An effective education system has the dual responsibility to develop the most critical resource (i e the human resource) of a nation. One, that the younger generations must be educated in a way that they are 'ready for life' and are positive contributors to the advancement & enrichment of their nation. Second, they must be exposed to such learning environments with the help of updated tools and enlightened teachers so that their learning outcomes could be maximized and suited to the potential of every learner. In order that modern-day education achieves its goals of making its students 'AI Ready', it is imperative to know what K-12 learners must experience and confront in their day to day life.

Central Board of Secondary Education under the guidance of the Ministry of Human Resource Development has taken a 'twin initiative' in this regard. First is to introduce AI as an elective subject in classes 8,9 and 10. To begin with, schools have to apply to CBSE and be approved to run this course. AI curriculum for classes 8 and 9 has been chalked out and a Facilitators' Handbook has been produced. Comprehensive teacher training is also being provided. The Second part of CBSE initiative deals with the premise that AI is a Cognitive Science which can be linked to various subjects that concern themselves with cognition and reasoning. Almost every one of the school subjects would fall in this domain. Be it - Mathematics, Computing, Neuro-Sciences, Psychology, Physics, Economics, Sociology, Philosophy, Languages and some others.

Yes. CBSE is now working with several institutions in order to create curricula for grade 10 to 12. Also CBSE aims at implementing AI as an integral subject starting from grade 6, and later AI would be taught from grade 1.

As AI educational solutions continue to mature, the hope is that AI will help fill need gaps in learning and teaching and allow schools and teachers to do more than ever before. AI can drive efficiency, personalization and allow teachers some extra time to deploy their understanding and adaptability—uniquely human capabilities, to teach, where machines would struggle. By leveraging the best attributes of AI machines and teachers, the education system will be driven towards the best outcome for students. Since the students of today will need to work in a future where AI is no longer a notion but is the reality, it's important that our educational institutions expose students to updated technologies and their usage.

Since all cognitive domains of education relate very closely to the concept of AI, it offers ample opportunities for student engagement that cannot be found in lecturing out of the text books within the fixed four walls setting of the classroom. In many parts of the world, especially in advanced nations, Machine Learning algorithms in the education space, have already begun helping teachers fill the gaps, in the Subjects students are struggling with the most.

The outcome of the twin initiatives of CBSE would depend on the way schools perceive and implement it, the way teachers engage with it and plan some of their lessons so that the resultant understanding about AI amongst the students is logical. Once the trigger is positive, we believe a large population of students would go on an 'auto' mode to explore AI domains and get sensitized to AI applications.

Step 1: The school administration must submit an application to CBSE for approval. Step 2: Teacher are selected for the course, Comprehensive training and sustained motivation is provided to the teachers. Step 3: Strategy for implementing AI curriculum and a time table for AI classes is provided to the schools. Step 4: Result of the programs in the form of projects should be showcased by the schools.

AI education will aim at enhancing and empowering human capabilities to address the challenges of access, affordability, shortage, and inconsistency of skilled expertise; effective implementation of AI initiatives to evolve scalable solutions for emerging economies; and endeavors to tackle some of the global challenges from AI's perspective, be it application, research, development, technology, or responsible AI.

AI integration with the other school disciplines is to be viewed from two different perspectives: a) While exploring the possibilities to integrate subjects with AI, it was felt that it can be a two-way process. The teacher may select a topic from the subject that easily lends itself to any one of the AI concepts. He/she would, then, either select the AI concept as a tool to teach the subject topic chosen by him/her or using the understanding of the topic, he/she may be able to show a linkage to AI knowledge and usage. For example: 'Data Collection' is a familiar task in Mathematics and 'Data Acquisition' is an important basic AI concept. b) The other approach could be to have inter disciplinary integration, in which the teacher may pick up one such topic from her own subject that has relevance to other subjects also. Then, in consultation with other teachers, the four of them could explore the same topic to achieve the learning outcomes of their respective subjects, while at the same time integrating each subject with AI.

a)Identifying the problem is the starting point of the learning cycle; students of all levels without any exception must be exposed to the skill of scoping and identifying the problem b)Data acquisition related to the identified problem is another big domain for learning and it is next step to proceed with. Such an exercise will prepare the students to attempt the nuances of problem solving c)Computers are machines which can also 'see', 'hear' and 'speak'. So, as such, they can be used to collect data for us. Many applications are now available which make our machines very useful for this purpose. An exposure to such capabilities of the machine needs to be explained to students of all grades. d)Learners must learn to represent the collected data in the form of identifiable models.Once the students have the data to solve the problem, they can progressively be made to develop the skill of representing the collected data in visual presentations in the form of graphs, charts etc. e)Computers also learn by themselves from the newer data acquired by them to build newer and better models in the future. With the interaction of inputs from the training data available to the machines, just like the human mind, the machines are able to produce entirely different models/representations. f)For training the machine, it needs to interact with humans (intelligent agents); Though such interactions make the machine more and more intelligent, it can never be presumed that the machine would ever be as intelligent as humans are. g)AI applications can be beneficial or harmful in the long run. What, when, where and to what extent should these AI applications be built? At what stage and in what ways can an AI-based application be used or not used? Students should be sensitized to AI ethics through different simulations, role-plays, discussions, and debates.

a)This follows the X+AI paradigm – the subject teacher chooses a topic b)She/he plans the sequence of activities in the class. c) She/he, first transacts her normal subject plan (X) and as a class activity on the second day,she/he brings in the (AI) based app.The +AI activity is expected to bring fun, to reconfirm to the students the concept about symmetry and brings her/his students face to face with AI in context. d) Such lessons must be followed by Reflections for 10 minutes in the end so that students get an opportunity to talk about their experience with AI in the class. They should also be encouraged to share their knowledge, if any, about alternative AI they may know of, for the topic studied.

a) Identify and appreciate Artificial Intelligence and describe its applications in daily life b) Relate, apply and reflect on the Human-Machine Interactions to identify and interact with the three domains of AI: Data, Computer Vision and Natural Language Processing c) Imagine, examine and reflect on the skills required for futuristic job opportunities. d) Unleash their imagination towards smart homes and build an interactive story around it. e) Gain awareness about AI bias and AI access and describe the potential ethical considerations of AI. f) Foresee the kind of data required and the kind of analysis to be done, identify data requirements and find reliable sources to obtain relevant data. g) Use various types of graphs to visualise acquired data. h) Acquire introductory Python programming skills in a very user-friendly format.

a) Lack of broad based expertise in research and application of AI b) Absence of enabling data ecosystems – access to intelligent data c) High resource cost and low awareness for adoption of AI d) Privacy and security, including a lack of formal regulations e) Absence of collaborative approach to adoption and application of AI

In the area of core research in AI and related technologies, universities and research institutions from the US, China and Japan have led the publication volume on AI research topics between 2010 and 2016. Universities in the USA, primarily Carnegie Mellon University, Massachusetts Institute of Technology and Stanford, took an early lead in AI research by offering new courses, establishing research facilities and instituting industry partnerships. Off late, Chinese universities, especially Peking and Tsinghua Universities have caught on to the race by utilising large scale public funding and extensive research partnerships with private companies.

AI technology development and applications are evolving rapidly with major implications for economies and societies. A study by EY and NASCCOM found that by 2022, around 46% of the workforce will be engaged in entirely new jobs that do not exist today, or will be deployed in jobs that have radically changed skillsets.If some countries decide to wait for a few years to establish an AI strategy and put in place the foundations for developing the AI ecosystem, it seems unlikely that they would be able to attain and match up to the current momentum in the rapidly changing socio-economic environment. Therefore, the need of the hour is to develop a policy framework that will help set up a vibrant AI ecosystem in India.

-Opportunity: the economic impact of AI for India - AI for Greater Good: social development and inclusive growth - AI Garage for 40% of the world: solution provider of choice for the emerging and developing economies (ex-China) across the globe

CBSE is introducing Artificial Intelligence as an optional 6th subject at Class 9 from the Session 2019-2020. To enhance the multidisciplinary approach in teaching learning and also to sensitize the new generation, it has been decided that Schools may start AI "Inspire module" of 12 hours at Class 8 itself.