Kalam Was a Scientist, Not a Politician

Born in Rameswaram, Tamil Nadu, in 1931, Kalam studied aeronautical engineering at the Madras Institute of Technology.

He later worked with ISRO and DRDO, becoming an important figure in India’s space and defence programmes.

As Project Director of SLV-III, he played a major role in India’s first successful indigenous satellite launch vehicle mission that placed the Rohini satellite into orbit in 1980.

At DRDO, he became closely associated with India’s Integrated Guided Missile Development Programme. His work on missile technology eventually earned him the famous title “Missile Man of India.”

From Scientist to National Figure

Kalam’s influence went beyond laboratories and research centres.

He served as Scientific Adviser to the Government of India and was closely associated with India’s strategic technology programmes. He was also involved in the Pokhran-II nuclear tests in 1998.

In 1997, Kalam received the Bharat Ratna, India’s highest civilian award.

By this time, he was no longer known only as a scientist. He had become a nationally respected figure who represented India’s scientific and technological ambitions.

Why Was Kalam Chosen for President?

In 2002, President K. R. Narayanan’s term was coming to an end.

The BJP-led NDA government, headed by Prime Minister Atal Bihari Vajpayee, decided to nominate Abdul Kalam for the presidency.

The surprising part?

Kalam was not a BJP politician. He was not an MP or MLA. He had never built a conventional political career.

His reputation as a scientist and his popularity among ordinary Indians made him an unusual but widely acceptable choice.

Several political parties, including the Congress, supported his candidature.

Kalam vs. Captain Lakshmi Sahgal

Kalam’s main opponent was Captain Lakshmi Sahgal, a freedom fighter and former officer of the Indian National Army.

The presidential election took place on 15 July 2002.

Kalam won by a huge margin, receiving 9,22,884 electoral votes, compared with 1,07,366 for Lakshmi Sahgal.

On 25 July 2002, A. P. J. Abdul Kalam became the 11th President of India.

Why Did People Call Him the “People’s President”?

Kalam’s presidency was different from the traditional image of a distant constitutional head.

He frequently interacted with students and young people and spoke about education, science, innovation and India’s future.

His books, including India 2020 and Ignited Minds, also helped establish him as a figure who inspired young Indians to think beyond their circumstances.

The Most Interesting Part of Kalam’s Journey

Kalam did not become President because he first became a politician.

His journey went in the opposite direction:

Scientist → ISRO → DRDO → Missile Man → Scientific Adviser → Bharat Ratna → Presidential candidate → President of India

After completing his presidential term in 2007, Kalam returned to what he loved most—teaching, writing and interacting with students.

That is why his rise to Rashtrapati Bhavan remains one of the most unusual political journeys in modern Indian history.

A scientist entered Rashtrapati Bhavan without building a political career—and became one of India’s most loved Presidents.

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But Mizoram’s journey to becoming India’s first fully literate state tells a much more interesting story.

The remarkable part was not simply that Mizoram achieved a literacy rate of 98.2%. The more interesting question was: What happened to the people who were still outside the education system?

In August and September 2023, officials carried out a door-to-door survey across Mizoram to identify non-literate people aged 15 and above.

The survey identified 3,026 non-literate people.

Instead of treating that number as just another statistic, officials tried to reach these individuals directly.

That is where Mizoram’s literacy story becomes unusual.

Mizoram Went Looking for the People Who Were Missing

A literacy percentage can hide people.

A state may have a very high literacy rate while thousands of individuals still remain outside the education system.

Mizoram took a different approach.

Cluster Resource Centre Coordinators (CRCCs) went from house to house and identified 3,026 non-literate individuals.

Among those people, 1,692 joined teaching-learning activities.

Rather than waiting for adults to register themselves, officials first tried to identify the people who needed literacy support.

This simple idea—finding the learners first—became one of the most interesting parts of Mizoram’s literacy campaign.

The 292 Volunteers Who Helped Teach Them

Once officials identified the learners, another question remained:

Who would teach them?

Mizoram involved 292 volunteer teachers in the literacy effort.

The volunteers included students, educators, resource persons and CRCCs. They helped create learning opportunities in different community locations instead of relying only on conventional classrooms.

Volunteers conducted classes in places such as:

• Schools
• Community halls
• YMA libraries
• Learners’ homes

This approach made the programme more flexible for adult learners.

Instead of asking every learner to return to a traditional classroom, volunteers brought learning closer to where people lived and spent their time.

Why the Door-to-Door Method Matters

Adult literacy presents a different challenge from educating children.

A person who missed formal schooling may already have a job, family responsibilities or other reasons that make attending regular classes difficult.

Simply opening another school does not automatically solve that problem.

A door-to-door survey tackles a more basic question first:

Who are the people who still need help?

Once officials identify those people, volunteers can connect them with suitable learning opportunities.

That makes the 3,026 figure more than just a number.

It represents an effort to turn a literacy percentage into the identification of real people.

The Hidden Strength: Community Participation

Perhaps the most overlooked part of Mizoram’s literacy campaign is community participation.

Students, educators, resource persons and CRCCs all contributed to the campaign as volunteers.

The ULLAS initiative also places strong emphasis on volunteerism and community participation in adult literacy.

Mizoram’s experience shows what can happen when literacy becomes more than the responsibility of a government department.

It becomes a community activity.

Mizoram Did Not Become Literate Overnight

There is another important point that people sometimes miss.

Mizoram did not suddenly become highly literate in 2023.

According to the 2011 Census, Mizoram already had a literacy rate of 91.33%.

The later literacy campaign focused on identifying and supporting people who remained non-literate.

The state’s PLFS 2023–24 literacy rate reached 98.20%.

Therefore, the 3,026-person survey should not be presented as the sole reason for Mizoram’s literacy success.

Instead, the survey represents an important part of the state’s effort to identify and address the remaining literacy gap.

The Lesson Other States Can Learn

Mizoram’s story offers a simple lesson:

High literacy is not only about building schools. It is also about finding the people who remain outside the system.

The approach can be understood in four simple steps:

Identify → Reach → Teach → Continue Learning

First, officials identified the non-literate population.

Next, volunteers connected with learners through schools, community spaces and homes.

They then organised teaching-learning activities according to the learners’ needs.

This approach can be particularly useful for adult literacy because people who need education may not always come forward on their own.

From 3,026 People to a National Example

The number 3,026 may look small compared with India’s enormous population.

But that is exactly what makes this story interesting.

Large literacy campaigns often focus on percentages and millions of people.

Mizoram’s door-to-door survey brought the focus back to individual people.

Officials identified 3,026 non-literate people.

Among them, 1,692 joined learning activities.

A team of 292 volunteers helped provide literacy support.

On 20 May 2025, Mizoram was officially declared India’s first fully literate state under the ULLAS initiative.

The bigger lesson is not simply that Mizoram achieved a very high literacy rate.

The final few percentage points can be the hardest to achieve.

They require finding the people who remain outside the statistics—and making a direct effort to reach them.

Final Thought

Mizoram’s literacy story is therefore not just about a number.

It is about asking a very simple question:

“Who is still being left behind?”

Instead of waiting for those people to come to the education system, the system went looking for them.

That may be one of the most important lessons hidden behind Mizoram’s remarkable literacy journey.

Sometimes, improving literacy is not about building something bigger.

The story of Mizoram fully literate state proves that reaching the last few learners can make a major difference in a state’s literacy journey.

The post Mizoram Fully Literate State: The Last 3,026 appeared first on Pijus.

Srinivasa Ramanujan Mathematics and His Love for Numbers

From a young age, Ramanujan showed an unusual interest in numbers. He spent hours solving mathematical problems and exploring formulas. Instead of simply learning existing methods, he wanted to understand the hidden patterns behind numbers.

His curiosity pushed him to explore difficult mathematical ideas far beyond his regular studies.

How Srinivasa Ramanujan Learned Mathematics

Ramanujan was largely self-taught. He studied mathematical books independently and worked through thousands of formulas. Without modern calculators or computers, he performed calculations by hand and recorded many of his discoveries in notebooks.

His approach was different from ordinary classroom learning. He experimented with numbers, noticed patterns, and developed new mathematical ideas.

Ramanujan’s Amazing Mathematical Intuition

One of Ramanujan’s greatest strengths was his mathematical intuition. He could often see relationships between numbers that were extremely difficult for others to notice.

He made important contributions to number theory, infinite series, continued fractions, and mathematical formulas. Many of his results later became important areas of mathematical research.

Why Was Ramanujan So Special?

Ramanujan’s talent was certainly extraordinary, but his dedication was equally important. He spent countless hours thinking about mathematics and continued exploring ideas even when he had limited resources.

His story is a reminder that curiosity and persistent learning can lead to remarkable discoveries.

A Simple Lesson from Ramanujan

Ramanujan did not simply calculate numbers. He searched for the patterns and ideas hidden behind them. That unique way of thinking helped make Srinivasa Ramanujan mathematics an unforgettable part of mathematical history.

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Chennai, August 2026: Tamil Nadu is planning a major shift in the way government-school students learn. Instead of focusing only on marks and traditional examinations, the state is introducing AI-powered personalised learning, analytical thinking, problem-solving, entrepreneurship and emerging technology skills.

One of the most notable changes is the decision to move away from describing students as “slow learners.” Tamil Nadu School Education Minister A. Rajmohan said the education system should focus more on how each student learns and on improving student well-being.

AI Will Help Students Learn at Their Own Pace

Under the proposed Personalised Adaptive Learning (PAL) programme, Classes 6 to 8 students in 500 government middle schools will initially participate.

After each chapter, students will take an AI-designed assessment. The system can identify concepts where a student needs additional help and provide more practice.

Importantly, the programme will follow a hybrid model, meaning teachers will continue to play an important role alongside the technology. The pilot has an allocation of ₹70 lakh.

From Marks to Analytical Thinking

Tamil Nadu also plans to introduce the TN-Arivu curriculum across schools from the 2027–28 academic year.

The programme will focus on:

• Analytical and logical thinking
• Problem-solving
• Innovation
• Entrepreneurship
• Life and employment-oriented skills
• AI and emerging technologies

The curriculum is planned in stages, from Arivu Foundation for Classes 1–5 to Arivu Discovery for Classes 6–8 and Arivu Edge for Classes 9–12.

Why “Slow Learner” Should Not Define a Student

A student who needs more time to understand mathematics, science or language is not necessarily less capable.

The new approach reflects a simple idea: students do not all learn at the same speed or in the same way.

This is particularly important because traditional tests may not always show exactly which concepts a student has understood and which areas require more practice. AI-based personalised learning could help identify those gaps earlier.

AI and Robotics Are Also Entering Classrooms

Tamil Nadu is also expanding its TN Spark initiative, which introduces AI and robotics to government-school students.

The programme is planned in stages, with foundational learning for Classes 6–8, intermediate learning for Classes 9–10 and elective options related to AI, robotics and virtual reality for Classes 11–12. Teacher training is also part of the plan.

What This Means for the Next Generation

This reform could signal a larger change in education: the future student may need more than the ability to memorise answers.

Knowing how to analyse information, solve unfamiliar problems, understand technology, create new ideas and adapt to changing careers could become increasingly important.

For today’s students, the message is powerful:

A low mark does not have to become a lifelong label. Learning can be personalised, skills can be developed, and every student can progress at their own pace.

Tamil Nadu’s latest plans show how education may gradually move from simply asking “How many marks did you get?” to asking “What can you understand, create and solve?”

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A strong career often begins long before a student enters college.

A recent NITI Aayog report, Reimagining Skilling for Viksit Bharat@2047, highlights an important challenge for India: around 8.7 crore young people aged 15–29 are not in education, employment or training (NEET).

The report points toward an important solution—start building skills early, rather than waiting until students reach higher education or the job market.

Start the Foundation from Class 6

According to the report, employability skills should be introduced from Class 6, with opportunities for deeper vocational learning as students progress through school.

The idea is simple: a strong base can make the higher journey easier.

Students can gradually develop communication, digital skills, problem-solving, creativity, teamwork and practical understanding alongside academic learning.

From Marks to Skills

Academic knowledge remains essential, but today’s world also demands the ability to apply knowledge in real situations.

If students discover their interests and develop useful skills early, they may enter higher education with greater confidence and a clearer sense of direction.

The Bigger Message

India’s skilling challenge is not only about preparing young people for jobs after graduation. It is about creating a system where education, skills and careers grow together from an early stage.

The NITI Aayog report therefore raises a powerful thought:

Don’t wait for the future to teach young people the skills they need for it. Start building the foundation today.

Final Thought

A strong education system does more than produce graduates—it prepares young people to participate, adapt and create opportunities.

Build the foundation early. Strengthen the skills continuously.
Then higher education can become a launchpad for the future, not the starting point.

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According to the latest update, eligible candidates can submit their CTET 2026 application until September 1, 2026.

CTET 2026 Application: Important Update

The reopening of the application window is particularly useful for candidates who missed the previous deadline. Applicants should complete the registration process before the revised deadline to avoid last-minute technical or payment-related problems.

CTET 2026 Last Date to Apply: September 1, 2026

Candidates are advised to carefully check the eligibility requirements and application details before submitting the form.

What Is CTET?

The Central Teacher Eligibility Test is a national-level eligibility examination conducted by CBSE for candidates interested in teaching positions at the school level.

The examination generally includes two papers:

• Paper I: For candidates intending to teach Classes I to V
• Paper II: For candidates intending to teach Classes VI to VIII

Candidates who meet the required qualifications can appear for the relevant paper or papers according to their career plans and eligibility.

Who Should Apply for CTET 2026?

CTET can be useful for candidates planning a career in teaching, particularly those seeking opportunities in schools where CTET qualification is considered an eligibility requirement.

Before applying, candidates should verify the latest educational qualification and eligibility conditions applicable to their chosen paper.

How to Apply for CTET 2026

Candidates can generally complete the application process online by following these steps:

1. Visit the official CTET website.
2. Open the CTET 2026 application or registration section.
3. Complete the registration process with the required details.
4. Fill in the online application form.
5. Upload the required documents and photograph/signature as instructed.
6. Pay the applicable application fee.
7. Review all information carefully.
8. Submit the application form.
9. Save or download the confirmation page for future reference.

Don’t Wait Until the Last Day

Although the application window remains open until September 1, 2026, applicants should avoid waiting until the final day. Heavy website traffic, payment failures or incorrect information can create unnecessary problems close to the deadline.

Candidates should also keep their registration details and application confirmation safely for future use.

CTET 2026: What Candidates Should Remember

The most important point in the latest update is that the CTET 2026 application window has been reopened, giving missed candidates another chance to register.

If you are planning to appear for CTET 2026, check the official notification and website for the latest information regarding the examination schedule, eligibility, syllabus, fees and other instructions.

Final Word

The reopening of CTET 2026 registration is an important opportunity for candidates who could not apply earlier. With the revised deadline set for September 1, 2026, applicants should complete the process as early as possible and carefully verify their details before final submission.

Note: Candidates should rely on the official CBSE/CTET notification for the final and authoritative details, as examination schedules and instructions may be updated.

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