Inspiration
The world’s first SOLE Cambridge School – Paradise School Goa
We are a school in Paradise (ie Goa) hence the name. However, the meaning goes deeper than that. The Cambridge English Dictionary definition of Paradise is: ‘a place or condition of great happiness where everything is exactly as you would like it to be’.
Shilpa Mehta, Founder, Paradise School Goa, tells MARIE D’SOUZA what goes into making this SOLE Cambridge School a real game-changer
What's in a name…? Tell us the reason and significance of the name 'Paradise School'.
We are a school in Paradise (ie Goa) hence the name. However, the meaning goes deeper than that. The Cambridge English Dictionary definition of Paradise is: ‘a place or condition of great happiness where everything is exactly as you would like it to be’.
This most perfectly sums up the ethos of Paradise School because we are daring to forge new ground-breaking paths in education. We are genuinely interested in the potential and well-being of our learners, as well as teaching faculty. In that sense, we are not just a school but an educational community, with wider concerns at heart.
This is why we use the SOLE at the centre of our learning culture. Sugata Mitra’s method of Self-Organising Learning Environments allows children the intellectual freedom to discover concepts for themselves and be enchanted by this process (rather than jaded as with most schoolroom practises). This liberation is important. We use it to fuel our mainstream curriculum of the International Cambridge Board, which also supports active and dynamic learning. We find the two complement each other perfectly. Best of all, the learners thoroughly enjoy it which makes for a happy environment.
We are a SOLE Cambridge School – the world’s first. Fusing the present and the future. Hence the name Paradise.
How does Paradise School perceive the Future of Learning?
It is mainly an attitude. One has to let go of the old shore in order to find the new. However, going out to sea takes courage, fortitude and resilience when familiar landmarks disappear. One has to be willing to reinvent the wheel. But if any area needs it, it’s education, as the future stakes of our children depend on it.
This attitude needs to show up in management, infrastructure, classroom design, tech choices and overall the culture and community of the school. The biggest shift is putting the child’s voice at the centre. Often schools and institutes silence children and force them to accept the way of tradition. We have to teach children to be their own leaders, otherwise, they will never survive in the new world of not just the 21st but also the 22nd centuries.
Moving away from a patriarchal, top-down, hierarchal, authoritative structure to an inclusive, collaborative, child-centred, self-organising model is the key. We are all in together. Education should be the most exciting place on earth, for students, teachers and school creators. It’s where the best innovation can happen. Instead of suppressing it, we have to wholeheartedly allow it to emerge.
As Abraham Lincoln said, ‘the best way to predict the future – is to create it’.
'Taking education to the next level'… How does Paradise School strive to achieve this?
There are many important aspects of changing the game.
Firstly, we are creating a personalised learning experience for our students, rather than a standardised one. This is the most vital shift. It is good they move at their pace so learning is authentic and real. We favour stage, not age, and keep our class sizes small, no more than 15. In that sense we are a boutique school, offering a bespoke and tailored educational experience.
We like the latest thinking in pedagogy and have therefore chosen the most modern and contemporary subjects from the Cambridge programme including Global Perspectives, Enterprise, Environmental Management, World Literature, Fashion and Textiles and Digital Literacy. At A’level we hope to add Media Studies, Marine Studies and Psychology – as well as all the usual STEM subjects.
We offer the full flexibility of the Cambridge system by allowing our IGCSE learners to schedule their own exams over the November, March and June series. This means they don’t have to take all their exams in one go (which is stressful). Much better to stagger them in order of preference. We feel this puts the learner in charge of the examination process rather than at the mercy of it.
We embrace the internet and technology, harnessing these forces for educational purposes. Secondary children are allowed to bring their phones and devices to school; we often have digital reviews about best policy on their use, as discussed with the children themselves. Self-control is our ultimate aim. We would like our kids to be creators on the internet rather than mere consumers. As a school, we have been studying Digital Citizenship since the onset, to give children a positive and informed handle on the virtual universe.
We don’t skimp on quality. Paradise tech is iMacs and iPads. We favour the IOS platform as it offers the best and most magical experience of the internet and technological advancement. An Apple Developer teaches in our school a programme he designed called ‘The A Game’. This is where kids get to use and become very proficient at the full suites of apps the platform affords.
Practically, we have personally designed all the furniture in the school so that it is dynamic, flexible and interactive (you can write on the surface, like a whiteboard). Once again, this gives children and teachers the day-to-day power to express themselves in the classroom rather than be stuck in a rigid grid of conformist infrastructure.
In terms of our day-to-day reality, we don’t have uniforms and are on first-name terms with each other (no Sir and Miss). We have found SOLE has gone beyond the classroom and has become part of our culture making us democratic, cooperative, innovative, seeking and unafraid to explore. Most importantly, we are able to manage people’s differences of opinions with goodwill and equanimity. This is the spirit with which Paradise operates.
This goes to the heart of our community, where we have open, supportive and genuine relationships with each other – from the Trustees, to our School Board, the parent body, faculty, and children. Bullying is rare in our school. Creating a bedrock of safety and harmony is key.
What is the vision of Paradise School?
Our vision is to be true to the real meaning of education – from the Latin ‘educere’ meaning to ‘draw or to lead out’. Most education suppresses children. Our aim is to encourage our kids to emerge as their truest selves. This is a spiritual goal, not just academic. Without the full and proper contribution of children to the future world, who knows what the consequences will be? The advancement of the human race and the planet are at stake. Hence as educators, we carry the greatest responsibility to allow our children to sink and not swim when the tidal waves of change hit.
Therefore, we embrace the future and are not frightened by it. Rather we are inspired and encouraged by all the wonderful possibilities that await us. We truly believe our children will be at the helm of this ship, confidently and powerfully sailing to a brighter day.
Academically, we respect the Cambridge system and work well in alignment with their evolved position of active and dynamic learning, as well as honouring the examination process. We are excited about the doors that open at the university level and are consciously preparing our children for this now.
We are on the cusp of great change. We are handling this tipping point between the old and the new, with flair, courage and genuine innovation.
Optimism to create a better world for our children is what drives us.
Renowned educator and TED Prize winner Sugata Mitra is the main advisor to Paradise School. How are his ideas of SOLE and School in the Cloud being implemented at Paradise?
Sugata inspires us constantly. He really does take education to the next level, with an argument that is humorous, searingly intelligent and ultimately so wise.
The best thing about Sugata is he puts everyone into a SOLE space, even us as a school. We are always asking ourselves, ‘What is a SOLE School’, ‘How can we best merge the old and new ways of thinking about learning’ and ‘If teachers are not necessary in the age of the internet, then who are we, as teachers?’
My favourite question as a result of my association with Sugata is – ‘What is a self-organising system ?’. This has opened up a profound and mystical journey for me as I establish the world’s first self-organising school. I am sure once this becomes second nature to me, I will be able to share it widely with all. Successful self-organising, on all levels, is the pathway to a very dynamic human race. Let’s start with children mastering it at school.
On a practical level, merging SOLE into a mainstream curriculum has been an amazing adventure in learning. We have found so many interesting techniques for doing so, entirely self-discovered, by my team of passionate and inspired educators. We are organising the first worldwide SOLE Conference ever, to create a forum for all of us to share our findings with other SOLE educators and like-minded teachers and school leaders.
But to give you a simple taste of how it works in our school, Rounak, our Lower Secondary English teacher, asked his learners ‘Why does humour make us feel good?’ as a SOLE question. This unlocked an intense and fun workout for the kids in the SOLE Room to come up with insights.
He then asked them how humour works as a genre in literature – and what does it contribute to the stories we read and watch?
By opening up the topic as SOLE, it ignited their curiosity and lit the flame of their open-minded exploration of the subject. Rounak was then able to take this intellectual enthusiasm and channel it down a curricular highroad.
This, to me, is a perfect example of how SOLE and Cambridge work so well together.
Tell us more about the team behind Paradise School.
The strongest feature of our school is the key business people in our management structure (from trustees, to advisors to investors) who are from Goa. This gives us such a solid base to work from. Other Directors have lived or worked in Goa for over a decade, and we are all committed to creating a world-class, world-changing, inspirational educational hub here. We believe in Goa, what it stands for and its potential. For me, this team is a dynamite combination of power and expertise.
We are partnered with Newcastle University and SOLE Central as the world’s first SOLE School. Sugata Mitra is our Advisor and does workshops and talks with us often.
My Head of School, Academic Coordinator and Primary and Secondary teachers come from international schools from all over India and Goa. What marks them as Paradise faculty is they are serious about breaking new ground in education and are passionate and sincere educators. As the School Leader I give them plenty of space to mine their talent and stretch their wings. I have found giving teachers autonomy liberates their potential like nothing else. Seeing them blossom is as important to me as allowing our children to thrive. This is what creates a genuine educational community – because everybody is growing and learning.
Other collaborators include Apple Education India (and UK) as we are using technology to innovate new learning platforms for our children. We are aiming to become an Apple Distinguished School in the future.
We have also partnered with Alma, a US Student Information System, and are the first to be using their product in India. Alma has been designed by teachers so is intuitive and flexible, which suits us so well. We are really looking forward to getting on board with them, and opening up the app for enhanced parent communication.
Paul Dass OBE and the British Education Centre in Delhi have very kindly shared their huge network of UK Universities with us in order to forge academic ties for the launch of A’Level launch in March 2020. Having direct access to universities abroad is a wonderful feather in our cap for our older students.
Finally, our strongest team is our parents. Without them, the word about Paradise could not have spread so far and wide. We literally went viral on the parent’s network from Goa to Delhi, Mumbai, and Bangalore – to LA, the UK, Europe. We barely advertise, yet our admissions have soared. We listen closely to parents and see them as an integral part of our self-organising community.
The location of the school, including the large Goan mansion with various residential rooms, appears most, unlike the conventional school building structure. What is the motive behind this?
North Goa, where the school is based, is really a series of rural, networked villages. So, there is no ready infrastructure for schools. But when Aurelia came on the market, I knew it was just perfect. A 400-year-old exquisitely restored Goan heritage mansion with large rooms and spacious proportions – ideal for an International School. The owner was very kind to allow us to set up our school there, for which we are eternally grateful. Many people call it a Digital Hogwarts, which makes us laugh. Outwardly, it’s an old building but inwardly it’s high-tech.
We have also now taken on a villa nearby for our Primary School, so we have two gorgeous buildings. Many families have moved to Aldona and surrounding villages to be by the schools, so the whole area is coming up and becoming a lovely school community, of which we are extremely proud.
However, this is just Paradise 1.0 and 2.0.
Paradise 3.0 is buying our own land and creating our own building. We’re putting this into place – talking to landowners, investors, architects. This will be our eco-futuristic vision of how a truly advanced 21st century school should look and behave. We cannot wait to share it with the world, and most of all – with our kids.
As India celebrates nine years of the Startup India initiative on National Startup Day, 16 January 2025, it’s evident how deeply the entrepreneurial spirit has been embedded in the nation’s fabric. From being a country of aspiring doctors and engineers to a hub for budding entrepreneurs, India has undergone a significant transformation. This shift isn’t confined to adults but is increasingly taking root in schools, where the next generation of business leaders is being nurtured.
The Entrepreneurial Wave in Schools
Startup culture has permeated classrooms, with students now creating and marketing products under professional guidance. Chemistry labs aren’t just for experiments anymore; they’ve become mini manufacturing units. Students are crafting innovative products—think handmade soaps, eco-friendly cleaning agents, and even tech gadgets—and selling them under their school’s brand. This hands-on experience in entrepreneurship is teaching them valuable lessons in problem-solving, teamwork, and financial literacy, far beyond traditional academics.
Shows like Shark Tank India have also played a crucial role in shaping young minds. These programmes, widely watched across TV and OTT platforms, have demystified entrepreneurship for students and parents alike. By showcasing real-life success stories, they’ve encouraged families to view entrepreneurship as a viable career path, on par with medicine or engineering.
Schools as Incubators of Ideas
Schools today are recognising their potential to act as incubators for future business leaders. Many are introducing entrepreneurship programmes, collaborating with startups, and organising business pitch competitions. These initiatives allow students to explore their interests and learn the intricacies of building a business—from ideation and prototyping to marketing and scaling.
Some schools have even created dedicated innovation labs and partnered with local businesses for mentorship opportunities. These setups not only foster creativity but also give students exposure to the practical aspects of running a business. Such efforts align perfectly with the government’s Startup India initiative, which has championed innovation and inclusivity for nearly a decade.
Why This Matters for the Future
Entrepreneurship isn’t just about creating businesses; it’s about fostering a mindset. Students who grow up in this environment are better equipped to tackle real-world challenges, think creatively, and adapt to changing circumstances. These skills are invaluable, whether they eventually choose to run their own business or work within an organisation.
Moreover, promoting entrepreneurship in schools has a ripple effect. It not only prepares students for the future but also inspires communities and contributes to economic growth. Schools that actively engage in such initiatives are setting a precedent for holistic education that balances academics with life skills.
What Next?
With over 1.59 lakh startups now recognised in India, the country has become a global hub of innovation. Schools must seize this moment to integrate entrepreneurial education into their curriculums actively. By doing so, they will not only align with national objectives but also prepare students for a world that values innovation and adaptability above all.
As we celebrate National Startup Day, let’s look forward to a future where classrooms double as boardrooms and students graduate not just with degrees but with dreams ready to take flight.
On 12 January each year, India celebrates National Youth Day, commemorating the birth anniversary of Swami Vivekananda—a visionary whose ideals continue to inspire generations. His emphasis on courage, self-discipline, and selflessness laid the foundation for building a nation of empowered youth. Yet, as we reflect on his teachings, a poignant question arises: if Swami Vivekananda were alive today, would he be proud of the state of India’s youth?
A Disturbing Landscape
Despite remarkable strides in education, technology, and global recognition, troubling statistics reveal a different narrative. Reports show a disheartening rise in suicides among young students, with academic pressure, bullying, and mental health struggles emerging as significant factors. According to the National Crime Records Bureau, India recorded over 13,000 student suicides in 2022—a grim reminder of the challenges our youth face.
Swami Vivekananda famously said, “Arise, awake, and stop not till the goal is reached.” But how do we encourage this awakening in an environment that often prioritises grades over mental well-being, competition over collaboration, and individual success over collective growth?
Polarisation and Division
In his landmark address at the Parliament of the World’s Religions in Chicago, Vivekananda envisioned a harmonious world, where mutual respect and inclusivity thrived. Yet, incidents of hate crimes in educational institutions paint a different picture. Instead of fostering understanding, many schools struggle to counter narratives of division and intolerance, which are seeping into the minds of impressionable young individuals.
Vaping is Cool!
Another alarming trend is the increasing prevalence of substance abuse and vaping among teenagers. Easy accessibility and peer influence have made vapes and drugs a growing concern in schools and colleges. Vivekananda’s ideal of youth as paragons of strength and discipline seems to clash with a reality where momentary fun triumphs responsibility.
Are We Listening to the Youth?
One of Vivekananda’s core messages was to listen and understand the needs of the youth, not dictate them. Today’s students crave purpose and authenticity in their pursuits. Yet, our education system largely remains exam-centric, with limited focus on developing emotional resilience, moral values, and critical thinking skills.
The rise of mental health issues highlights the urgent need for robust counselling frameworks in schools. Bullying, academic stress, and societal expectations weigh heavily on students. Swamiji believed in holistic education that nourished the body, mind, and soul—a vision that modern-day institutions must strive to achieve.
The Path Forward
- Mental Health Awareness: Schools must normalise conversations about mental health. Hiring trained counsellors and introducing life skills education can empower students to cope with stress and trauma.
- Fostering Inclusivity: Combatting polarisation starts with creating safe spaces for dialogue. Schools can champion diversity and empathy through collaborative activities and community-driven projects.
- Balanced Education: Beyond academic excellence, education must focus on creativity, moral values, and societal contributions—aligning with Vivekananda’s philosophy of balanced personal and communal growth.
- Youth Empowerment: Engage students in decision-making processes within educational institutions, giving them a sense of ownership and responsibility.
- Combatting Addictions: Early intervention and peer education programmes can deter substance abuse. Incorporating discussions on self-control and the consequences of addiction is crucial.
A Call to Action
If Swami Vivekananda were here today, he might be disheartened by some of these realities but would undoubtedly call upon educators, parents, and leaders to rise to the occasion. The Indian youth remain a powerful force capable of leading transformative change, provided they are equipped with the right guidance and support.
As educators and leaders, we must ask ourselves: Are we nurturing the kind of youth Swami Vivekananda dreamed of? Are we empowering them with the tools to think critically, act compassionately, and embrace diversity? Or are we just celebrating the day just for the sake of it? We need to ask real questions. The answers lie in our collective efforts to reshape the educational and societal systems influencing young minds.
Swami Vivekananda’s timeless words echo loudly: “The youth are the pillars of the nation.” It is upon us to ensure that these pillars stand strong, united, and unwavering, ready to lead India toward a brighter and more inclusive future.
Education
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.
The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.
Key Details of the Plan
According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.
For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.
Implementation Framework
The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.
Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.
By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.
Education
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.
A Groundbreaking Theme: Financial Literacy Through Folk Tales
The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.
Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.
Festival Highlights
The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:
- Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
- Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
- Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
- Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
- Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
- Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.
Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.
National Reach and Global Aspirations
The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.
The Legacy of JHF
Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.
With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.
Looking Ahead
As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.
This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.
In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.
The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.
Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”
The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.
As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.
ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.
This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.
Let’s focus on the importance of quality in education and the significance of learning to give.
The best way to deliver quality education and bring about the personal and social development of an individual is by empowering young people to follow their passions. The education process today is built on the 4S approach – Service, Skill, Sport, and Study. The CBSE, CISCE, and most of the national boards are now incorporating skills and activities beyond the classroom into their curriculum.
Each of these four dimensions of learning is equally essential for helping young people find themselves and become the leaders they aspire to be.
Service is the numero uno of the 4S
Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”
Service, also referred to as Community Service or Social Service, has been an integral part of The Doon School since its inception. The first Headmaster, Mr Arthur Foot, believed that “the boys should leave The Doon School as members of an aristocracy, but it must be an aristocracy of service inspired by ideas of unselfishness, not one of privilege, wealth or position.” This principle has remained a foundational aspect of the school for decades. Over the years, The Doon School has amassed an impressive record of service. The students have consistently extended a helping hand across India during major earthquakes, tsunamis, landslides, and floods. For instance, during the 1991 Uttarkashi earthquake, when all communication lines were down, the school’s HAM radio club collaborated with the state administration and aid providers to establish channels of communication with the base station.
All boys at The Doon School must complete mandatory hours of social service. The school runs a Panchayat Ghar where students teach underprivileged children. Over the years, the school has adopted villages, working with villagers to construct houses, community centres, school buildings, sanitation systems, energy efficiency systems, and self-employment projects, including small-scale irrigation systems. Apart from village development, the school is actively involved with the Raphael Ryder Cheshire International Centre and the Cheshire Home.
Socially Useful Productive Work (SUPW) was introduced as a subject in Indian schools, where students could choose from various vocational education activities—embroidery and knitting, gardening, cooking, painting, carpentry, and other crafts and hobbies, as well as community service for senior students (Class IX onwards). This subject was introduced in 1978 by the Ministry of Education to promote Gandhian values and the educational ideas of Mahatma Gandhi. While many private schools have discontinued the subject, it remains an ancillary but mandatory part of the curriculum in schools affiliated with the Council for the Indian School Certificate Examinations (CISCE), which conducts the ICSE and ISC examinations. It is also taught in some Central Board of Secondary Education (CBSE) schools, including all Kendriya Vidyalaya and Jawahar Navodaya Vidyalaya schools.
Skill
Skill development aims to encourage the growth of personal interests and practical skills. Music, crafts, arts, nature, communication, hobbies, indoor games, vocational skills, and performance skills are examples of such activities. These interests are typically non-physically demanding and may be hobbies, vocational, or job-related.
“Skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words, the abilities that one possesses. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and others, whereas domain-specific skills would be useful only for a certain job. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.” ~ Wikipedia
Various forms of skills that schools should help deliver include labour skills, life skills, people skills, social skills, soft skills, and hard skills.
Sport
Sport is not only important for children’s health but also enhances learning achievement, resilience, and psychosocial and motor development. Children who engage in sports from a young age are more likely to continue doing so as they grow older. School-based sports programmes can lead to noticeable positive changes in teens’ behaviour and outlook. When students participate in sports, they can benefit not only physically but also socially and mentally!
Sport should encourage young people to improve their personal physical performance through training and perseverance in activities they enjoy. Physical activity is vital to young people’s holistic development, fostering their physical, social, and emotional health. The benefits of sport extend beyond physical well-being, and the educational value of sport should not be underestimated.
Round Square and International Baccalaureate (IB)
Round Square is a worldwide association of schools across five continents sharing unique and ambitious goals. Students attending Round Square schools make a strong commitment to personal development and responsibility, beyond academic excellence. The Round Square approach promotes six ideals of learning: Internationalism, Democracy, Environment, Adventure, Leadership, and Service. These are incorporated into the curriculum across all member schools, providing opportunities for student and teacher exchanges, community service projects, and conferences.
The International Baccalaureate (IB) offers four programmes for students aged 3 to 19, helping develop the intellectual, personal, emotional, and social skills necessary for living, learning, and working in a rapidly globalising world. The IB aims to develop inquiring, knowledgeable, and caring young people who contribute to creating a more peaceful world through intercultural understanding and respect.
Study
Study is the process of applying the mind to learning and understanding a subject, especially through reading. According to the dictionary definition, study refers to ‘the application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection.’ This is just one aspect of a young person’s growth at school.
A good school must provide the best ecosystem for the personal and social development of an individual. This can only be achieved when we focus beyond studies, giving equal emphasis to Study, Skill, Service, and Sport.
This article is also published in the Good Schools India Journal.
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Authored By- Sandeep Dutt, Founder, The Good School Alliance
Shomie Das, a renowned figure in Indian education, passed away at 10:30 pm last night in a Hyderabad hospital. Das had been in a coma following brain surgery and ultimately succumbed to his injuries.
Shomie Das, an eminent figure in Indian education, has a distinguished academic and professional background. He graduated from St. Xavier’s College at the University of Calcutta and subsequently from the University of Cambridge. Early in his career, Das taught at Gordonstoun School, where his students included Prince Charles. He served as the principal of Mayo College from 1969 to 1974, before taking on the role of headmaster at the Lawrence School, Sanawar, a position he held until 1988. He then became the headmaster of The Doon School, where he left a significant mark on the educational landscape. His tenure in education was marked by a commitment to fostering curiosity, self-discovery, and critical thinking. Notably, Mr. Das’s grandfather, SR Das, was the founder of The Doon School, linking him to a deep legacy in educational excellence.
Shomie Das’s association with Naga Prasad Tumalla of People Combine led to the establishment of Oakridge International School, which was eventually acquired by Nord Anglia Education. Just two weeks ago, Mr. Das attended the launch of a book titled ‘Shomie Das – The Man Who Saw Tomorrow.’ Authored by Naga Tumalla, the book delves into how their collaboration founded a school that encourages students to think beyond traditional educational boundaries.
As we mourn the loss of Mr. Das, we celebrate the legacy of a visionary who viewed education as a transformational journey rather than a transactional process. His profound impact on education will continue to influence countless lives, instilling a passion for genuine learning. We are profoundly grateful for his commitment and the indelible mark he has left on Indian education. His presence will be missed, but his legacy will continue to inspire future generations.
Thank you, Mr. Shomie Das, for your unwavering dedication to the transformative power of education.
Let’s take a walk through a memory we all share. Picture a classroom from years ago—rows of desks filled with students, and at the front, a teacher, often feared, seldom questioned. The boundaries were clear, and so was the unspoken rule: the teacher was the ultimate authority. For many, respect wasn’t earned; it was demanded, and it was often respect cloaked in fear.
Now fast forward to today. Walk into a classroom and you might notice a shift, subtle yet profound. It’s not the same classroom anymore, and the role of the teacher has evolved. But here’s the catch: while education has progressed, our respect for the role of the teacher seems to have lagged behind. Today, on Teacher’s Day, it’s worth asking—why are the true nation-builders, the ones shaping our future, often undervalued and underpaid?
Perhaps the answer lies in how we’ve misunderstood what a teacher really is. For too long, society has viewed them merely as deliverers of information, bearers of authority. But teachers are so much more than that. They are the silent architects of our minds, the ones who help build the bridges between what we know and what we have yet to discover. Yet, somewhere along the way, we began to take this for granted.
The Shift from Fear to Friendship
There was a time when respect was born out of fear. Teachers ruled with a strict hand, their word was law, and questioning them was unthinkable. But was that true respect, or just submission disguised as respect? Today, we are seeing a new wave, where the teacher-student relationship needs to be redefined, not by fear but by mutual respect, communication, and, yes, even friendship.
But let’s be clear—friendship here doesn’t mean a blurring of boundaries. It doesn’t mean a loss of authority or a casualness that erases the lines of respect. Instead, it’s a different kind of connection. Teachers no longer stand on a pedestal looking down; they stand beside, guiding students through their own paths, understanding that each student’s journey is different.
Communication is key. It’s in the conversations where teachers take time to know their students, not just as learners but as individuals. It’s in the way they listen as much as they speak, creating an environment where students feel heard, valued, and respected. In turn, this earns the teacher a respect that is deeper and more lasting than the fear-based reverence of the past.
Why Do We Undervalue the Nation Builders?
Despite this evolution in the role of teachers, why does it feel like they are still fighting an uphill battle for recognition? In a world where education is hailed as the foundation of success, why are the people responsible for delivering that education often the ones most undervalued?
Part of the problem lies in how we measure success. Teachers don’t build skyscrapers, but they build the minds that will one day design them. They don’t operate on stock markets, but they shape the critical thinkers who will one day make important decisions. Their work is not tangible in the moment—it takes years, sometimes generations, to see the full impact of a teacher’s influence. And perhaps that’s why we forget.
We forget that every doctor, every scientist, every artist, and every leader was once a student sitting at a desk, shaped by a teacher’s encouragement or wisdom. And if we continue to undervalue teachers, we run the risk of weakening the very foundation upon which we build our future.
Redefining the Role, Rekindling Respect
So, how do we redefine this relationship? How do we remind ourselves, and society, of the immense value teachers bring? It starts with respect—respect that is not just expected, but earned through communication, understanding, and empathy.
Teachers need to be seen not just as authority figures but as mentors, guides, and facilitators of growth. This shift is already happening in many classrooms around the world, where teachers are creating spaces that are less about control and more about collaboration. They are empowering students to think for themselves, encouraging curiosity, and fostering a love for learning that will last long after the classroom doors have closed.
And in return, students are responding with a new kind of respect—one that comes from understanding that their teacher is not just there to lecture, but to guide, to support, and to inspire.
A Personal Yet Universal Connection
Whether you are 15 or 50, we’ve all had that one teacher. The one who went beyond the textbook, who saw something in us we didn’t see in ourselves. The one who stayed a little later after class to help, or who asked how we were doing when no one else did. That’s the power of a real teacher-student relationship, one that goes beyond authority and delves into mentorship.
On this Teacher’s Day, let’s redefine what it means to be a teacher. Let’s not just celebrate them, but value them in a way that goes beyond one day of appreciation. Let’s pay them what they’re worth, respect them for the role they play in our society, and recognise that the future of our world is, quite literally, in their hands.
Because the truth is, without teachers, there is no future. And that is something we can all understand, no matter our age.
Education
India at the 2024 Paris Olympics: A Call for Greater Sports Prowess and Better Sports Education
The 2024 Paris Olympics commenced two days ago, with India sending a contingent of 117 athletes across 16 sports. While this number represents a significant effort, it highlights a pressing need for a larger representation and enhanced prowess in global sports competitions. This aspiration can only be achieved through increased investment in sports, a shift in societal mindset, and a transformation in sports education within our schools.
Increasing the Sports Budget
To foster a robust sports culture, India needs to allocate more resources towards sports development. The current sports budget, though improved, is still insufficient to meet the demands of nurturing world-class athletes across various disciplines. Enhanced funding can ensure better training facilities, access to top-notch coaches, and international exposure for athletes from a young age. Countries excelling in the Olympics, like the USA and China, invest heavily in their sports infrastructure and athlete development programs, reaping the benefits in the form of medals and international acclaim. India must follow suit to compete on equal footing.
Changing the Mindset
In India, sports other than cricket often receive little attention until an athlete wins a medal. This reactive celebration highlights a fundamental issue in our sports culture. Athletes who dedicate their lives to disciplines like athletics, boxing, and badminton deserve recognition and support from the beginning of their journeys, not just when they achieve success. A proactive approach, where the efforts and struggles of athletes are acknowledged and supported continuously, will foster a more encouraging environment for aspiring sportspersons.
India’s obsession with cricket is well-known, often overshadowing other sports. While cricket’s popularity is a cultural phenomenon, it is essential to distribute this enthusiasm more evenly across various sports. Promoting diverse sports will not only provide opportunities for athletes in less-publicised disciplines but also help in discovering and nurturing talents that might otherwise go unnoticed. A more balanced sports culture can significantly enhance India’s performance in multi-sport events like the Olympics.
Reforming Sports Education in Schools
A critical area that requires urgent attention is sports education in schools. Currently, physical education (PE) periods are often viewed as leisure time or used by other teachers to complete their academic syllabi. This undervaluation of sports in the educational system hampers the development of potential athletes. Schools must recognise the importance of sports as an integral part of education, crucial for the holistic development of students.
Infrastructure and Opportunities
Many schools lack the necessary infrastructure to support various sports. Facilities for athletics, swimming, gymnastics, and team sports are either inadequate or non-existent. This lack of infrastructure prevents talented students from exploring and honing their skills. Investing in sports facilities at the school level is essential for identifying and nurturing talent early on. Additionally, schools should employ qualified PE teachers who can provide proper training and mentorship to young athletes.
Building a Supportive Environment
To create a thriving sports culture, it is imperative to build a supportive environment that values and encourages sports participation. Schools should organise inter-school competitions, sports days, and workshops with professional athletes to inspire students. Moreover, collaborations with sports academies can provide advanced training opportunities for talented students. Recognition of achievements in sports, both small and large, can motivate students to pursue sports passionately.
Therefore, the participation of 117 Indian athletes in the 2024 Paris Olympics is commendable but also a reminder of the potential yet to be unlocked. By increasing the sports budget, changing societal mindsets, diversifying our sports enthusiasm, and reforming sports education in schools, India can nurture a generation of athletes capable of excelling on the global stage. Embracing sports as a vital part of education will not only improve our Olympic performance but also contribute to the overall well-being and development of our youth.
Inspiration
Remembering Kargil Vijay Diwas: A Lesson in History, Sacrifice, and Peace for Our Children
Today is the Kargil Vijay Diwas, a day of victory for the Indian armed forces celebrating 25 years of victory in the Kargil War of 1999. This day represents pride and strength of the nation, as well as a reminder of the price that is paid in any armed conflict. While appreciating the courage and the efforts of our soldiers on this day, it is equally important to explain its importance to our children.
Understanding the wars of the past is essential for the younger generation. The Kargil War was a high-altitude conflict between India and Pakistan, fought in the treacherous terrain of the Kargil district in Jammu and Kashmir. Despite the harsh conditions and the strategic disadvantage, the Indian Army emerged victorious, reclaiming the occupied territories. This victory, achieved through immense bravery and sacrifice, is a testament to the indomitable spirit of our armed forces.
It is always good to celebrate victories in war as a sign of prowess, but it is equally important to pass this message to the young: War should always be the last solution. These depictions of bravery during the Kargil War should evoke feelings of respect and gratitude for those who sacrifice their lives to secure our freedom and security. However, it should also highlight the importance of peace and non-violence. India’s history is rich with examples of resolving conflicts through diplomacy and non-violence, a legacy of ahimsa championed by leaders like Mahatma Gandhi.
Schools play a pivotal role in shaping the perspectives of young minds. By incorporating lessons on the Kargil War and other significant historical conflicts, educators can instil a deeper appreciation for the freedom and security that we often take for granted. These lessons should not only be of triumphs in battle; they should also include the destruction and suffering that war entails. This way, students will be able to appreciate the efforts of the soldiers and have a deeper respect for the armed forces and their principles.
However, it is also important to complement these stories with the ones of peace and diplomatic victories. Explaining India’s policy of non-violence and the use of diplomacy in the conflict can help children learn about the benefits of living in harmony with others and the effectiveness of negotiations over fighting. This dual approach makes sure that while we are rejoicing and acknowledging our champions, we are also promoting peace and proper utilization of authority.
Therefore, Kargil Vijay Diwas is not only a day of victory and celebration but also a day when our children should be made aware of the bitter truth of war and the need for peace. In this way, we can raise a generation that appreciates freedom, honors the soldiers’ sacrifices, and aims at a society where people solve their problems with understanding and not violence.
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