The movement, founded by political communications strategist Abhijeet Dipke, has attracted more than 22 million followers in less than a month and gained traction among young Indians frustrated by job shortages and repeated controversies surrounding competitive examinations.

Hundreds gathered at New Delhi’s Jantar Mantar protest site, many wearing cockroach masks and carrying books, to demand the resignation of Education Minister Dharmendra Pradhan over recurring exam paper leaks that protesters say have undermined opportunities for students.

The movement emerged after Chief Justice Surya Kant compared critics and some unemployed youth to cockroaches during a court hearing in May. Although the judge later said his remarks had been taken out of context, activists adopted the term as a symbol of protest.

Participants said the demonstration reflected wider concerns over youth unemployment, governance and educational reforms. According to a recent State of Working India report by Azim Premji University, 67 percent of unemployed Indians aged 20 to 29 are graduates, up from 32 percent in 2004.

Supporters described the protest as the beginning of a broader youth-led campaign that could expand beyond education issues to address other social and economic concerns.

Police maintained a heavy presence around the protest venue, while organizers urged participants to keep the movement peaceful and focused on accountability and reform.

Educators and policymakers are increasingly examining how schools can balance academic performance with broader developmental goals as education systems adapt to changing social and economic demands.

While standardized assessments and examination results remain key measures of educational success, many teachers argue that learning outcomes cannot be fully captured through test scores alone.

Growing attention is being directed toward critical thinking, communication skills, problem-solving abilities and emotional development as essential components of modern education.Supporters of a broader educational approach contend that students face a rapidly evolving environment shaped by technological change, economic uncertainty and increasing access to information.

In such conditions, they argue, schools must equip young people with skills that extend beyond traditional subject knowledge.Educational researchers have also highlighted the importance of adaptability and lifelong learning.

As labor markets evolve and career paths become less predictable, students may need to update their skills repeatedly throughout their lives.

This has led some institutions to place greater emphasis on independent learning and analytical thinking.At the same time, educators caution against abandoning academic rigor.

Core competencies in literacy, numeracy and subject-specific knowledge continue to form the foundation of educational achievement. Many school leaders argue that the challenge is not choosing between academic excellence and personal development but integrating both objectives effectively.

The debate reflects broader questions about the purpose of education in contemporary society.

As governments, schools and communities seek to prepare students for future challenges, discussions are increasingly focused on how education can support both intellectual achievement and personal growth.

The blaze erupted around 1 a.m., prompting emergency rescue operations as firefighters and police evacuated students and searched the damaged dormitory for survivors, according to Capital FM radio.

Regional police commander Samuel Ndanyi said rescue teams were continuing operations at the school, while county police official Masoud Mwinyi described the incident as “distressing and saddening” as anxious parents gathered outside the campus.

Authorities have not yet determined the cause of the fire.The tragedy has renewed concerns over school safety standards in Kenya following a series of deadly boarding school fires. In 2024, 21 students died in a dormitory blaze at a primary school in neighboring Nyeri county.

According to a report by Indian Express, attendance records of the North MCD Boys’ School, Wazirabad village, Gali Number 9, show the section-wise break up of students.

• Class IA: 36 Hindus, IB: 36 Muslims
• IIA: 47 Hindus, IIB: 26 Muslims and 15 Hindus, IIC: 40 Muslims
• IIIA: 40 Hindus, IIIB: 23 Hindus and 11 Muslims, IIIC: 40 Muslims, IIID: 14 Hindus and 23 Muslims
• IVA: 40 Hindus, IVB: 19 Hindus and 13 Muslims, IVC: 35 Muslims, IVD: 11 Hindus and 24 Muslims
• VA: 45 Hindus, VB: 49 Hindus, VC: 39 Muslims and 2 Hindus, VD: 47 Muslims

According to the Right To Education Act, the school violates the law as each section should ideally have 30 students at the primary level.

However, C B Singh Sehrawat, the teacher put in-charge of the school on July 2 after the principal was transferred, denied deliberately segregating the students on the basis of religion.

“Reshuffling of sections is standard procedure which happens in all schools. This was a management decision to try and do the best we can to see that there is peace, discipline and a good learning environment in the school. Children fought sometimes”, he said.

“Some children are vegetarian, so there may be differences, and so on. We need to look after the interests of all teachers and students”, he added.

According to the source, a group of teachers from the school went to the MCD zonal office in Civil Lines around 20 days ago to complain authorities about the matter, but they avoided writing the grievance to avoid backlash.

A senior official from the education department of the North Municipal Corporation of Delhi said, “Now that this has been brought to our notice, we will definitely inquire about it. If the allegations are true, strict action will be taken.”

The mother of a Class I student, who was not aware of this cruel act, said, “This is extremely wrong, if true. We believe all children are equal. What is going to happen if they are treated like this at the school level itself? This is very disturbing.”