India has 9.8 million school teachers. Most of them will never be seen. They will spend decades in classrooms across every geography in this country, inventing ways to make physics make sense to a fifteen-year-old in rural Rajasthan, turning a grammar lesson into something a child in a government school in Jharkhand remembers for life, building the foundational confidence that carries a student through every exam and every decision they will ever make. And when the school year ends, they will start again.

The Shiv Nadar Foundation and Saïd Business School, University of Oxford, believe that needs to change. On 29 April 2026, in New Delhi, the two institutions formalised a partnership to launch India’s Best Teachers’ Awards, a national recognition initiative designed to find and celebrate the country’s most outstanding high-school educators, invest in their professional growth, and begin the work of building a teaching profession that is as admired as the outcomes it produces.

WHY THIS, AND WHY NOW

India’s National Education Policy 2020 places the quality of teaching at the centre of the country’s educational future. Reforming curriculum, improving infrastructure, expanding access: all of it depends, ultimately, on what happens in a classroom, and therefore on who is standing at the front of it.

The Shiv Nadar Foundation has spent thirty years building institutions that understand this. Established in 1994 by Shiv Nadar, the founder of HCL Technologies, the Foundation has invested over USD 1.85 billion across seven landmark institutions in education and the arts, directly touching the lives of more than 56,000 alumni and students. It has built the infrastructure of excellence. Now it is turning its attention to the people inside that infrastructure.

Saïd Business School brings to this partnership its global expertise in pedagogy, leadership development, and what it calls impact from within: the idea that transforming individuals transforms institutions, and transforming institutions transforms the world. It has recently expanded that philosophy to include pre-university students and teachers as central to its mission, not as an afterthought.

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Together, what they are building is not a prize that hands over a trophy and moves on. It is the beginning of a sustained, long-term investment in the teaching profession.

WHAT THE AWARDS RECOGNISE

The 2026 edition of India’s Best Teachers’ Awards will recognise exceptional educators teaching in Grades 9 to 12 across eight subject categories:

Applications are open to teachers from both government and private schools, across central and state boards. The awards have been designed to reach across the full diversity of India’s school ecosystem: urban and rural, well-resourced and underfunded, board-exam-focused and inquiry-driven.

What the evaluation is looking for is not the teacher who performs best on a standardised test. It is the teacher whose classroom is genuinely different because they are in it. The assessment framework examines teaching methodology, classroom practice, innovation in pedagogy, and measurable student impact: improvements in learning outcomes, changes in student engagement, or interventions that created something genuinely new inside a school.

Nominations begin at school level, where both the principal and students participate in the process of identifying the school’s most impactful teachers. Each school may nominate up to two teachers for the awards.

THE SELECTION PROCESS

The awards follow a structured, multi-stage evaluation process built for credibility. From the applications received across the country, the top five nominees in each category will be invited to Delhi as finalists: eighty teachers from across India, gathered in one place, presenting their work to a distinguished jury panel.

The jury has been designed to match the ambition of the awards. It will draw from within the Shiv Nadar Foundation’s own ecosystem of educators and academics, and from Oxford, where distinguished judges of Nobel calibre will be part of the evaluation panels provided by Saïd Business School. The finalists will present to category-specific juries on Day 1 of the event, in parallel sessions across the full day.

Winners will be announced at the Awards Ceremony on 5 September 2026, at the close of the two-day national event.

WHAT THE WINNERS RECEIVE

The awards have been designed to do two things at once: celebrate excellence in the present, and invest in it for the future.

All 80 finalists who reach the national event will receive a certification signed by the Nobel Laureate jury from Oxford University. That in itself is a recognition unlike anything currently available to high-school teachers in India.

The 16 category winners, one in each subject for each of the eight categories, will receive something more significant still: a full scholarship to attend a one-week, in-person bespoke learning and development programme at Saïd Business School, University of Oxford. The programme is not a generic executive course. It has been designed specifically around the professional needs of outstanding educators: leadership in education, global perspectives on pedagogy, and deep cross-learning with teachers and academics from an international academic environment.

In addition to the Oxford immersion, winners will receive access to a five-week online learning programme designed to deepen their teaching skills in their own time and context.

The intent is clear: the awards are a beginning, not an end. The Foundation and Oxford are building a growing network of recognised educators across India, creating the conditions for peer learning, exchange of practice, and the kind of professional community that outstanding teachers deserve and rarely find.

WHAT THE ORGANISERS SAY

“Teachers shape the lives of their students in ways that extend far beyond the classroom. They influence how young people think, learn, and engage with the world. Through these awards, we aim to build a credible platform that strengthens the broader teaching ecosystem by spotlighting meaningful classroom impact.”

Shikhar Malhotra
Trustee, Shiv Nadar Foundation

“The quality of any education system ultimately rests on its teachers. If we want to raise standards and outcomes, we must ensure that the profession is recognised, respected and supported in a sustained way. Bringing together recognition through the awards and capability-building through the learning programme is an important step in that direction.”

Manos Kapterian
Chief Operating Officer, Saïd Business School, University of Oxford

“Great teaching has a lasting impact that extends far beyond the classroom. By celebrating teachers and supporting their continued development, we reinforce the value of the profession and its role in shaping future generations.”

Josephine Fawkes
Director of Youth Education and Global Inclusion, Saïd Business School

THE TWO-DAY NATIONAL EVENT

The awards culminate in a two-day national gathering in Delhi from 3 to 5 September 2026, bringing together the 80 finalists, jury members, school leaders, and education voices for what is intended to be one of the most significant gatherings of outstanding teachers India has seen.

Day 1 is dedicated entirely to the jury presentations: all 80 finalists present their work to subject-specific juries in parallel tracks across the full day. Day 2 begins with an engagement programme for finalists, followed in the afternoon by a Teachers Symposium featuring panel discussions and knowledge sessions on pedagogy, practice, and the future of Indian school education. The day closes with the Awards Ceremony and a Gala Dinner.

The event is designed to be memorable not only for the winners but for every teacher who walks through the door. The profession will be at the centre, and the world, for those two days, will be watching it.

HOW TO APPLY

Applications open on 1 May 2026 and close on 31 July 2026. Teachers from both government and private schools, across all boards, teaching in Grades 9 to 12 in any of the eight subject categories are eligible to apply.

ABOUT THE ORGANISATIONS

The Shiv Nadar Foundation was established in 1994 by Shiv Nadar, founder of HCL Technologies. Committed to creating a more equitable, merit-based society through transformational education, the Foundation has invested over USD 1.85 billion across seven landmark institutions and initiatives in education and the arts. Today it has a community of more than 100,000 constituents, including over 23,700 current students, 3,600 faculty and staff, and a globally dispersed alumni network of more than 32,300. The Foundation pursues what it calls Creative Philanthropy: building institutions designed to last and to impact future generations.

Saïd Business School at the University of Oxford offers accredited degrees and diplomas for undergraduates and postgraduates, executive education programmes, and a growing set of learning experiences for pre-university students aged 15 to 18 and their teachers. Its mission is to develop future leaders who go into business with purpose and make real impact, operating on the principle that transforming individuals transforms businesses, which transform the world.

Long before stadiums, anthems and global fame, Freddie Mercury was a student in the quiet hill town of Panchgani. In a move that reconnects that origin story with the present, St. Peter’s School Panchgani, A Residential & Day School has set up a dedicated on-campus gallery chronicling the formative years of its most celebrated alumnus, best known as the frontman of Queen.

The initiative, conceptualised as part of the school’s effort to document and reclaim its own legacy, stems from a simple but powerful idea: that stories of global significance often begin in places that rarely receive that recognition. By bringing Freddie Mercury’s early years into focus, the school aims to bridge that gap between a globally celebrated icon and the lesser-known environment that helped shape him.

The gallery brings together archival photographs, references to his time at school, and narrative installations that trace a journey few fully associate with India: that of a young boy, far removed from the global spotlight, finding his voice in the hills of Maharashtra. The gallery features a curated collection of archival photographs, reproduced school records, personal anecdotes, and narrative installations tracing Freddie Mercury’s formative years at St. Peter’s School Panchgani.

Among the highlights are references to his involvement with “The Hectics,” the school band he formed during his time in Panchgani, along with showcases exploring his early interest in piano, choir performances, and music-led extracurricular activities that shaped his artistic identity long before global fame. The exhibit also contextualises his journey from Zanzibar to Panchgani, offering visitors a glimpse into his life as a boarding student in India through recreated storytelling elements, vintage-inspired displays, timelines, and memorabilia-inspired installations.

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Mr. Brian Robbins, Principal at St. Peter’s School Panchgani, A Residential & Day School

“There is something deeply moving about knowing that a voice which would one day resonate across the world first found its footing here. Walking through this campus, you can almost picture a young student, curious, observant, perhaps restless, taking in the world around him, long before he became Freddie Mercury. This gallery is not about celebrating fame in hindsight; it is about understanding beginnings. We want our students to recognise that greatness is shaped quietly over time, through exposure, discipline, and the freedom to be different.”

For decades, St. Peter’s has been a preferred choice for parents considering its legacy and deep commitment to education. The creation of this gallery marks a subtle but significant shift, an effort to bring that legacy into the public eye while reinforcing the school’s longstanding emphasis on individuality and creative expression. In doing so, St. Peter’s is not just revisiting its past; it is repositioning it.

At a time when institutions are increasingly looking to their histories for meaning and relevance, this quiet unveiling becomes something larger: a reminder that global cultural icons are often shaped in deeply local, deeply human settings.

About St. Peter’s School Panchgani

St. Peter’s School Panchgani, A Residential & Day School, is a co-educational residential institution established in 1904, offering the ICSE curriculum on a sprawling 56-acre campus in the Western Ghats. Originally established as an all-boys boarding school, the institution has evolved into a co-educational campus while retaining its longstanding legacy and residential ethos. Known for its focus on holistic development, the school combines academic rigour with a wide range of sports and co-curricular activities. With dedicated residential facilities for boys and girls, St. Peter’s fosters independence, discipline and character, creating an environment that supports well-rounded growth.

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.