EDUNEWS & VIEWS
Trump’s push to abolish the Education Department: Could it really transform schools?
So, what would an America without the Department of Education look like?

President-elect Donald Trump wants the Department of Education gone. During his presidential campaign, Trump made waves by repeatedly pledging to eliminate the U.S. Department of Education, calling it a symbol of federal overreach and an unnecessary drain on taxpayer money. The promise was bold: “We will ultimately eliminate the federal Department of Education,” he declared at a rally in Wisconsin back in 2016. His critics and supporters alike raised eyebrows, but what would actually happen if such a move were to be made?
The Department of Education, created in 1979 under President Jimmy Carter, has long played a pivotal role in shaping America’s education system. If Trump’s plan were to move forward, it could mean sweeping changes to how K-12 schools are funded and how federal education policies are implemented.
The Core Functions of the Department
The Department of Education performs several essential roles in the American education system. For one, it funnels billions of federal dollars to states and schools. Its two major funding programs—Title I and IDEA—help support schools serving low-income students and children with disabilities. These programs provide nearly $28 billion annually to K-12 schools, although they represent only a small fraction of overall school funding. The bulk of K-12 school budgets comes from state and local taxes. The Department of Education also manages federal student loans and financial aid programs, including Pell grants, which distribute about $30 billion annually to help low-income college students.
Without these programs, how would schools and students fare? The answer isn’t clear-cut, but one thing is certain: federal funding has become a significant tool in ensuring access to education, especially for marginalized groups.

The Bureaucratic Web: Oversight and Regulations
In addition to distributing funding, the Department of Education plays an oversight role, ensuring that schools meet federal standards and investigating issues of discrimination. Through its Office of Civil Rights, the department enforces rules aimed at preventing discrimination on the basis of race, gender, and disability in schools. Over the years, the department has also been a key player in regulating hot-button issues—such as protections for transgender students and regulations on student loan forgiveness programs.
But what happens if this regulatory body no longer exists? One potential scenario could involve the transfer of these responsibilities to other federal agencies or a decentralization of decision-making power to state and local governments.
Federal Funds: The Strings Attached
Federal money doesn’t come without conditions. For instance, schools that receive funding through programs like Title I must adhere to certain rules and regulations. These guidelines can sometimes create what many consider “red tape.” For years, critics of the Department have argued that the bureaucracy tied to federal funding slows down school improvement efforts and imposes undue burdens on local administrators.
According to experts, the funding programs might survive, albeit in a different structure
Some policy experts suggest that even if the Department of Education were dissolved, the funding itself could continue—possibly in the form of block grants that offer more flexibility to local districts. But others warn that dismantling the department could result in a loss of essential oversight and services, especially for students with special needs.
What Happens to Federal Education Programs?
Interestingly, many of the funding programs the Department of Education oversees—particularly Title I and IDEA—were in place before the agency itself existed. This raises the question: Would these programs disappear if the department were abolished?
According to experts, the funding programs might survive, albeit in a different structure. Congress, which ultimately controls federal spending, has historically resisted efforts to cut education funding, even during budget negotiations when past presidents proposed cuts. Many believe that, even if the Department were to close its doors, the political and public support for these funding streams would likely push them into different agencies or programs.
Can Congress Actually Abolish the Department of Education?
While Trump’s rhetoric may have made abolition sound simple, shutting down a federal agency is no small feat. It would require an act of Congress—a challenge that previous efforts have failed to overcome. Even President Ronald Reagan, shortly after the department’s creation in 1980, proposed its elimination but eventually backed down due to lack of congressional support. The Trump administration also tried to merge the Education and Labor Departments, but that effort stalled in Congress.
Even if the GOP gains unified control of Washington in the coming years, it remains uncertain whether there will be enough support to completely dismantle the Department of Education.
The Road Ahead
So, what would an America without the Department of Education look like? In reality, it’s likely that some form of federal oversight and funding would continue, but the shape of it could change significantly. If Congress and the president were to act, the most likely outcome would be a shift in how federal funds are distributed—potentially with fewer strings attached—and a reorganization of some of the department’s key functions.
While Trump’s rhetoric may have made abolition sound simple, shutting down a federal agency is no small feat. It would require an act of Congress
Ultimately, the debate about whether to abolish the Department of Education touches on much larger issues: how to balance federal power with state autonomy, how to fund public schools fairly, and how to ensure that all students, regardless of background, have access to a high-quality education.
As the conversation continues, one thing is clear: any significant change to the Department of Education would have profound implications for the future of education in America, particularly for its most vulnerable students. Whether that future is shaped by a more decentralised approach or by a reformed federal agency remains to be seen. But one thing is for sure—the stakes are high.
EDUNEWS & VIEWS
India’s Dhirubhai Ambani School Ranked Among Top Global Highschools
Founded in 2003, India’s Dhirubhai Ambani International School is also one of the youngest schools to feature in the rankings.

India’s Dhirubhai Ambani International School in Mumbai continues to shine on the global education stage, ranking fifth among schools outside the US and UK in the 2025 HSBC Hurun Education Global Highschools list. Founded in 2003, it is also one of the youngest schools to feature in the rankings.
The report emphasizes schools’ performance based on alumni university destinations, co-curricular development, and institutional reputation. With 190,000 students across the 180 ranked schools, only 0.6% of those listed are from India, underscoring the school’s elite standing.
In a media statement, Rupert Hoogewerf stated, “The list recognizes schools adding the most value to students’ futures. India’s presence through DAIS highlights the global competitiveness of select institutions in the country.”
Dhirubhai Ambani School joins a select group that includes Seoul International School, Chinese International School (HK), and Kolej Tuanku Ja’afar (Malaysia) in representing Asia outside China.
EDUNEWS & VIEWS
Global Highschool Rankings 2025: UK and US Dominate, China Rises
Among the standout institutions, Westminster School maintained its dominance with over 40% of graduates entering Oxbridge

In a global assessment of elite high schools, the HSBC Hurun Education Global High Schools 2025 report has named Westminster School in London as the world’s best high school for the third consecutive year. The annual ranking, now in its third edition, evaluates the top 180 independent schools across 11 countries based on university placements, co-curricular development, and institutional reputation.
The list reflects a shifting but still concentrated landscape of educational excellence. The United States and the United Kingdom together accounted for 85% of the world’s top highschools, with the US leading at 45% and the UK at 40%. However, China emerged as a strong contender, ranking third with 16 schools—up from 13 last year.
“The number of Chinese students studying abroad fell last year, but there are still nearly one million,” said Rupert Hoogewerf, Chairman and Chief Researcher of Hurun Education. “Interestingly, with 16 top-ranked highschools, Chinese families are finding viable options closer to home—avoiding time zone issues and maintaining cultural continuity.”
Among the standout institutions, Westminster School maintained its dominance with over 40% of graduates entering Oxbridge. St Paul’s School rose to second place, while The Dalton School in New York dropped to third. Notably, Winchester College returned to the top 10 and was named the world’s best boarding school, surpassing even Eton College and Phillips Andover.
“These rankings offer forward-looking insights for families planning their children’s international education,” said Kai Zhang, Head of International Wealth and Premier Banking, HSBC Asia, in a media statement. “Destinations like Hong Kong and Singapore are becoming increasingly attractive for their proximity and cultural alignment with Asian families.”
The report also revealed evolving trends in school environments and demographics:
>> 70% of the schools are co-educational, with a growing shift among historically boys-only UK schools admitting girls.
>> 51% offer boarding options, while half remain day schools.
>> The average school size was 1,050 students, with 140 graduating each year.
>> The average age of these schools is 204 years, with some—like King’s School, Canterbury—tracing roots back over a millennium.
Meanwhile, India’s Dhirubhai Ambani International School in Mumbai ranked 5th among schools outside the US and UK, continuing its position as a global outlier in quality private education from the subcontinent.
Despite steep tuition fees—averaging $63,000 annually for boarding schools—demand for places remains high. However, the UK’s recent addition of VAT on private school fees has prompted concerns, with schools like Winchester now costing over $80,000 per year.
Another key theme this year is the integration of creative thinking and AI literacy in education. “There is a real push toward STEAM, adding ‘Arts’ to STEM. Schools are under pressure to future-proof education and prepare students to thrive in the 2050s,” Hoogewerf added.
With data drawn from university destinations, co-curricular achievements, and alumni impact, the HSBC Hurun rankings offer more than a leaderboard—they reflect the evolving priorities and challenges in elite education worldwide.
EDUNEWS & VIEWS
Ambani Donates $18 Million to the Institute of Chemical Technology
Mukesh Ambani, who had chosen to study at ICT over IIT Bombay credited his professor with shaping his professional journey and inspiring the principles that led to Reliance’s growth

Mukesh Ambani, the country’s richest man, had announced a mammoth donation of $18 million to his alma mater, Mumbai’s Institute of Chemical Technology (ICT), on June 6.
Ambani, who is chairman and managing director at Reliance Industries, had been in attendance at a book launch event for Divine Scientist, a biography on Prof. Man Mohan Sharma, Ambani’s ex-teacher and cherished mentor.
Addressing a packed audience at ICT, Ambani said he was invested in ICT’s long-term growth and success in all fronts; advancing research, education, and ideals that Prof. Singh stood for, that is knowledge, sustainability, and nation-building. Sharma, who is professor in chemical engineering at ICT, had been the first engineer from India to be elected as a fellow of the Britain’s prestigious Royal Society.
“This is my Guru Dakshina (offering) [to Prof. Sharma],” Ambani said. Prof. Sharma has had a considerable influence upon him in shaping his professional journey, as well as principles, that led to Reliance’s growth.
In an anecdote he shared with the public, he said, “Prof. Sharma told me, ‘Mukesh, you have to do something big for ICT.’ I replied, ‘Sir, just tell me what to do.’ And he said, ‘Announce $18 million to ICT unconditionally.’ I’m very, very pleased to do that today.”
In the 1970s, Ambani was student at ICT, then known as the University Department of Chemical Technology (or UDCT). He had chosen ICT over an admissions offer at the prestigious Indian Institute of Technology, Bombay.
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