
IAS, IPS officers, PU profs now to mentor Chandigarh's govt schools
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Chandigarh: From Tuesday, some of the most powerful and accomplished figures in Chandigarh — from senior IAS and IPS officers to Panjab University professors — will be mentors to the city's government school students.
As part of the newly launched 'Adopt a School – Inspire a Generation' programme, 42 senior secondary schools have been allotted mentors drawn from the administration, academia, medical profession and industry. The initiative aims to bring real-world exposure, career guidance, life skills and emotional support to school students, especially in Classes 11 and 12.
Among IAS officers who have adopted schools are Ajay Chagti (GMSSS-15), Prerna Puri (GMSSS-21), Mandeep Singh Brar (GMSSS-16), Rajeev Verma (PM SHRI GGMSSS-18), Surya Chander Kant (GGMSSS-20B), Sorabh Kumar Arora (GMSSS-22A and 28D), Mohd Mansoor (GMSSS-23A), and Amit Kumar (GGMSSS-23NYC and GMSSS-47).
IPS officers have also joined in, including Pushpendra Kumar (GMSSS-8), Sumer Partap Singh (GMSSS-33), Kanwardeep Kaur (GMSSS-35), and Paviter Singh (GSSS-Khuda Lahora). DANICS officers Swapnil M Naik (GMSSS-20D), Akhil Kumar (GMSSS-32), and Naveen (GMSSS-37D) are also part of the programme.
From Panjab University, over 30 professors have been assigned schools. Among the mentors is Yajvender Pal Verma, Registrar of Panjab University, who will mentor Government Model Senior Secondary School (GMSSS), Sector 8.
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At GMSSS-16, former DSW (Women) Prof Nandita Shukla Singh from PU's Department of Education will work closely with the school community. Anju Suri, head of PU's History Department, is mentoring the school in Sector 23.
Each mentor is expected to visit their school at least once a month, lead sessions on career and life skills, and help students navigate challenges like stress, cyber threats and lack of exposure. Schools have been directed to showcase the mentor prominently and align school activities with the mentorship calendar.
"This is a long-term vision to bridge the gap between potential and opportunity," said Harsuhinder Pal Singh Brar, Director, School Education. "Our mentors are not just achievers, they are guides."
For many students, this will be their first real contact with leaders who shape the city, now not behind podiums, but in their classrooms.
BOX- 132 MENTORS
A total of 132 mentors have been appointed under the "Adopt a School – Inspire a Generation" programme in Chandigarh. These include:
42 IAS, IPS, PCS, and other senior officers
42 doctors (mostly from the Department of Community Medicine and Psychiatry)
42 professors (primarily from Panjab University and affiliated colleges)
42 entrepreneurs and professionals from diverse sectors
Each of the 42 government senior secondary schools has been assigned one mentor from each category, making it a four-mentor team per school.

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The divide is as much about class as it is about geography. The pressure to acquire English fluency is especially acute for women in newly affluent families. Nivedita Gupta, Assistant Professor at Amity University, Noida, recalls her years teaching in Punjab, where many young women enrolled in English programmes not for academic fulfillment but as preparation for the marriage market. 'They were under immense pressure to become symbols of refinement and upward mobility,' she says. 'I saw many of them break down, traumatised by the expectation that English fluency would define their worth in the eyes of prospective in-laws.' And yet, for many, English is not an emblem of elitism, it is the ticket to emancipation. In 2010, Dalits in Uttar Pradesh's Banka village built a temple to worship 'Angrezi Devi' or the 'Goddess of English'. As Satpathy explains, 'They felt that the classical languages of India had kept them oppressed. One way to bypass this long-standing linguistic hegemony was to 'worship' English.' For these communities, English offers an escape from the caste-bound hierarchies. This was also the vision of BR Ambedkar, the architect of the Indian Constitution and one of India's most influential Dalit thinkers. For Ambedkar, English represented a rare neutral ground, a language unfamiliar to all castes, and thus free of the embedded privilege and ritual authority of Sanskritised Hindi. It was, in his view, the only linguistic medium capable of ensuring real equality. 'Major Dalit leaders worship Macaulay. There's even a temple for him,' Satpathy adds. 'They know English empowers them. If they shun English, they'll be left nowhere.' The colonial-era caricature of 'Babu English', mocked for its awkward syntax and mimicry, has lost its sting in today's India. 'The whole term… has to be discarded,' Satpathy argues, pointing to the evolution of English into a dynamic, Indianised form. Deepti, who specialises in applied linguistics, agrees: 'Today, the importance of paralinguistic features stands diluted. This may be due to the tremendous spread of English and the countless variety of Indians using it.' Indian English has evolved into something unmistakably its own and is no longer tethered to colonial correctness. Nair describes this transformation as an act of 'semantic subversion.' From sutta to bindaas, young Indians inject regional idioms, slang, and grammar into English, reshaping it into a language of expression rather than imitation. Such hybridity is not a flaw but a sign of vitality. 'Hybrid forms are always good for the growth and development of a language,' says Professor Deepti Gupta. 'More varieties mean that the language is not at risk of language death and is evolving.' In a multilingual society like India, she adds, this interplay between languages is 'dynamic' and, if encouraged, can enrich both education and expression. However, she also offers a caveat: users must develop 'language intelligence' — the ability to switch registers and choose the appropriate variety for each context. 'For instance, in an interview for a position in a multinational organisation, a candidate cannot use the hybrid form. This is not masked cultural dominance, this is language intelligence.' Cinema, too, reflects this linguistic reorientation. Nivedita observes that 'while Indian cinema historically used refined Hindi and Urdu to evoke sublimity and emotional catharsis, today's films cater to urban, English-speaking elites.' English remains aspirational, but not just for the urban elite. Its reach now cuts across class lines. 'English is a passport to the world of jobs,' says Satpathy. 'Domestic workers send their children to English-medium schools because they see a reward in learning English.' For many, it is a question of survival, access, and the hope of social mobility. English in India today is no longer foreign. It is code-switched, re-invented, accented, and recontextualised, shaped by those who use it, on their terms. Aishwarya Khosla is a journalist currently serving as Deputy Copy Editor at The Indian Express. Her writings examine the interplay of culture, identity, and politics. She began her career at the Hindustan Times, where she covered books, theatre, culture, and the Punjabi diaspora. Her editorial expertise spans the Jammu and Kashmir, Himachal Pradesh, Chandigarh, Punjab and Online desks. She was the recipient of the The Nehru Fellowship in Politics and Elections, where she studied political campaigns, policy research, political strategy and communications for a year. She pens The Indian Express newsletter, Meanwhile, Back Home. Write to her at or You can follow her on Instagram: @ink_and_ideology, and X: @KhoslaAishwarya. ... Read More