate. While lessons can be taught in an hour, addressing the wider circumstances that inhibit learning often requires years of dedication and effort. Thus, these National Teacher Award winners have chosen to dedicate their careers to ensuring that education is accessible for all children.

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I write this as someone who has spent 14 years inside the system, as a teacher, a doctoral guide, and an editorial board member who reviews research from across the country. What I see is not a system short of talent. India has no shortage of bright young PhDs desperate to teach. What it lacks is the political will to hire them, pay them fairly, and let them work without fear.

The Numbers Nobody Wants to Talk About

In December 2025, the Ministry of Education told the Rajya Sabha that 25.44% of sanctioned teaching posts in India’s 56 central universities remain vacant. That is roughly 1 in 4 chairs sitting empty in institutions the central government itself funds and administers. The ministry also admitted that only 3,898 women hold faculty positions across all central universities as of November 2025, less than 30% of the total teaching strength, a figure that should embarrass a country that speaks so often of women’s empowerment.

This is not new. In December 2022, Parliament was told that 32.6% of teaching posts in central universities were vacant, along with 38.3% in the Indian Institutes of Technology (IIT) and 31% in the Indian Institutes of Management (IIM).

Delhi University alone reported over 900 vacant posts, the highest of any central university. A parliamentary standing committee found that across IITs, NITs, IIMs, IISERs and central universities combined, more than 34,000 posts, teaching and non-teaching, were lying vacant as of early 2023.

Four years, several parliamentary questions, and multiple special recruitment drives later, the vacancy rate has come down only marginally, from roughly 33 percent to about 25 percent. At this pace, closing the gap fully would take another decade, by which time a fresh wave of retirements would open up just as many new vacancies. The problem is not being solved. It is being managed cosmetically.

Reserved category posts tell an even starker story. In 2021, the ministry admitted that 47.57% of posts reserved for Scheduled Castes, Scheduled Tribes and Other Backward Classes lay vacant nationally. Two years later, nearly 3,874 reserved posts were still vacant, with several universities citing the excuse that “none were found suitable” over five years, a claim that deserves far more scrutiny than it usually receives, since it effectively locks out entire categories of aspiring scholars from public employment.

A Pay Commission That Refuses to Arrive

Ask any university teacher in India what frustrates them most, and pay parity will come up quickly. Here lies a quiet but serious injustice. University and college teachers in India are not covered by the regular Central Pay Commission cycle that revises salaries for other government employees. Their pay is instead decided separately through UGC Pay Review Committees, and this process has repeatedly fallen years behind schedule.

The 7th UGC Pay Revision Committee report, meant to update teacher salaries in line with the 7th Central Pay Commission, has faced long delays in even being made public, prompting the All India Federation of University and College Teachers Organisations to threaten nationwide agitation.

Meanwhile, the 8th Central Pay Commission, approved by the Union Cabinet in November 2025, is expected to revise pay for central government staff from January 2026, but reports suggest final implementation and payouts for teachers may not materialise before mid to late 2027. Teachers, in other words, are told to wait for a revision of a revision, while their counterparts in other government departments move ahead on schedule.

This is not a trivial delay. Salary stagnation, combined with rising cost of living in cities where most universities are located, pushes talented young academics away from teaching altogether, into corporate research roles, foreign universities, or simply out of the profession. A country cannot expect world class teaching from a workforce whose pay negotiations move slower than its bureaucracy.

The Rise of the Disposable Teacher

If permanent vacancies are one half of the crisis, the explosion of ad hoc and contractual teaching is the other, arguably more damaging half.

Delhi University is the clearest case study. In 2022, the Ministry of Education confirmed that over 4,300 ad hoc teachers were employed across DU colleges, some working for well over a decade without ever being made permanent. In July 2025, the Delhi High Court criticised the university for consciously relying on ad hoc appointments instead of permanent hiring, ordering regularisation for two long serving teachers who had waited since 2017. As recently as May 2026, teachers were still protesting outside DU colleges, demanding regularisation and accusing the administration of ignoring court directions.

These teachers work on contracts as short as four months. They are not entitled to increments, promotions, medical benefits, study leave or academic leave. Their appointments can be terminated with a single day’s notice. Until 2022, they were not even guaranteed maternity leave, forcing many women to return to work days after childbirth to avoid losing their jobs. Teachers’ associations describe repeated cycles of what they call “mass scale displacement,” where ad hoc staff are removed and rehired to avoid triggering seniority or regularisation claims.

This is not employment. It is a hire and fire arrangement dressed up in academic robes. A teacher who does not know if she will have a job next semester cannot invest emotionally or intellectually in her students, her research, or her institution. She is, quite reasonably, focused on survival. This precarity has become the default entry point into Indian academia for an entire generation of young PhDs, and it is corroding the profession from within.

The Silent Mental Health Toll

We rarely discuss the psychological cost of all this, yet it is significant and measurable.

Indian research on the subject, going back to studies by Reddy and Poornima, has long noted that job insecurity among contract teachers sharply worsens anxiety and reduces job satisfaction compared to their permanent peers. A study by Shukla and Trivedi found that more than a quarter of Indian teachers reported severe burnout tied to a persistent sense of personal failure, regardless of effort. More recently, an IIT Guwahati study found that workplace culture within institutions plays a decisive role in shaping teachers’ overall wellbeing, pointing to poor administrative support and toxic hierarchies as major stress multipliers, not just workload alone.

Globally, the picture rhymes uncomfortably with what we see in India. Surveys of university faculty abroad find that roughly half report rising stress levels, with a third actively considering leaving the profession, and instructors report workload as the single largest driver of exhaustion, sleep loss and declining mental health. If this is true in wealthier systems with better pay and job security, one can only imagine the compounded strain on an Indian academic juggling underpayment, contractual insecurity, and an ever expanding list of non-teaching duties.

Because that list truly is endless. Beyond classroom teaching, faculty in India are routinely expected to handle admissions counselling, examination duties, accreditation paperwork for NAAC and NBA, research supervision, committee work, social media promotion for their department, and increasingly, data entry for government portals and rankings frameworks. Somewhere in this pile, actual scholarship is expected to happen too, usually late at night or on weekends.

Research Quality Suffers, and the World Notices

This brings us to a painful irony. India has dramatically expanded its higher education footprint over the past decade, yet its research quality has not kept pace, and the world’s ranking agencies keep reminding us of it.

The good news first. In the QS World University Rankings 2026, India put up its best ever performance, with 54 institutions ranked, a fivefold increase since 2015, and 12 IITs on the list. IIT Delhi, the country’s top performer, rose to rank 123 globally. Eight Indian institutions now feature among the world’s top 100 for Citations per Faculty, with an average score higher than Germany, the United Kingdom or the United States on that specific metric.

Now the sobering part. Despite this genuine progress, not a single Indian university features in the QS global top 100. Only six make it into the top 250. India remains the 4th most represented country in the rankings, yet its best institution sits well outside the elite bracket that includes Oxford, MIT, Tsinghua and the National University of Singapore. A country of over one billion people, producing millions of graduates each year, cannot place a single university among the world’s hundred best. That is worth sitting with.

The reason is not a lack of intelligence or ambition among Indian scholars. It is structural. When a quarter of teaching posts are vacant, when career progression for the rest is bottled up in contractual limbo, and when workload leaves little room for sustained research, deep original scholarship becomes a luxury rather than the norm. Faculty publish under pressure to meet promotion quotas, often producing volume rather than depth, in journals that exist mainly to satisfy that quota rather than to advance knowledge.

Nations Without Goddess Saraswati Still Get It Right

Here is a thought that deserves honest reflection, even if it is uncomfortable. India is a country that venerates Goddess Saraswati, the deity of knowledge and learning, in classrooms, on Vasant Panchami, in the small photo frame tucked into a teacher’s staff room. Yet countries with no such tradition, no cultural reverence for a goddess of wisdom, routinely produce better functioning, better resourced, and more respected academic systems.

Finland pays its teachers well, requires a rigorous master’s degree for entry, and grants them enormous professional autonomy, resulting in one of the most consistently admired school systems in the world.

Singapore, a nation smaller than many Indian districts, has built the National University of Singapore and Nanyang Technological University into fixtures of the global top 20, through sustained, predictable, decades long investment in faculty pay, research infrastructure and merit based hiring free of political interference.

Germany funds public universities generously, keeps tuition largely free, and offers academic staff clear, secure career tracks. None of these nations worship a goddess of learning. All of them treat the profession of teaching, in practice, as sacred.

This is the uncomfortable truth Indian policymakers must confront. Reverence in ritual means little if it is not matched by reverence in resource allocation, in pay scales, in the dignity of a stable job. A garland offered once a year to a photograph is not a substitute for a functioning pay commission or a permanent contract.

The Mushrooming of Private Universities

While public institutions struggle with vacancies, India’s private higher education sector has exploded at a startling pace. According to UGC and AISHE data, the number of private universities in the country rose from just 87 in 2010-11 to around 510 today, a growth of nearly 480% in 15 years. Private universities now account for close to 47% of India’s total university count. States like Gujarat, Madhya Pradesh, Uttar Pradesh and Rajasthan have seen the sharpest surges, often after passing enabling legislation with minimal regulatory scrutiny attached.

To be clear, private capital in education is not inherently a problem, and several private institutions have genuinely raised standards. The concern is what many of these institutions optimise for. Too many are built around glossy admission brochures, aggressive marketing, aggregator tie ups, and rankings gamesmanship, rather than around learning outcomes, industry-aligned skill building, or genuine ‘job readiness’ for graduates.

Curricula in many such institutions remain outdated, faculty are hired even more casually than in the public sector, often on renewable annual contracts with performance clauses tied to student satisfaction scores rather than teaching quality, and research investment is minimal because the business model depends on tuition volume, not knowledge output.

The overall AISHE 2023-24 report shows India now has 1,278 universities and 46,468 colleges nationally, with the Gross Enrolment Ratio (GER) rising to 30% from 23.7% a decade earlier. On paper, access has expanded impressively. But access without quality is a hollow achievement. A degree that does not translate into employable skills, critical thinking or research capacity is a piece of paper, not an education.

Who Benefits, and Why the Crisis Is Ignored

This is the question that governance conveniently avoids. If vacancies are well documented, if pay delays are on record, if contractualisation is visible in court judgments and parliamentary answers, why does meaningful reform not happen?

Part of the answer lies in incentives. Vacant permanent posts save the exchequer significant recurring expenditure. A contractual or guest faculty member costs a fraction of a regularised professor’s salary, pension liability and long term benefits. From a narrow fiscal lens, unfilled posts and adhocism are not a failure, they are a saving, and that saving is precisely why successive governments have been in no great hurry to close the gap, despite repeated committee recommendations and court strictures.

Private universities benefit too, in a different way. A public system stretched thin, with overcrowded classrooms, delayed recruitment and demoralised permanent faculty, pushes aspirational and paying families toward private alternatives, regardless of whether those alternatives genuinely deliver better learning outcomes. The perception of dysfunction in public higher education becomes, in effect, free advertising for private capital.

Political patronage plays its part as well. Faculty recruitment, especially at senior levels in public universities, remains vulnerable to ideological and factional considerations, slowing down selection committees and giving convenient cover for prolonged vacancies. Guest and ad hoc appointments, meanwhile, are easier to control, easier to discipline into silence, and far less likely to unionise effectively or challenge institutional decisions, since livelihoods hang on renewal.

None of this is a conspiracy in the dramatic sense. It is simply a set of quiet, rational incentives operating without sufficient public scrutiny or electoral consequence. Education rarely decides elections in India the way roads, subsidies or law and order do, and that absence of electoral pressure is precisely why the crisis has been allowed to drift for so long.

What Needs to Change?

The fixes are not mysterious. They require political courage more than new ideas.

First, vacancy filling must move from special drives announced under public pressure to a permanent, time bound, rule based recruitment calendar with real penalties for institutional delay.

Second, the UGC Pay Review process needs to be brought into lockstep with the Central Pay Commission cycle, not treated as an afterthought.

Third, a hard cap on ad hoc and contractual teaching duration, with automatic conversion to permanent status after a defined period, would end the endless cycle of insecurity that current rules quietly permit.

Fourth, mental health support, workload audits, and genuine institutional accountability for toxic administrative cultures must become standard practice, not a topic for occasional seminars.

Finally, private university regulation must shift its gaze from infrastructure and paperwork compliance toward learning outcomes, faculty welfare and research output, with real teeth to penalise institutions that treat education purely as a revenue model.

India has the talent, the youth, and the ambition to build a genuinely world class higher education system. What it currently lacks is the seriousness to match its rhetoric with resource allocation, and the honesty to admit that empty faculty chairs are not a minor inconvenience. They are a quiet, ongoing act of national self-sabotage, and every year we delay fixing it, we hand away one more chance to build the knowledge economy we keep claiming to want.

Views of the author are personal and do not necessarily represent the website’s views.

Dr. Jaimine Vaishnav is a faculty of geopolitics and world economy and other liberal arts subjects, a researcher with publications in SCI and ABDC journals, and an author of 6 books specializing in informal economies, mass media, and street entrepreneurship. With over a decade of experience as an academic and options trader, he is keen on bridging the grassroots business practices with global economic thought. His work emphasizes resilience, innovation, and human action in everyday human life. He can be contacted on jaiminism@hotmail.co.in for further communication.

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The Education Minister, Pradyuman Vaja, stated that the matter has been addressed with the utmost seriousness. He emphasised that immediate action was required, leading to the swift suspension of the teacher involved. The prohibition on the sale and consumption of alcohol in Gujarat underscores the gravity of the situation and the state’s commitment to upholding these laws.

Following the incident, the local police confirmed that an inquiry has been initiated. The teacher, identified as Hareshgiri Gulabgiri Goswami, taught students in Classes 6 to 8 and has been placed under investigation. A three-member inquiry committee has been formed to examine the circumstances surrounding this alarming incident further.

Details of the Allegations

The allegations against Hareshgiri Goswami are concerning, as per the First Information Report (FIR) filed against him. It is reported that he allegedly lured a student with an amount of Rs 20 and handed the child Rs 500 to procure a bottle of liquor. This act has not only raised ethical questions about the teacher’s conduct but has also prompted immediate actions from educational authorities.

The principal of Khapat Primary School played a vital role in bringing the situation to light, lodging a formal complaint that led to the filing of the FIR. This prompt reporting is viewed as a critical step in ensuring that such misconduct is not tolerated within educational institutions.

The FIR stated the sequence of events clearly, allowing officials to take necessary steps without delay. This incident has sparked discussions about the responsibilities of educators and the importance of maintaining integrity in schools.

Formation of Inquiry Committee

An official announcement indicated that an inquiry committee has been established to thoroughly investigate the allegations against the teacher. The committee comprises the deputy district development officer of Gir Somnath, the taluka primary education officer of Veraval, and the taluka development officer of Gir Gadhada. Their mandate is to gather all relevant facts pertaining to the incident and recommend subsequent actions based on their findings.

Minister Vaja reiterated the importance of safeguarding the values that schools are meant to instil in students. The educational authorities have indicated that no leniency will be shown to those who violate these standards. The committee is expected to act expeditiously, ensuring that the matter is resolved in a timely fashion.

This incident highlights the challenges faced within educational environments and the need for vigilance to prevent unprofessional behaviour by educators. The community is awaiting further developments as the investigation unfolds, reflecting a broader concern about the role of teachers in shaping young minds and the expectations placed upon them.

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Maharashtra TET Paper Leak: शिक्षा विभाग कर रहा है पेपर की जांच

मामले की गंभीरता को देखते हुए शिक्षा विभाग ने तुरंत जांच शुरू कर दी है। विभाग यह पता लगाने में जुटा है कि जिन लोगों के पास प्रश्नपत्र मिला है, वह वास्तव में Teacher Eligibility Test (TET) का असली पेपर है या फिर केवल किसी कोचिंग संस्थान का मॉक टेस्ट है। यदि जांच में यह साबित हो जाता है कि बरामद प्रश्नपत्र और परीक्षा में इस्तेमाल होने वाला प्रश्नपत्र एक ही है, तो मामला बेहद गंभीर माना जाएगा। ऐसी स्थिति में पुलिस को एफआईआर दर्ज करने के निर्देश दिए जा सकते हैं। साथ ही शिक्षा विभाग परीक्षा को रद्द करने या नई तारीख पर कराने जैसे विकल्पों पर भी विचार कर सकता है।

Maharashtra TET Paper Leak: लाखों उम्मीदवारों में बढ़ी बेचैनी

महाराष्ट्र में हर साल लाखों अभ्यर्थी सरकारी शिक्षक बनने के लिए TET Exam में शामिल होते हैं। परीक्षा से ठीक पहले पेपर लीक की खबर सामने आने के बाद उम्मीदवारों में भारी नाराजगी और चिंता का माहौल है। कई अभ्यर्थियों का कहना है कि यदि पेपर वास्तव में लीक हुआ है, तो इससे मेहनत करने वाले छात्रों के साथ अन्याय होगा। सोशल मीडिया पर भी Maharashtra TET Paper Leak, Exam Leak, Teacher Eligibility Test और TET Exam 2026 जैसे कीवर्ड तेजी से ट्रेंड कर रहे हैं। अभ्यर्थी पूरे मामले की निष्पक्ष जांच और दोषियों के खिलाफ सख्त कार्रवाई की मांग कर रहे हैं।

अभी तक कोई आधिकारिक पुष्टि नहीं

फिलहाल इस मामले में न तो महाराष्ट्र पुलिस और न ही शिक्षा विभाग की ओर से कोई आधिकारिक बयान जारी किया गया है। अधिकारियों का कहना है कि पहले बरामद प्रश्नपत्र की सत्यता की जांच की जाएगी। जांच पूरी होने के बाद ही आगे की कार्रवाई और परीक्षा को लेकर अंतिम फैसला लिया जाएगा। यही वजह है कि अभी यह कहना जल्दबाजी होगी कि परीक्षा रद्द होगी या निर्धारित समय पर आयोजित की जाएगी। फिलहाल पूरा मामला जांच के दायरे में है।

जांच के नतीजे पर टिकी सबकी नजर

हाल के वर्षों में देश के कई राज्यों में प्रतियोगी परीक्षाओं के पेपर लीक होने के मामले सामने आ चुके हैं। ऐसे में महाराष्ट्र में सामने आया यह कथित मामला भी बेहद संवेदनशील माना जा रहा है। यदि जांच में पेपर लीक की पुष्टि होती है, तो यह न केवल परीक्षा प्रणाली बल्कि शिक्षा विभाग की सुरक्षा व्यवस्था पर भी बड़े सवाल खड़े करेगा। अब लाखों अभ्यर्थियों की निगाहें शिक्षा विभाग की जांच रिपोर्ट और सरकार के अगले फैसले पर टिकी हुई हैं।

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The application process involves several steps, beginning with self-nominations, which teachers must complete by July 10. Following this, a series of shortlisting phases will occur at district, regional, and state levels, assessing the submissions received from various educational institutions.

Important dates include the final submission of nominations from July 11 to July 13, and notifications to shortlisted candidates will be communicated between July 30 and 31. The announcement of the selected awardees is expected to occur between August 10 and 20, 2026.

Shortlisting and Selection Process

The selection process for the National Teachers Awards will involve multiple layers of evaluation to ensure a comprehensive review of each application. After self-nominations are submitted, the Independent National Jury will be formed by mid-July 2026.

From August 3 to 7, the Independent National Jury will assess the candidates and finalise their recommendations. This process aims to ensure that deserving teachers are recognised for their significant contributions to education.

Eligibility and Application Instructions

Teachers employed in schools managed by various governmental and local bodies, including central government, state governments, Union Territory administrations, and affiliated private institutions, are eligible to apply. The Ministry of Education has emphasized that submissions must comply with the established guidelines.

To participate in the awards, interested educators should register and submit their self-nominations through the designated portal. This opportunity aims to honour those who have made remarkable contributions to enhancing the quality of education and fostering students’ overall development.

It is essential for applicants to ensure their submission is complete and adheres to the rules set forth to prevent disqualification during the assessment process. The awards ceremony will culminate with rehearsals and the main event scheduled for September 4 and 5, 2026, celebrating the efforts of educators who have excelled in their respective roles.

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During the flagging-off ceremony, Mann expressed his hopes for the teachers’ success in the programme, stating that exposure to Finland’s internationally recognised teaching methods is expected to significantly improve learning outcomes in Punjab’s government schools.

Training at University of Turku

The selected teachers will undertake their training at the renowned University of Turku in Finland, which is scheduled to continue until May 29. The chief minister noted that Punjab’s government schools have been showing improved performance compared to private institutions, particularly in board examination results. He attributed these enhancements to the ongoing education reforms in the state.

Mann highlighted that reforms focused on teacher training, modern classroom environments, and academic curriculum improvements have transformed education in Punjab. According to him, this transformation is evident in the increased participation of parents at voluntary parent-teacher meetings, a new initiative implemented under the current administration.

The training programme is designed to familiarize teachers with contemporary teaching methods, innovative classroom practices, and student-centric learning. Teachers will also examine Finland’s education system, which prioritises conceptual learning and critical thinking, while promoting minimal reliance on rote memorisation.

Focus on Practical Innovations and Teacher Development

Mann clarified that the initiative is not merely a ceremonial overseas visit but a structured learning experience intended to integrate practical innovations into classrooms across Punjab. This training will also encompass collaborative teaching techniques, engagement strategies in the classroom, assessment reforms, and the effective use of technology in education.

The chief minister underscored the crucial role of teachers as “nation builders”, stating that the government is committed to reconstructing the educational landscape comprehensively. This includes ensuring that teachers gain global exposure and acquire skills that prepare them for future educational needs.

Citing data from recent educational indicators published by NITI Aayog, Mann reported that Punjab has demonstrated strong performance across various parameters within school education, which includes significant achievements in Mathematics, Science, and language proficiency, alongside improvements in smart school infrastructure and digital learning facilities.

Furthermore, Mann mentioned that teachers who have previously participated in international training programmes have successfully introduced more interactive and student-friendly learning practices in their classrooms. These changes have reportedly led to better academic performance for students in government schools, highlighting the impact of such transformative education initiatives.

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Extortion Allegations Uncovered

The issue surfaced after the student’s family discovered that the gold jewelry was missing from their residence and subsequently lodged a formal complaint with law enforcement authorities. The student is now recovering in a local hospital after allegedly consuming poison in an attempt to end his life.

Initial Demands and Changes in Terms

Reports indicate that the teacher initially demanded cash from the student in return for the question paper. When the student was unable to procure the full amount of money required, the terms of the exchange shifted. The teacher then requested that the student bring gold items from home instead of cash. Despite expressing fear about bringing valuables from his household, the student was reassured by the teacher that he would return the items later. Trusting these assurances, the student gave the teacher eight tolas, equivalent to 80 grams, of gold worth approximately Rs 11.93 lakh.

Family Involvement and Police Complaint

The situation escalated when the student’s mother noticed the absence of the gold and confronted her son about it. Upon learning the details, she approached the Police Commissioner’s office to file an official complaint. After the complaint was made, it is alleged that the teacher threatened the student, warning him against asking for the gold’s return. Following the threats, and reportedly distressed over the unfolding events, the student consumed poison at home.

Hospitalization and Further Legal Action

The student was quickly transported to a hospital for medical attention. Once stable, he had also visited the police station to lodge an official complaint against the teacher. In addition to the allegations involving this specific student, there are claims that the teacher may have targeted other students in a similar fashion.

Ongoing Investigation

The police have formally registered a case based on the student’s complaint and confirmed that an investigation is ongoing. Authorities have also mentioned that they may pursue separate charges related to a possible question paper leak as part of their inquiries into this incident.

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The victim, Danish Rao, had spent more than a decade teaching computer science at ABK Union High School, affiliated with AMU. On Wednesday night, shortly before 9 pm, he was near the university’s central library area, a space frequented daily by faculty and students alike.

According to police, Rao was accompanied by colleagues when two men arrived on a scooter and stopped near them. What followed unfolded in seconds. The attackers pointed pistols at the group and addressed Rao directly. One of them allegedly said, “You don’t know me yet, now you will,” while another version recorded the words, “Danish, now you will know me.”

Gunshots rang out moments later.

Rao was hit multiple times, including twice in the head. He collapsed at the spot as the assailants fled into the night. Panic spread across the area as people rushed to help and alerted authorities.

He was immediately taken to Jawaharlal Nehru Medical College for emergency treatment. Doctors, however, could not save him and declared him dead on arrival.

AMU Proctor Mohd Wasim Ali confirmed the sequence of events, saying, “Around 9 pm, we received information that there had been a shooting near the library and that a man had been injured and was being taken for medical treatment. We learned the man who had been shot was Danish Rao and that he was a teacher at the ABK School. He was shot in the head… He died at the medical college.”

Later in the night, Vice Chancellor Naima Khatoon reached the hospital and assured that firm action would follow.

Senior police officials said the shooting occurred within the Civil Lines police station limits. SSP Neeraj Jadon and SP Mayank Pathak stated that multiple investigation teams have been deployed. CCTV footage from inside and outside the campus is being examined, and officers are exploring all possible motives, including personal enmity.

Investigators have begun questioning the victim’s family members and colleagues. The attackers remain unidentified.

The killing has sent shockwaves through the AMU campus, triggering anxiety among students and faculty over safety within the university. The incident came on the same day the Uttar Pradesh Chief Minister spoke publicly about improvements in the state’s law-and-order situation, adding to the unease surrounding the crime.

Police said further details would emerge as the investigation progresses.

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A Simple Beginning, A Strong Inspiration

Naresh’s journey starts in a modest home, the kind where dreams are big but resources are few. Yet what his home lacked in luxuries, it overflowed in values.

His father, a man who believed deeply in the power of education, sparked Naresh’s early love for learning and teaching. Watching his father’s dedication shaped him in ways he didn’t fully understand at the time. But years later, when he stood in front of a blackboard teaching algebra to wide-eyed children, he realised the seed had been planted back then.

Falling in Love With Numbers

Math wasn’t just a subject for Naresh—it was a world with its own harmony and rhythm. While most kids dreaded equations, young Naresh approached them with curiosity. There was something comforting about the certainty of numbers, the clarity of logic, the beauty in patterns.

As he grew older, that love only deepened. Becoming a math teacher wasn’t just a career choice; it felt like destiny calling. Students admired him not only for his clear explanations but for the genuine passion in his voice. He wasn’t the kind of teacher who simply taught formulas—he made them feel alive.

A Secret He Carried Quietly

But behind the calm, disciplined exterior of a math teacher lived a completely different energy—Naresh the dancer. Dance was his secret joy, the thing he did when no one was watching. It was his escape, his expression, his moment with himself.

He never imagined showcasing it to the world. Not because he lacked confidence, but because he had neatly placed himself inside society’s boxes: a teacher should be serious, respectable, disciplined.

And dancing?
That belonged to another world.
Or so he thought.

One Unexpected Moment Changes Everything

Life has a funny way of surprising us when we least expect it.

At a farewell event for his sister-in-law, Naresh danced—purely for fun, surrounded by family, without the slightest thought of an audience beyond that room. Someone happened to record it.

The video was shared. Then reshared. Then shared again…

And before he understood what was happening, his dance—full of innocence, joy, and unfiltered enthusiasm—was everywhere.

The Rise of “Dancing Sir”

Within days, Naresh Kaushik went from a beloved local teacher to an internet sensation. Students began calling him “Dancing Sir,” a title that made him laugh at first but soon became part of his identity.

People were drawn to him not because he danced perfectly, but because he danced freely. He reminded them that teachers are humans too—capable of passion, fun, and spontaneity.

Redefining What a Teacher Looks Like

In a society where teachers are often expected to remain within strict boundaries, Naresh’s videos cracked open a new space. He showed that educators don’t have to fit a dusty stereotype. They can be vibrant. They can be expressive. They can be themselves.

Parents loved him. Students adored him. And the internet celebrated him for bringing warmth and creativity into an otherwise rigid image of teaching.|

Through his simple acts of joy, he challenged an entire system’s assumptions without preaching a single word.

A Classroom Where Joy and Learning Dance Together

Today, Naresh continues to teach math with the same passion, but something has changed. His classroom now has a rhythm—sometimes literal. His students help record his videos, bond with him through dance, and see him as someone who embraces life wholeheartedly.

For Naresh, dance is no longer a secret. It is a bridge—between him and his students, between education and expression, between learning and joy.

He stands as a reminder that when we allow ourselves to be more than just one thing, the world opens up in unexpected ways. Sometimes, life only needs one spontaneous moment to reveal who we truly are.

And for Naresh Kaushik, that moment just happened to be a dance.

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