Standing with teachers means more than celebrating them on World Teachers’ Day. It means giving them the support, professional autonomy and working conditions needed to shape India’s future.

Every year, World Teachers’ Day gives us a chance to speak about teachers. But 5 October 2026 is more than another day of appreciation. This year marks 60 years of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers, and the theme, set by UNESCO with the ILO, UNICEF and Education International, is “Standing with teachers: 60 years of protecting the profession, advancing its status and shaping our futures.” Respect for teachers cannot remain a ceremonial idea. It must become a continuing social and educational responsibility.

Standing With Teachers in a Changing Education System

India has always given the teacher an important place. From the traditional gurukula system to the modern classroom, the teacher has been more than a person who delivers lessons. A teacher has been a guide, a mentor, a listener and, often, a source of confidence for a young person. The subjects taught in a classroom may be forgotten with time, but the encouragement received from a good teacher can last a lifetime.

The teacher’s role, however, is changing rapidly. Students today live in a world of smartphones, social media, artificial intelligence and unlimited digital information. A student can find an explanation for almost any question within seconds. This does not make the teacher less important. In many ways, it makes the teacher more important.

Information is not the same as knowledge, and knowledge is not the same as wisdom. Students need someone who can help them tell reliable information from misinformation, understand different points of view, ask meaningful questions and develop the confidence to think independently. Technology can provide information, but education also requires human understanding.

This is why the teacher of the future cannot be seen simply as a provider of content. The teacher must increasingly become a mentor and a facilitator of learning. Technology should remain a tool in the teacher’s hands, not a substitute for the teacher. Artificial intelligence can explain a concept, but it cannot fully understand the circumstances, emotions, aspirations and difficulties of every student in a classroom.

The human relationship between teacher and student remains at the heart of education.

India also needs to think seriously about the professional status of teachers. Respect should not be limited to Teachers’ Day speeches, greetings and awards. A profession is respected only when its practitioners receive adequate professional support, opportunities for continuous learning, reasonable working conditions and a meaningful voice in decisions that affect education.

UNESCO’s concept note for this year describes teacher status in three parts: symbolic, meaning how far teaching is valued; professional, meaning autonomy, support and a voice in policy; and material, meaning salaries, workloads and working conditions. It adds that the world needs 50 million more teachers by 2030 to meet the global education goal.

Teachers are expected to do much more than teach. They prepare lessons, assess students, maintain records, attend meetings and activities, communicate with parents and often respond to children’s social and emotional needs. These responsibilities require time, training and institutional support. The quality of education therefore depends not only on curriculum and infrastructure but also on the conditions in which teachers work.

Context matters too. Education in India takes place in very different social and geographical circumstances. A teacher in a major city and a teacher in a remote village face very different challenges, yet both are expected to prepare young people for an increasingly complex future.

Teachers in smaller towns and rural areas often become important links between school and community. They encourage children to continue their studies, guide families, identify students who need extra support and create opportunities where resources are limited. Their contribution deserves greater visibility.

Teachers also have a responsibility to preserve values while preparing students for change. Education should build employability and technological skills, but it should also cultivate honesty, compassion, discipline, respect for others and democratic values. An education system cannot be judged by examination results alone. It must also ask what kind of citizens its classrooms are producing.

World Teachers’ Day should therefore be a day of reflection, not only celebration.

The relationship between education and society is inseparable from the relationship between teachers and society. If we want responsible citizens, we must give teachers the freedom and support to nurture responsibility. If we want innovative young people, teachers must themselves be encouraged to experiment and learn. If we want inclusive classrooms, teachers must be supported in understanding different learning needs.

World Teachers’ Day should therefore be a day of reflection, not only celebration.

India has made significant progress in expanding access to education and embracing digital learning. The next challenge is to ensure that technology, policy and institutional reform strengthen the teacher rather than marginalise them. The teacher should remain at the centre of education even as its tools change.

The world also faces new challenges, including climate change, migration, social inequality and rapid technological transformation. UNESCO’s concept note for this year’s observance points to similar pressures on the profession, among them digital technologies and artificial intelligence, climate change, migration, conflict and displacement. Teachers are among those who must help young people understand and respond to them.

That responsibility cannot rest on teachers alone. Governments, educational institutions, parents, communities and society at large must stand with them.

A teacher may not always see the result of their work. A student may become a scientist, entrepreneur, farmer, civil servant, artist, engineer or teacher many years after leaving the classroom. Somewhere in that journey there may be a lesson, a word of encouragement or a moment of trust that came from a teacher.

That is the quiet power of teaching.

On World Teachers’ Day 2026, the question should not simply be, “How do we thank our teachers?” It should also be, “How do we create an environment in which teachers can do their best work?”

Standing with teachers means respecting their knowledge, listening to their experiences, supporting their professional growth and giving them the conditions they need to teach well.

The future of education will certainly involve new technologies. Classrooms will change and learning methods will evolve. But one thing should remain constant: the importance of a committed teacher who sees a student not merely as a mark or a data point, but as a human being with potential.

If we want to shape a better future, we must invest in those who help shape the people who will live in it.

When Vande Mataram was presented in Indian Sign Language (ISL) at this year’s Sign Language Day event in New Delhi, it was more than a ceremonial performance. It showed how a familiar part of public life can be made accessible through a visual language. But the larger story lies elsewhere. Alongside the ISL rendition, the event brought out a range of new resources, for young children, school students, readers, teachers, interpreters and people accessing educational content online. Together, they point to an effort to take ISL beyond specialised spaces and into more routine parts of life.

India had about 50.7 lakh people with hearing disability, according to the 2011 Census. The figure includes people who were deaf as well as those with difficulty hearing. The Department of Empowerment of Persons with Disabilities (DEPwD) has called for ISL to become part of “everyday citizenship”, so that deaf people can take part in public life without communication barriers, said Additional Secretary Manmeet Kaur Nanda.

A Child’s First Lessons

Some of the new material begins at the earliest stage of education. “Sanket Vatika” visual books have been introduced for children aged 3–6. There is also new teaching material for courses that prepare ISL interpreters and teachers. For schoolchildren, ISL videos now cover content from 14 textbooks for Classes 1–6. The material includes 100 personalised adaptive learning videos. Concept-based videos have also been prepared for Classes 9–12.

The idea is to build resources across different stages of schooling rather than leave gaps as children move from one level to another.

More Than Classroom Material

The move into ISL is also reaching books. Three hundred National Book Trust titles have been made accessible in ISL. They include stories, biographies and historical accounts.

The ISL Dictionary has also been expanded into 11 more languages. The stated goal is to eventually cover all 22 Scheduled Languages. For a language to be used widely, its vocabulary has to travel with it. The expansion of the dictionary is one part of that process.

Taking ISL to the Screen

ISL content is now being live-streamed through PM e-Vidya Channel 31 using direct encoder-based streaming. That puts educational material in a format that deaf viewers can access through a dedicated ISL channel, rather than having to rely only on spoken content.

Digital resources and translated material cannot cover every interaction. There is still a need for people who can interpret between ISL and spoken languages. At the event, DEPwD Joint Secretary Rajeev Sharma spoke about the growing demand for ISL interpreters across different fields.

The new teaching material for the Diploma in Indian Sign Language Interpretation and Diploma in Teaching Indian Sign Language courses is part of this effort. It points to a practical challenge: making information available in ISL is one part of access. Having enough trained people to support communication is another.

What this Looks Like in Ordinary Life

The ISL version of Vande Mataram may have been one of the more visible moments at the event. But the changes taking place in classrooms, books and digital learning are closer to the everyday experience of deaf people.

For a young child, it could mean learning a new word from a picture book in ISL. For a student, it could mean following a lesson in a language they understand. For a reader, it could mean picking up a story, biography or history book in ISL. And for someone who needs to communicate directly, it could mean having an interpreter to help bridge the conversation.

Taken together, these efforts are about making ISL useful beyond a classroom or a special occasion, as a language through which deaf people can learn, read, find information and take part in public life. That is what this year’s Sign Language Day, themed “Declaring Deaf People’s Human Rights”, sought to put into focus.

Job readiness for students requires more than academic qualifications. These seven career sutras offer a practical guide to building skills, experience, adaptability and confidence for the transition from college to work.

College life is an exciting time. It is your chance to explore, learn, grow, and get ready for the future. Today’s workplace is changing rapidly, so a degree or qualification alone is not enough. Research on graduate employability consistently identifies transferable skills, career self-development and adaptability as important components of career readiness. Here are some guiding principles, or “sutras,” to help those still in college, or those just out of college and looking for work, get ready for their careers.

Sutra 1: Be a Learner First, a Job‐Seeker Later

The most important skill is learning how to learn. Studies show that employers look for graduates who can adapt, reflect, and manage themselves. Treat “how I learn” as a project. Ask yourself: What helps me focus? How do I review material? How do I handle tough topics?

• See each assignment as more than just a task to finish. Think about how you got to your answer, what was hard, and what you might do differently next time.
• Think of your degree or educational qualification as a starting point, not the end. At work, you will need to learn new tools, ideas, and technologies quickly. Recent studies highlight that being willing to keep learning is a key quality for getting hired.
• Read deeply, not just quickly. Summaries, extracts, and quick explanations are everywhere now, and they can quietly replace the habit of sitting with a full article, a chapter, or a difficult argument long enough to actually work through it. What you read closely today becomes the vocabulary and the reference points you reach for later, in interviews, in writing, and in decisions. Treat at least some of your reading each week as something to sit with, not something to get through.

Sutra 2: Build Transferable Skills—Communication, Adaptability, Problem Solving & Teamwork

Many studies show that while technical knowledge is important, the skills that really make you stand out are useful in any job. For example, communication, teamwork, adaptability, and problem-solving are among the top skills employers worldwide look for.

• Work on clear communication. Try writing emails, speaking in groups, or explaining your ideas to someone unfamiliar with the subject.
• Look for team projects, either in class or outside, where you can practice working together, sharing roles, and solving disagreements.
• Take on problems without clear answers, such as hackathons, case studies, or social issues. This helps you get used to uncertainty and think about how you solve problems.
• Keep a journal about your skills. Write down when you worked in a team, what went well, what did not, and what you will try next time.

Sutra 3: Develop Digital and Contextual Awareness

Workplaces today are more digital, global, and often a mix of in-person and remote. It is not just about coding, but also about using digital tools, working remotely, and understanding different situations.

• Get comfortable with at least one digital tool important to your field, such as collaboration software, data visualisation, or version control.
• Stay curious about your field. What new technologies are coming up? How are organisations changing?
• Try working on remote teams or giving virtual presentations. These are becoming normal, even for people just starting out.

Sutra 4: Create Meaningful Learning-Work Bridges

Doing well in your studies matters, but employers also want to see that you have linked what you learn to real-world experience. Research on work-integrated learning (WIL) shows it improves communication, professional attitude, transferable skills, and digital literacy.

• Look for internships, short projects, volunteer work, or chances to work with industry, even if they are informal.
• When you get real-world experience, take time to reflect. What was useful from your studies? What surprised you? What will you change next time?
• Pick courses or extra credits that include industry projects, applied work, or client assignments. These experiences help you prepare for work.

Sutra 5: Cultivate Self-Efficacy, Adaptability & Career Agency

Skills matter, but you also need to believe you can use them, adjust when things change, and guide your own path. Research shows that confidence and adaptability are strong predictors of getting hired.

• Grow your confidence by slowly taking on new roles. Try leading a small team, organising a campus or community event, or presenting your work in public.
• Be open to feedback, mistakes, and changes. Being adaptable means you can switch direction when needed.
• Take charge of your career story. Be ready to answer questions like “Why this field?”, “What do I offer?”, and “What kind of changes are happening in the field/s and how do I prepare myself?” Do not wait for someone to ask—practice saying it out loud.

Sutra 6: Align with Interests, Values & Purpose

Getting a job is just the start. It is also about growing, thriving, and finding work that matters to you. Skills are important, but so are purpose, ethics, and a sense of who you are as a professional. Studies show that students who reflect, connect their work to their values, and contribute to society often do better.

• Take time to reflect often. What kind of work excites you? What is important to you in life and at work?
• Pick activities or small projects that connect you to causes, communities, or challenges you care about.
• Always keep ethics and professionalism in mind. How you act and your attitude toward others matter more than you might think.

Sutra 7: Design Your Launch Plan

You are getting close to starting your career. Now is the time to make a plan—not just to get a job, but to launch your career.

• List the roles, industries, or jobs you want. What do job postings ask for? Compare your skills to what employers want—research shows there’s often a gap.
• Set small goals. Update your CV/résumé or LinkedIn profile, complete a project or earn a certificate (nowadays, many free, useful courses are available online), talk to three alumni in your field, visit a company, or publish or present your work.
• Keep track of your progress. Use your skills journal and review each month what you have done and what you plan to do next. This habit of thinking about your learning is linked to better employability.
• Think of each class project, team meeting, internship conversation, hackathon, virtual presentation, or online collaboration as an encounter, not just an event to get through. An encounter is something you actually engage with, not something that simply happens to you while you wait for the next milestone. What separates two students with similar opportunities is often not the opportunities themselves but whether each encounter got noticed and recorded, or passed by unremarked. Your skills journal makes that noticing visible, and visibility is what makes it usable later.
• Find one mentor you keep returning to, not just people you meet once. A single relationship you can bring your documented encounters back to, someone willing to ask harder questions than you would ask yourself, is worth more than a wide list of one-time contacts. Revisit that conversation on a regular rhythm, not only when something has gone wrong.
• Grow your network. Go to industry talks, join student groups, and connect with mentors. Building relationships can open doors.

Final Thoughts

Moving from student to professional is not a straight path. It is more like a winding road where you try things, learn, adjust, and grow. By following these seven sutras, you build a strong base for employability—not just for your first job, but for a meaningful and lasting career.

There is a name for what this record becomes over time: Enacted Career Identity. Who you are professionally is not decided in advance or captured by the story you tell in an interview. It emerges through the encounters you choose, the work you pursue, and the experiences you keep documenting, year by year, until the pattern becomes recognisable as who you are. That is what makes the story in Sutra 5 worth believing: a field may carry little meaning on its own, but a documented trail of encounters can give it real significance.

The record also does more than support an interview answer. Read over time, it reveals the kinds of work that genuinely engaged you—not simply what you thought you should pursue—and can point towards the environments where you are most likely to thrive. It becomes evidence for further study too, showing a pattern of curiosity and choice that a transcript alone cannot. And revisiting it later can give new meaning to experiences that once seemed ordinary or difficult.

Start today. Every assignment, team project, and extra role is a chance to build your skills. With intention, reflection, and action, you will be ready when opportunities come your way.