Today, we stand at the inflection point in India’s development journey. As we look ahead toward the centenary of our independence, the idea of Viksit Bharat—a developed India—is not merely a slogan. It is a national aspiration and a collective resolve.

Viksit Bharat envisions a nation that is prosperous, inclusive, equitable, and self-reliant, ensuring opportunities and well-being for every section of society. It imagines an India where growth translates into dignity, security, and expanded possibilities for all.

Realising this vision requires clarity of purpose and a deep understanding of the magnitude of the task ahead. Today, India’s per capita income stands at approximately $2,600.

To transform ourselves into a developed nation by 2047, we must raise this figure to $20,000. That means our per capita income must grow at an average annual rate of around 10 percent for the next two decades.

This is ambitious, but it is not impossible. Several countries have achieved such sustained growth. The question is: Can we? We firmly believe the answer is yes if we take the right steps beginning now.

Our demographic outlook deepens the urgency of this challenge. By 2047, India’s population is projected to reach between 1.68 and 1.7 billion. We will be more urban, with nearly 900 million people living in cities.

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At the same time, our median age will rise from 28 to about 35 years, and the proportion of elderly citizens will more than double. This means we will have a shrinking workforce and a growing population needing support.

In such a scenario, only one strategy can secure India’s path to becoming a developed nation: transforming our population into high-capacity human capital.

The workforce that will build Viksit Bharat in 2047 is sitting in our Grade 1 classrooms today. That is why the urgency of reforming and strengthening our education system cannot be overstated.

India has successfully addressed the challenge of access to schooling, with nearly 97 percent of children enrolled in Grade 1. However, the challenge today is not access, but quality.

Millions of children complete primary school without acquiring basic foundational skills. Evidence from ASER and national surveys confirms a deep and persistent learning crisis.

Families across India understand this reality. Private school enrollment has risen steadily and may now be close to 40 percent, reflecting a clear verdict on quality and outcomes.

The question before us is clear: What can India do to radically transform education and ensure equity, inclusion, quality, accountability, and affordability?

First, we must recognise that the supply of high-quality schools is inadequate. Deregulating the education sector—while maintaining strong standards—can enable innovation and improve quality.

Second, the government can use Direct Benefit Transfers (DBTs) to support families. This empowers parents and ensures access to quality education for all.

Third, we must institutionalise competency-based learning. Foundational literacy and numeracy by Grade 3 must become non-negotiable.

If India is to achieve Viksit Bharat, we must recognise that human capital is the true currency of growth. Our children are our greatest asset.

The journey is long, but the destination is worthy. If we act boldly today, India will not just become richer—it will become stronger, fairer, and truly Viksit.

Dr. Amit Chandra is a social development professional with expertise in public policy, education, and governance. He is the CEO of Centre for Civil Society (CCS) and has worked extensively in India and internationally.

JBCN International School, Oshiwara, is pleased to announce the appointment of Mr Gregor Norman Alexander Polson as its new Head of School, as the school enters its next phase of growth and innovation.

With over 25 years of experience in education, Mr Polson brings with him extensive global exposure and a strong track record across leading IB and British curriculum schools in Asia, Africa, South America, and the Middle East. Most recently, he served as the Director of Schools at Riyadh Schools Group/Misk Foundation, Saudi Arabia, where he successfully led strategic planning initiatives, accreditation processes, and community engagement efforts.

Mr Polson began his educational journey at The Regent’s International School, Thailand, and has since held a wide range of leadership positions across the world, from Chemistry Teacher to Director of Pastoral Care, Secondary Coordinator to Head of School. Over the years, he has been associated with reputed institutions such as Changzhou Trina International School, China; One World International School; The Mackay School, Chile; and Lagos Preparatory & Secondary School, Nigeria.

Across these roles, he has led strategic planning, budgeting, recruitment, curriculum development, campus redevelopment, and institutional marketing. He has also built a strong reputation for founding schools, securing accreditations, driving growth, and creating inclusive, high-performing school cultures. A strong advocate for learner well-being and all-round development, Mr Polson is known for creating learning environments where curiosity is encouraged, independent thinking is valued, and every learner is supported to reach their full potential.

He holds a Postgraduate Certificate in Educational Studies from University of Bath, a BSc (Hons) in Applied Chemistry from Robert Gordon University, and a Diploma in Education (International Schools) from Oxford Brookes University.

“We are delighted to welcome Mr. Gregor Polson to lead JBCN International School, Oshiwara. His rich global experience, deep understanding of international curricula, and commitment to building inclusive, high-performing school communities make him an exceptional fit for our ethos. At JBCN, we have always believed in nurturing curious, confident changemakers, and with Mr. Polson’s visionary leadership, we are confident that we will remain committed to strengthening our culture of excellence, innovation, and holistic development. We look forward to this exciting new chapter under his guidance,” said Mr Kunal Dalal, Managing Director, JBCN Education.

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“I am delighted to join JBCN International School, Oshiwara, a community that is deeply committed to nurturing curiosity, character, and a lifelong love for learning. What resonated with me most is JBCN’s commitment to nurturing well-rounded, future-ready learners through a balance of academic rigour and holistic development. I look forward to working closely with our learners educators, and parents to build on this strong foundation and foster an environment where every learner feels supported, challenged, and inspired to achieve their full potential,” said Mr Gregor Norman Alexander Polson, Head of School, JBCN International School, Oshiwara.

With his rich international experience, strategic vision, and unwavering commitment to holistic education, Mr Polson is well positioned to lead JBCN Oshiwara into its next chapter. Under his leadership, the school will continue to strengthen its focus on academic excellence, learner well-being, and nurturing future-ready changemakers.

If we go back to the question, what does articulation actually mean today?

Most schools immediately equate articulation with brand. And when you talk about brand, it quickly becomes visual presence. Then story, visual identity, social media, PR, content for SEO. There is now a fairly standard template that most schools believe they need to follow to establish who they are and what they stand for.

But here is the point. If every school is going to do that and if the words being used are largely similar, then how exactly are you articulating who you are?

The word soup across schools is largely the same. Learning. Pedagogy. Curriculum. Excellence. Faculty. Technology-first. Forward-thinking. Futuristic. Holistic. When all of these words are the same, articulation cannot be about vocabulary.

Articulation is not branding. It is not a game of whose dictionary or thesaurus is better. Ultimately, it becomes about what you do as a school. That is the critical piece.

And this is what most schools in India fail to understand. It is not what you say. It is not necessarily what you show. It is what you do.

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When schools think about brand, it becomes about differentiation and attracting students and parents. That is strategic. But when you cannot find a unique identity, marketing goes wrong. Then it becomes everyone calling themselves holistic and future-ready.

The deeper problem is that marketing is treated as advertising, not as identity creation. Many schools do not do the deep narrative work or build a cultural core that aligns mission, pedagogy, community outreach and outcomes. So we come back to the same thing. It is not what you say. It is what you do.

Marketing teams can frame language. They cannot define strategy. Often, they are reacting to competitors. As a result, stories do not go beyond credentials and facilities. They do not showcase who the school is becoming for its community.

This becomes sharper because of scaling. With the growth of international schools, one campus becomes two, two become five. Replication leads to template branding. Schools strip their narrative down to the generic to avoid risk.

Leadership talks more about operational decisions than story decisions. Branding is perceived as advertising to attract people, not as culture or narrative. What we are really seeing is an identity crisis.

Most schools articulate what they have, not what they stand for.

They list infrastructure, boards, labs. But they miss the narrative spine. They miss a point of view about childhood, about learning, about success, about the kind of adult they are trying to shape.

For example, at a Bangalore-based school, when students raised concerns about traffic congestion and road quality around the campus, leadership did not treat it as just a facilities issue. Through a unique initiative, leadership and students together asked for change. It gained public attention. That is doing and showing rather than just saying. That is social impact as action.

Similarly, recently, at a prestigious boarding school in Rajasthan during its milestone celebrations, much of the effort was brought together by alumni. Committed former students went above and beyond through their networks to make the celebration a reality. That level of alumni ownership shows belief. It shows love for what the school has done for them and their desire to see it passed on. That is articulation through community.

At a recent conference in Kerala, a local school did not just put its name on a banner. Their students acted as guides and hosts throughout the event, helping and asking if anyone needed anything. It was not performative. It was operational. If you claim service, you show service.

These examples show what it means to do rather than say.

There is also risk aversion. Education is a trust business. Many schools do not want to take a tough stand in terms of who they are and what they prioritise. So messaging becomes safe.

The result is a sea of sameness.

If schools want to move beyond this, a few things are critical.

Define a core thesis. Say we prioritise this over this and stand by it.

Stop copying the category.

Align marketing with operations. The marketing team cannot invent differentiation. It must come from leadership and from the learning team.

Showcase real stories.

And choose what you are not. Be clear about who you serve and who you can really help.

Articulation is not about better adjectives. It is about conviction translated into action. Until schools move from advertising to identity, they will continue to sound the same.

Sushma Bharath is an Ed-Strategist and consultant with over 20 years of experience. She specializes in brand positioning, storytelling, and strategic alignment for K-12 schools, universities, and ed-tech ventures. Formerly a leader at Hero Vired and Jigsaw Academy, she currently consults for organizations like Inventure Academy.

BENGALURU – United Learning League (ULL) has closed a ₹100 crore seed round and formally submitted its Expression of Interest to the International Baccalaureate (IB) Organisation, marking one of the largest early-stage capital commitments for a greenfield K–12 school network in India.

ULL is owned and led by a group of educators and young entrepreneurs, headed by Pritam Agrawal, founder of Hello Kids, one of India’s largest preschool chains. The company plans to open five IB-affiliated campuses across India over the next five years. Its first flagship campus is currently under development.

IB Leadership Engagement

The EOI submission followed a strategic meeting at Nita Mukesh Ambani Junior School, Mumbai, where ULL founders met with senior IB officials:

• Haif Bannayan, Director — Europe, Middle East, Africa and Canada
• Nicole Bien, Chief Community Partnership and Development Officer
• Mahesh Balakrishnan, Senior Manager, South Asia
• Ashish Trivedi, Head of Government Partnerships

In Their Words

“We are building a new benchmark in education — where global standards meet thoughtful accessibility. India has world-class ambition. It deserves world-class schools.”

— Pritam Agrawal, Founder and Head, United Learning League

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“What drew our group to ULL was Pritam’s rare blend of vision and operational depth. He understands where education is headed — and he knows how to build for that future today. We are not backing a business. We are backing an institution in the making.”

— A lead investor

About United Learning League

ULL is a Bengaluru-based premium K–12 education company building a network of IB-affiliated schools in India. Its model combines centralised academic governance with local execution across campuses.

For generations, success in school has been measured mainly through marks and   grades. Report cards, percentages, and ranks often dominate conversations between parents, teachers, and students. But in today’s rapidly changing world, the ability to memorise facts or score well in exams is no longer enough. What truly matters is how students learn to think, communicate, collaborate, and contribute meaningfully to society. This is where holistic education steps in.

Beyond Textbooks and Tests

Holistic education recognises that every child is more than just a mind trained to answer exam questions. It focuses on nurturing the intellectual, emotional, social, physical, and creative aspects of a learner. A student may excel in mathematics but also have a passion for painting, music, or sports. A holistic approach ensures these interests are valued and developed alongside academics.

Why It Matters Today?

In a world shaped by technology, global challenges, and cultural diversity, children need skills that go far beyond rote learning. Employers, innovators, and leaders look for people who can solve problems creatively, empathise with others, adapt to change, and make ethical choices. These qualities can’t be measured by a single exam score—but they can be cultivated through holistic education.

The Benefits of Holistic Learning

1. Stronger Life Skills – Students learn teamwork, leadership, communication, and resilience.
2. Emotional Well-being – Mindfulness, art, and physical activities help children manage stress and build confidence.
3. Creativity and Critical Thinking – Encouraging curiosity leads to innovation and deeper understanding.
4. Character and Values – Lessons on empathy, respect, and responsibility prepare students to be compassionate citizens.

Schools That Inspire

Forward-looking schools around the world are blending academics with sports, arts, service projects, environmental awareness, and entrepreneurship programs. Classrooms are becoming more interactive, encouraging students to ask questions, debate ideas, and apply knowledge in real-life contexts.

Moving From Marks to Meaning

Exams may still remain a part of education, but they should not define a child’s worth or future. Instead, schools need to become places where learning is exciting, balanced, and connected to life beyond the classroom. Parents and educators must work together to ensure that children grow into curious learners, kind individuals, and responsible global citizens.

In short, holistic education helps us move from a system that chases marks to one that creates meaning—for individuals, communities, and the world at large.

About the Author:

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Ranjith P C, Head of Curriculum Excellence & Training at TVS Educational Society, is an IIT Madras and IIM Trichy alumnus passionate about transforming education.

He bridges complex mathematics with classroom impact, mentoring teachers and students while championing holistic development—nurturing character, creativity, and resilience beyond exam scores in today’s digital age.

Dr Arunabh Singh, Director of Nehru World School and Co-founder of Healthy Planet TGA, has been named President-Elect of the Association for Reinventing School Education (ARISE) for FY 2026-27, marking a significant moment in the evolution of one of India’s most credible platforms for progressive school leaders.

The announcement was made at ARISE’s Members’ Meeting held in Varanasi on March 21, 2026, which brought together founders and school leaders from across the country for two days of strategic dialogue and institutional transition.

Outlining his priorities for the year ahead, Dr Singh said: “ARISE represents the collective voice of progressive schools across the country. Going forward, our focus will be on strengthening collaboration, advancing policy engagement, and building future-ready institutions that place students at the centre.”

Outgoing President reflects on two years of growth

Outgoing President Mr. Praveen Raju, Founder of Suchitra Academy and Sagebrook International School, Hyderabad, handed over the Presidential Baton at the meeting’s closing ceremony. Reflecting on his tenure, Mr. Raju said: “Over the past two years as an independent institution, ARISE has grown significantly — institutionally, structurally, and in membership — emerging as a credible and unified national platform for progressive school leaders. The trust and spirit of collaboration among members remain the foundation of this journey.”

New State Councils announced across twenty states

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A key highlight of the Varanasi meeting was the announcement of ARISE’s newly constituted State Councils for FY 2026-27, with leadership appointments spanning twenty states and union territories.

Andhra Pradesh is led by Chair M Padma Subrahmanyam and Co-Chair Mahadev Vasireddy. Assam will be chaired by Nellie Ahmed. Bihar’s council is headed by Mrigya Singh. In Gujarat, Kavish Gadia takes charge as Chair with Kush Dinesh Sakaria as Co-Chair.

Haryana’s council is led by Chair Aditi Misra and Co-Chair Yash Prakash. Jammu and Kashmir will be chaired by Nandan Kuthiala. Karnataka’s council is headed by Srinivas Kumar Chalasani. In Madhya Pradesh, Siddharth Singh Girnar takes the chair.

Maharashtra is led by Chair Irshad Patel and Co-Chair Shailesh Dalmia. New Delhi’s council is headed by Chair Rahul Aggarwal and Co-Chair Jyoti Arora. Odisha will be chaired by Dr Silpi Sahoo. Punjab’s council is led by Chair Manjot Dhillon and Co-Chair Robin Aggarwal.

Chandigarh will be chaired by Gurpreet Bakshi. Rajasthan’s council is headed by Chair Ragini Kachhwaha and Co-Chair Deepak Sharma. Uttar Pradesh is led by Chair Shalini Singh and Co-Chair Saifi Khwaja Yunus. Uttarakhand’s council is headed by Chair Bharat Goyal and Co-Chair Manoj Kumar Khera.

Telangana is led by Chair Meghana Jupally and Co-Chair Satya Datla. Tamil Nadu’s council is headed by Chair Vikram Ramakrishnan and Co-Chair RJ Thayumanaswamy. West Bengal will be chaired by Pradip Kumar Agarwal. Kerala’s council is led by Rajesh George Kulangara.

These councils will play a central role in strengthening ARISE’s regional presence, member engagement and policy dialogue at the ground level through 2026-27.

Senior education leaders address the meeting

The two-day meeting drew participation from senior figures across India’s school education ecosystem. Dr Joseph Emmanuel, Chief Executive and Secretary of CISCE, delivered a special address emphasising the transformative power of collective school leadership. “When progressive schools come together with shared purpose and collective strength, they can transform the school education landscape in phenomenal ways,” he said.

Dr Praggya M Singh, Professor and Director of Academics at CBSE, underlined the value of direct engagement with school leaders in shaping policy. “Interactions with school leaders provide valuable ground-level insights into classroom realities and emerging needs, which are essential for shaping responsive academic initiatives,” she said.

Representatives from international education boards also attended, including Mahesh Balakrishnan, Manager South Asia at the International Baccalaureate, and Vinay Sharma, Senior Vice President and Regional Director South Asia at Cambridge International Education — reflecting ARISE’s engagement across both national and global school education frameworks.

Agenda focused on policy and professional development

The meeting’s deliberations covered leadership effectiveness, institutional governance, learning and development priorities and the liberalisation of the K-12 sector. A dedicated expert session on India’s new Labour Codes provided school leaders with practical guidance on compliance requirements and operational implications for educational institutions.

The Members’ Meeting concluded with a collective commitment to reform-oriented dialogue, stronger collaboration and a shared determination to shape the future of school education in India.

In a landmark judgment that firmly connects constitutional law with everyday classroom realities, the Supreme Court of India has declared menstrual health a fundamental right, placing it squarely within the ambit of Article 21 (Right to Life with dignity) and Article 21A (Right to Education).

Delivered on January 30, 2026, by a Bench of Justices J.B. Pardiwala and R. Mahadevan, the ruling in Jaya Thakur vs Union of India goes far beyond symbolic recognition. It lays down clear, enforceable obligations for schools—government and private alike—transforming menstrual hygiene from a welfare measure into a constitutional duty.

For school leaders, this judgment marks a decisive shift: menstrual dignity is no longer optional, charitable, or discretionary. It is a core educational standard.

Why the Court Intervened

The Court acknowledged what educators and parents have long known but systems have often ignored:
lack of menstrual hygiene support is a direct barrier to girls’ education.

Absenteeism, discomfort, fear of embarrassment, inadequate toilets, and social stigma collectively push many girls out of classrooms—sometimes temporarily, sometimes permanently. By recognising menstrual health as integral to dignity and learning, the Court affirmed that no girl should ever have to choose between her education and her period.

What the Court Said

The judgment rests on three powerful principles:

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1. Menstrual health is inseparable from dignity and bodily autonomy, which are central to the Right to Life.
2. Education cannot be meaningful if menstruation becomes a reason for exclusion, discomfort, or discrimination.
3. Infrastructure alone is insufficient—social stigma, silence, and male insensitivity must also be addressed.

In a telling observation, the Court noted that “ignorance breeds insensitivity” and warned that menstrual facilities will remain underused unless schools actively dismantle stigma.

What Schools Must Now Do

The Court’s directions are both practical and time-bound, with a three-month implementation window. They fall into two clear buckets: infrastructure and ecosystem change.

1. Physical Infrastructure: The Non-Negotiables

All schools—government and private—must ensure:

• Free provision of biodegradable sanitary pads, with a preference for discreet access such as vending machines.
• Functional, gender-segregated toilets with running water, soap, privacy, and regular maintenance.
• Disabled-friendly sanitation facilities, ensuring inclusivity for all students.
• Safe and hygienic disposal systems, including covered bins and environmentally compliant solutions.
• Creation of a Menstrual Hygiene Management (MHM) Corner stocked with emergency supplies such as spare uniforms, innerwear, and hygiene kits.

The Court made it clear that absence of these facilities amounts to denial of constitutional rights.

2. Cultural & Educational Shift: The Ecosystem Solution

Perhaps the most progressive aspect of the ruling is its insistence that menstrual health is not a “girls-only issue.”

Schools are now expected to:

• Sensitise boys about menstruation as a normal biological process, removing shame, jokes, and harassment from school spaces.
• Train male teachers and staff to respond empathetically to menstruation-related needs, without interrogation or embarrassment.
• Integrate age-appropriate, gender-responsive content on menstruation and puberty into health and wellness curricula, in line with NCERT/SCERT guidance.
• Foster a school culture where menstruation is discussed openly, respectfully, and without euphemism.

The message is unambiguous: pads without dignity do not equal access.

A Clear Warning to Private Schools

The Supreme Court issued a firm caution to private institutions:
non-compliance can lead to de-recognition.

By linking menstrual hygiene directly to the Right to Education, the Court has placed accountability squarely on school managements. Compliance is no longer a matter of reputation—it is a legal obligation.

Why This Judgment Matters

This ruling represents a rare moment where law, education, health, and gender equity intersect meaningfully.

It acknowledges that:

• Equality in education requires both facilities and acceptance
• Silence around menstruation is itself a form of discrimination
• Boys and men must be part of the solution—not bystanders

For school leaders, this is an opportunity to lead with empathy, foresight, and constitutional responsibility.

The Bottom Line

The Supreme Court has drawn a clear line:
menstrual dignity is a right, not a favour.

Schools that act decisively now will not only meet compliance requirements but will also create environments where every student feels safe, supported, and respected—every day of the month.

The Economic Survey 2025–26, tabled in Parliament on January 29, 2026, presents an arresting paradox. India has successfully built one of the world’s largest schooling systems—educating 24.69 crore students—yet only six out of ten learners complete higher secondary education.

For school leaders, the Survey’s message is unambiguous: the national focus is shifting from inputs (getting children into school) to impact (ensuring they learn, progress, and stay). What follows are five findings that matter most inside the school gate.

1. The “Leaky Bucket”: Transitioning from Middle to Secondary

While primary enrolment is near-universal (90.9%), the Survey identifies a structural drop-off after Class 8.

Reality check: The Net Enrolment Rate (NER) at the secondary level stands at just 52.2%.

The rural gap: Only 17.1% of rural schools offer secondary education, compared to 38.1% in urban areas. Longer travel distances and higher costs lead to significant transition losses.

What this means for schools:

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• The Survey strongly backs Composite Schools (K–12 models) to reduce dropout risk.
• Schools serving Classes 6–10 should prioritise transition counselling, parent engagement, and academic bridging.

Leader takeaway: Retention, not recruitment, is now the real leadership challenge.

2. Learning Outcomes: The PARAKH Recovery Story

Post-pandemic recovery is visible, particularly in foundational years—but learning quality remains uneven across states and school types.

Encouraging gains:

• Grade III Mathematics proficiency has risen to 65%, up from 42% in 2021.

What’s next:

• The Survey proposes a PISA-like, competency-based assessment at the end of Class 10, signalling a decisive move away from rote learning.

What this means for schools:

• Internal assessments will increasingly need to mirror National Achievement Survey (NAS) benchmarks.
• Performance-linked accountability is no longer hypothetical—it is imminent.

Leader takeaway: Assessment literacy will become as important as curriculum delivery.

3. The Skilling Crisis: Addressing the 1%

Perhaps the most candid section of the Survey exposes a stark education–employment mismatch.

The 1% problem: Only 0.97% of students aged 14–18 have received formal institutional skilling.

Structural issue: Education and skilling continue to operate in parallel silos, leaving most learners academically qualified but workplace-unready.

What this means for schools:

• Vocational exposure must be embedded within Classes 9–12, not offered as an optional or external add-on.
• Partnerships with local industry, NSDC-aligned providers, and apprenticeship platforms will become critical.

Leader takeaway: Schools that integrate skills early will future-proof their students—and their relevance.

4. Digital Exposure: Pedagogy vs. Addiction

In a significant first, the Economic Survey flags digital addiction as a threat to student wellbeing, learning focus, and social capital.

The paradox:

• 89% of rural youth now have access to smartphones.
• 75% use them primarily for social media, contributing to sleep deprivation, reduced attention spans, and anxiety.

What this means for schools:

• The Survey recommends introducing a Digital Wellness Curriculum, covering:
  • Screen-time literacy
  • Cyber safety
  • Responsible AI and social media use

Leader takeaway: Digital fluency must now include digital restraint.

5. Global Ambitions: Stemming the Student Exodus

India is on track to become the world’s largest source of international students, with outbound numbers expected to reach 18 lakhs by 2025. Yet, international students form just 0.10% of domestic enrolment.

The strategy:

• The Survey promotes “Internationalisation at Home”—inviting foreign campuses, enabling joint degrees, and ensuring mutual recognition of qualifications.

Key enablers already in place:

• Academic Bank of Credit (ABC)
• APAAR IDs (with 2.2 crore already issued)

What this means for schools:

• Senior secondary students should be actively guided on credit portability, interdisciplinary choices, and global pathways.

Leader takeaway: Global readiness is no longer optional—it is systemic.

The Bigger Shift: Learning Over Schooling

The Economic Survey 2025–26 makes one thing clear: India’s education mission has entered its second phase. Infrastructure and access have largely been achieved. The next frontier is retention, relevance, and real learning.

For school leaders, success will no longer be measured by enrolment numbers alone, but by:

• Meaningful learning outcomes
• Student wellbeing and digital balance
• Employability and global mobility

The bell has rung. What happens after it now matters more than ever.

New Delhi | January 22, 2026 – As the three-day Inclusive Education Summit 2026 enters its second day, the conversation has shifted from policy theory to tangible pathways. Organised by the Ministry of Education (DoSEL) at The Lalit, New Delhi, the summit is setting a high bar for how India intends to align with NEP 2020 and the RPwD Act 2016.

While Day 1 set the stage, Day 2 focused on the “how”—the digital tools, pedagogical shifts, and inter-sectoral collaborations required to ensure no child is left behind.

1. Digital Transformation: PRASHAST 2.0 Takes Center Stage

The most significant tech highlight was the unveiling and live demonstration of PRASHAST 2.0. Introduced by Ms. Ira Singhal (Deputy Secretary, DoSEL), this revamped disability screening tool is designed to move the needle on early identification.

• Integrated Ecosystem: The tool now integrates directly with UDISE+, allowing for real-time tracking and data-driven interventions.

• The Goal: Moving away from guesswork toward evidence-based planning at the school level.

2. Scalable Success: Lessons from the States

The summit showcased that inclusion isn’t just a national mandate; it’s a local reality. Two states shared blueprints that other school leaders can learn from:

• Andhra Pradesh: Highlighted the transformative impact of their 125 Autism Support Centres.

• West Bengal: Showcased a model of strengthening resource rooms to provide child-centric interventions immediately after identification.

3. Reimagining Pedagogy and Teacher Training

A recurring theme throughout the day was that “access” to a classroom is not the same as “achievement” in learning.

• NCERT’s New Framework: Dr. Sharad Sinha presented an 8-module framework designed to mainstream inclusive pedagogy. The focus is on training teachers to manage diverse classrooms as the norm, not the exception.

• NCTE & NIOS: Discussions led by Prof. Pankaj Arora (NCTE) and Prof. Akhilesh Mishra (NIOS) highlighted the shift toward flexible admission systems, accessible e-content, and a national mentoring mission to support inclusive practices in everyday schooling.

4. Beyond the Classroom: Sports and Language

Inclusion was also discussed through the lens of holistic development:

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• Inclusive Sports: Representatives from Special Olympics Bharat and the Indian Blind Sports Association emphasized that sports are a primary vehicle for building confidence and independence in children with intellectual and visual impairments.

• The Power of Words: Ms. Amita Tandon (UNICEF) reminded delegates that disability-inclusive language is the first step in reducing stigma.

Innovator’s Spotlight: Prof. Bharti Kaushik (CIET, NCERT) showcased the “Kitaab Ek, Padhe Anek” project. Based on Universal Design for Learning (UDL), this initiative allows a single textbook to offer multiple accessible pathways, proving that “one size fits all” is a thing of the past.

Key Takeaways for School Leaders

As the summit concludes its second day, the message to the Indian education fraternity is clear:

1. Screen Early: Use tools like PRASHAST 2.0.

2. Train Often: Move toward inclusive pedagogy, not just special education.

3. Build Infrastructure: Invest in resource rooms and UDL-compliant materials.

In a landmark move to make India’s school system future-ready, the Department of School Education & Literacy (DoSE&L), Ministry of Education, has announced that Artificial Intelligence (AI) and Computational Thinking (CT) will be introduced as part of the school curriculum from Class 3 onwards, beginning in the academic year 2026–27.

The initiative marks a major step in preparing students for an AI-driven world, ensuring early exposure to technological literacy, ethics, and problem-solving. The curriculum, currently being developed through a consultative process with CBSE, NCERT, KVS, NVS, and States/UTs, will fall under the National Curriculum Framework for School Education (NCF-SE) 2023, in alignment with the National Education Policy (NEP) 2020.

A stakeholder consultation held on 29th October 2025 brought together education leaders, including Prof. Karthik Raman from IIT Madras, who heads the CBSE expert committee responsible for shaping the AI & CT curriculum. The focus is on designing a meaningful, inclusive framework that integrates AI not as an advanced elective but as a foundational skill — comparable to literacy and numeracy in importance.

Shri Sanjay Kumar, Secretary, DoSE&L, emphasised that AI education should be viewed as a universal skill closely linked to real-world applications. “Every child’s distinct potential is our priority. Policymakers must define minimum thresholds and evolve them with changing needs,” he said. He also stressed on teacher training as the backbone of successful implementation, with modules under NISHTHA, and resource materials being prepared by NCERT and CBSE.

The Ministry plans to release AI handbooks and digital resources by December 2025, followed by a grade-specific rollout supported by video-based learning materials and structured training.

By embedding AI education from the foundational years, India aims to nurture a generation that understands, creates, and applies technology ethically — transforming the vision of AI for Public Good into everyday classroom reality.

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