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IIM Bodh Gaya signs MoU with AMFI

By
digitalLEARNING Network
-
IIM Bodh Gaya

The Indian Institute of Management Bodh Gaya (IIM Bodh Gaya) has entered into a pioneering Memorandum of Understanding (MoU) with the Association of Mutual Funds in India (AMFI), marking a significant step forward in integrating financial education within the academic realm.

This collaboration seeks to bridge the gap between theoretical learning and practical investing. Under the agreement, students at IIM Bodh Gaya will gain access to industry-led programs, hands-on financial literacy workshops, and immersive training modules centered on mutual funds and personal finance, guiding them toward meaningful careers in India’s rapidly expanding financial sector.

Also Read: IIT Council charts roadmap for Atmanirbhar and Viksit Bharat 2047

The MoU was announced during AMFI’s 30th Foundation Day celebrations held on August 22, 2025. It forms part of a broader outreach strategy, with similar partnerships established with institutions such as IIM Shillong, IIM Visakhapatnam, and XIM University Bhubaneswar. These collaborations underscore AMFI’s mission to bolster investor awareness across India’s diverse academic landscape.

From Heritage to Horizon: Redefining Education for a Global Future

By
digitalLEARNING Network
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Phoebe A. Wasfy

Education stands at a crossroads. On one side is tradition, rooted in discipline, respect for knowledge, and the belief that academic achievement is the key to opportunity. On the other is modernity, with its call for creativity, adaptability, and the ability to thrive in a rapidly changing world. For educators across the globe, the challenge is not to choose between these two but to build a bridge that connects them.

As an Egyptian Canadian educator and principal, I have lived this intersection firsthand. My own journey, from the classrooms of Alexandria, to immigrant life in North America, to leading the first Coptic Egyptian school in Canada, has convinced me that the future of education depends on our ability to balance rigor with innovation, cultural heritage with global outlook, and academic achievement with personal empowerment.

Tradition: Strength and Limitation

In Egyptian culture, education is deeply valued. Parents often carry the conviction that success comes only through medicine, pharmacy, or engineering, the familiar “holy trinity” of professions. These pathways are pursued with intensity, driven by long hours of study, summer tutoring, and a relentless focus on grades.

This emphasis on discipline and perseverance is admirable. It produces resilience, respect for knowledge, and an ethic of hard work. Yet, when pursued in isolation, it risks narrowing possibilities. A student who dreams of becoming an artist, entrepreneur, or researcher may feel silenced by expectations. In communities worldwide, from Cairo to Toronto to Seoul, we see a similar pattern: stability is prized, but passion is too often overlooked.

Modern Demands: Creativity, Adaptability, Leadership

At the same time, the global economy is being reshaped by artificial intelligence, automation, and interconnected challenges such as climate change and inequality. The World Economic Forum consistently highlights skills like critical thinking, collaboration, creativity, and emotional intelligence as essential for the 21st century. These are not skills that can be memorized from a textbook; they must be cultivated through experience, exploration, and reflection.

Here lies the tension. Traditional models of education prepare students for exams. Modern demands require us to prepare them for uncertainty. The bridge between the two is where true educational transformation can occur.

The Whole Child: Beyond Tests and Grades

At PCC, we have sought to embody this bridge by embracing the “whole child” approach. Academic excellence remains a priority, but we view it as one strand of a larger tapestry. Students are encouraged to step outside the comfort zones of their chosen career pathways: to perform in musicals, to compete in sports, to participate in humanitarian trips, to take courses unrelated to their future careers.

The results are remarkable. Students who once doubted their ability discovered confidence on stage. Others returned from trips to Egypt or Bolivia with a global awareness that reshaped their aspirations. Far from harming their academic performance, these experiences enriched it. Graduates have gone on to prestigious medical and engineering programs, but also to law, business, and the arts. Their success lies not in conformity but in the breadth of their formation.

Overcoming Cultural Resistance

Change is rarely easy. Parents initially questioned why musicals or humanitarian trips were necessary. They feared such initiatives would “waste time” or distract from university preparation. Convincing them required patience, dialogue, and results. Over time, they saw that their children were not losing ground academically but gaining immeasurably in confidence, empathy, and leadership.

This tension between tradition and innovation is not unique to Egyptian families in Canada. It plays out in immigrant households in Europe, in competitive education systems in Asia, and in under-resourced schools in Africa. Everywhere, parents want security; everywhere, students crave purpose. Education systems that succeed will be those that respect cultural values while expanding horizons.

Building the Bridge Globally

So how do we, as a global education community, build this bridge? Three shifts are essential:

1. From Memorization to Meaning

Homework and exams should not be abolished, but they must evolve. Tasks should cultivate critical thinking, application, and problem-solving. Students must learn not only to recall knowledge but to use it.

2. From Narrow Pathways to Broad Horizons

Success cannot be defined by a handful of professions. Education systems must celebrate diverse talents, whether in STEM, the arts, social entrepreneurship, or public service. Students should be encouraged to take risks and explore fields outside their comfort zones.

3. From Isolation to Global Citizenship

Humanitarian trips, cross-cultural exchanges, and digital collaboration projects should be integral, not optional. In an interconnected world, the ability to empathize across cultures is as critical as mastering algebra or biology.

A Call to Action

The future will not wait. If we continue to equate education solely with grades and traditional professions, we risk producing graduates well-prepared for yesterday’s world but unprepared for tomorrow’s challenges. As educators, parents, and policymakers, we must expand our vision.

We must empower students to say: “I will be a doctor because I love healing, an engineer because I love building, an artist because I love creating.” Passion and purpose, not pressure and fear, should drive their choices.

Education must light the fire of curiosity, courage, and conviction. It must empower young people not only to succeed but to lead, to be innovators, bridge-builders, and change-makers in a world desperate for conviction and compassion.

Conclusion

As an global educator, I carry the richness of two worlds: the discipline and reverence for learning of my heritage, and the openness and innovation of my adopted home. My life’s work has been to integrate these values and to prepare students not only for careers but for life. But this is not just my story. It is a global imperative. From Cairo to Copenhagen, Toronto to Tokyo, the challenge is the same: to build bridges between tradition and modernity, between knowledge and creativity, between security and vision. Only then will education fulfill its highest purpose: not simply to produce workers, but to empower leaders who can transform societies.

Views expressed by: Phoebe A. Wasfy (BA, BEd, MEd, OCT), Principal of Philopateer Christian College 

IIT Council charts roadmap for Atmanirbhar and Viksit Bharat 2047

By
Kaanchi Chawla
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Dharmendra Pradhan

Union Education Minister Dharmendra Pradhan on Monday chaired the 56th meeting of the Council of Indian Institutes of Technology (IITs) at IIT Delhi, where key reforms were discussed to align the premier institutes with the vision of “Atmanirbharta se Samridha Bharat.”

Dharmendra Pradhan urged IITs to act as catalysts for transformational change rather than incremental progress, stressing the need for innovation-driven solutions to national challenges. He highlighted the importance of regional language integration, inclusive education, and producing job creators through translational research and entrepreneurship.

The Minister noted that IITs have already nurtured 6,000+ start-ups, 56 unicorns, and nearly 5,000 patents, underscoring their role in driving India’s innovation ecosystem. He expressed confidence that IITs would spearhead the country’s aspirations of achieving Samridhh and Viksit Bharat by 2047 while strengthening India’s position as a global leader in science and technology.

Backed by initiatives such as the PM Research Fellowship, Centres of Excellence in AI, and research parks, IITs were described as emerging engines of economic growth and civilisational resurgence.

Minister of State for Education and DoNER, Dr. Sukanta Majumdar, reiterated that IITs are not just centres of academic excellence but drivers of Innovation, Inclusion, and Transformation, shaping global leaders and innovators.

The Council, which included top policymakers, industry leaders, and academicians, deliberated on:

  • Reforms in PhD education
  • Boosting global rankings
  • Industry-academia collaboration
  • Curriculum upgrades for emerging technologies like AI
  • Mental well-being of students and faculty

It was decided to form a task force to draft an action plan for higher and school education. The Council also resolved to elevate the IIT R&D Fair into a global platform and introduce a policy within a month to fast-track translational research and product development for self-reliance.

Also Read: Kerala’s KITE launches new ICT textbooks with focus on AVGC, AI, and Digital Arts

The meeting further emphasised leveraging alumni networks, attracting global talent, and strengthening regional and Indian language education.

Kerala’s KITE launches new ICT textbooks with focus on AVGC, AI, and Digital Arts

By
Kaanchi Chawla
-
KITE

The Kerala Infrastructure and Technology for Education (KITE), functioning under the state’s Department of General Education, has rolled out a revised set of Information and Communication Technology (ICT) textbooks for schools.

The updated textbooks have been redesigned to integrate Animation, Visual Effects, Gaming, and Comics (AVGC) in line with the state’s AVGC-XR policy introduced last year. They also include lessons in Artificial Intelligence (AI), Robotics, and Fact-Checking, broadening the scope of digital education.

According to KITE officials, the new curriculum introduces students to digital arts and music right from the primary level.

  • Music Learning Pathway: From identifying musical notes in Class 3 (“Songbox”), students gradually move to composing songs by Class 4 (“Play the Piano”, “Utsav Mela”) and progress to digital music composition in Class 8 using the open-source software LMMS.
  • Animation Modules: Beginning with simple movement exercises in Class 6 (“Drawings in Motion”) using Pencil 2D software, learners advance to professional-level animation by Class 10 with Open Toonz, covering storyboarding, character design, and keyframing.
  • Game Design and Coding: Early logical games evolve into coding activities with Scratch (Class 4–5) and game creation in Class 6 (“Coding: The Things in the Game”). By Classes 9 and 10, students are trained in Python programming for advanced projects.

K Anvar Sadath, CEO of KITE and Chairman of the ICT textbook drafting committee, said the initiative will help students acquire practical job-ready skills while making core subjects easier to grasp in the age of AI. He added that the content was fine-tuned through pilot runs in ‘Little KITES’ clubs before being rolled out across schools.

The second volume of the ICT textbooks for Classes 8, 9, and 10 will be distributed in Malayalam, English, Tamil, and Kannada after the Onam break. Training for all ICT teachers has already been completed to ensure smooth implementation.

Also Read: OpenAI appoints Raghav Gupta as Education Lead for India and Regional Markets

KITE has also equipped schools with all the required Free and Open Source Software (FOSS) applications through its customised operating system suite.

OpenAI appoints Raghav Gupta as Education Lead for India and Regional Markets

By
Kaanchi Chawla
-
OpenAI

OpenAI, the company behind ChatGPT, has named Raghav Gupta, former Asia-Pacific Managing Director at Coursera, to head its education operations across India and the wider APAC region. The announcement was made by Leah Belsky, VP of Education at OpenAI, during the OpenAI Education Summit India held in New Delhi.

Raghav, who spent nearly eight years at Coursera overseeing growth across India and Asia-Pacific, stepped down earlier this year. His appointment comes at a time when OpenAI is deepening its presence in India with a new Delhi office, local hiring, and job postings. Until now, the company’s on-ground presence has been led by Pragya Misra, Head of Public Policy and Partnerships.

At the summit, OpenAI launched an India-first Learning Accelerator programme, developed in partnership with the Ministry of Education, AICTE, and IIT-Madras, to equip educators with AI skills for classrooms. The company has also committed a $500,000 research grant to IIT-Madras to study the role of AI in improving teaching and learning outcomes.

Raghav emphasised India’s pivotal role in AI-powered education, stating:

“There is immense scope to work with educators and institutions across India. This is an opportunity to transform learning through AI and support India’s vision of becoming a global leader in AI-driven education.”

In addition, OpenAI highlighted several initiatives already underway in India:

  • OpenAI Academy for India – An AI literacy programme with the Ministry of Electronics & IT.
  • ChatGPT Study Mode – Offering personalised learning and interactive guidance.
  • ChatGPT Go – An India-specific subscription plan at ₹399/month with UPI integration.
  • India AI Mission collaboration – Supporting developers and nurturing local AI talent.

These steps mark India as a strategic hub for OpenAI — not just for adoption but also for co-developing pedagogy, tools, and policy frameworks. The upcoming visit of CEO Sam Altman is expected to accelerate collaborations across both government and private sectors.

Also Read: CBSE expands network with new offices across India

While the initiatives reflect a strong commitment, experts note that infrastructure gaps, uneven access, and concerns over AI’s role in pedagogy remain challenges. The success of Raghav’s leadership will depend on building trust, ensuring inclusivity, and delivering measurable impact.

 

Redefining Early Education in India with Hello Kids

By
digitalLEARNING Network
-
Pritam Kumar Agrawal

In a country where early childhood education was once considered a luxury and limited to metro cities, a quiet revolution began in 2005, one that would go on to redefine the way India looks at preschooling. At a time when the sector was largely unorganised, with very few branded players confined to urban pockets, quality education for young children was both scarce and inaccessible. It was in this very gap that Hello Kids found its purpose.

Starting from just one centre, Hello Kids quickly grew into a trusted name in early education. Within a few years, it had expanded to over 1,000+ centres across 28 states, proving that preschooling could be made affordable, scalable, and locally relevant. This early growth was more than just numbers; it was a movement toward educational equity. By understanding the unique needs of children and families in different regions, it created a model that blended global best practices with Indian values and cultural sensitivity.

Fast forward to today, Hello Kids operates with pride across 29 states and 1,050+ centres, a testament to the vision and persistence behind the brand. It has become one of India’s most recognised and loved preschool chains, impacting thousands of young minds each day. Its presence is not just limited to cities but extends to small towns and semi-urban pockets, where the need for foundational learning is greatest.

What sets Hello Kids apart is its unwavering focus on making high-quality education accessible to all, without burdening parents with high fees. The key to this has been its lean operational model, driven by strong Standard Operating Procedures (SOPs), streamlined curriculum delivery, and ongoing teacher training programs. These systems ensure that every centre, regardless of its size or location, delivers consistent quality and child-centric learning experiences.

One of the most innovative aspects of Hello Kids is its noroyalty franchise model, the first of its kind in India’s preschool space. This unique approach has empowered hundreds of local entrepreneurs to establish preschools in their communities without the financial burden of recurring royalty fees. More than just a business model, it is a collaborative ecosystem. Franchisees receive full support, from setting up infrastructure and staff training to marketing assistance, academic planning, and operational guidance. Regular audits and mentoring ensure that quality benchmarks are met and that the brand’s vision remains intact across all centres.

Scaling such a diverse and vast network was not without its challenges. In the early years, it faced resistance from communities unfamiliar with the concept of preschool. Convincing parents of the importance of early education required grassroots awareness campaigns, door-to-door visits, parenting workshops, and community outreach initiatives. There was also a severe shortage of trained preschool educators.

in remote regions. It responded by investing heavily in teacher training programs, helping local women gain skills and become empowered contributors to their communities while maintaining educational quality.

As India embraces a more structured and inclusive education policy through the NEP 2020, Hello Kids is already ahead of the curve. The new education policy places great emphasis on foundational literacy, numeracy, and play-based learning in early years, all of which have been part of its core philosophy since inception. This alignment further strengthens its position as a future-ready preschool brand.

Looking ahead, Hello Kids is preparing for its next phase of growth. With strong roots in 29 states, the brand is now focusing on deeper expansion in priority regions. The roadmap includes opening 100+ new centres in Hyderabad and Telangana, aiming to reach 2,000+ centres across India in the near future. The goal remains clear: to create joyful, nurturing, and academically enriching spaces for every child, regardless of geography or background.

As the brand puts it, “Every child deserves a joyful start to their learning journey. When we nurture curiosity, confidence, and creativity in the early years, we are not just preparing children for school, we are preparing them for life. Our mission is to build a nation of learners, one preschooler at a time.”

From humble beginnings to a nationwide movement, Hello Kids continues to shape India’s future, proving that real change always begins at the foundation.

Views expressed by Pritam Kumar Agrawal, Founder, Hello Kids Chain of Preschools & Riverstone Schools, and Vice President, ECA (Early Childhood Association India), Bangalore, Karnataka.

CBSE expands network with new offices across India

By
Kaanchi Chawla
-
CBSE

The Central Board of Secondary Education (CBSE) is set to widen its administrative reach across India by opening new regional offices, Centres of Excellence (CoEs), and sub-regional offices. The move, approved in December 2024, will be implemented between August and September 2025 to streamline governance and strengthen school support systems.

New Regional Offices and CoEs

  • Gurugram CoE: Located at Gurugram Technology Park, this centre will cater to 12 southern districts of Haryana, including Gurugram, Faridabad, Rohtak, Sonipat, and Panipat. Operations will begin on September 1, 2025.

  • Lucknow Regional Office: Based in Gomti Nagar Extension, it will manage 30 districts in Uttar Pradesh, such as Lucknow, Kanpur, Jhansi, Mathura, Bareilly, and Ayodhya, from September 1, 2025.

  • Raipur CoE: Situated at CSIDC Corporate Tower, Raipur, it will serve schools across Chhattisgarh

  • Ranchi CoE: Set up at Bansal Bhawan, Ranchi, this office will oversee all CBSE-affiliated schools in Jharkhand

New Sub-Regional Offices

  • Agartala (Tripura) – Operational from September 15, 2025.

  • Itanagar (Arunachal Pradesh) – Located at SCERT, Gohpur Tinali

  • Gangtok (Sikkim) – Based in Tadong

All CBSE-affiliated schools will now be brought under the jurisdiction of these newly established offices.

Also Read: Odisha Government announces major primary education reforms under NEP 2020

Advisory on Fraudulent Claims

CBSE has also warned students, parents, and schools against falling for fake online services promising duplicate mark sheets, certificates, or document corrections. The Board clarified that such claims are unauthorised and fraudulent.

 

Odisha Government announces major primary education reforms under NEP 2020

By
Kaanchi Chawla
-
Odisha

Odisha Chief Minister Mohan Charan Majhi has announced a comprehensive reform package for Odisha’s school education system, aimed at strengthening learning outcomes and aligning with the National Education Policy (NEP) 2020.

At a review meeting of the School & Mass Education Department, the CM said education would be the backbone of the state’s vision for a “Prosperous Odisha by 2036.”

Key Announcements

  • Single School Board: The Board of Secondary Education (BSE) and Council of Higher Secondary Education (CHSE) will be merged into one body for smoother administration.

  • Teacher Recruitment & Regularisation: All schematic primary teachers will be regularised. In addition, 44,433 new posts will be filled over the next three years — around 15,000 annually — to address the shortage in 45,000+ primary schools.

  • Free Textbooks: From now on, every student in Classes 1–10 will receive free textbooks, not just SC/ST children in higher classes.

  • Institutional Strengthening: SCERT will be upgraded on the NCERT model, and the Textbook Publication & Marketing Directorate will be reinforced.

  • Student Health & Safety: An ANM or health worker will be appointed for every 300 hostel students to ensure better healthcare support.

  • Focus on Tribal Education: Instruction in tribal mother tongues will be promoted, with a multilingual education centre coming up in Koraput in partnership with SCSTRTI.

  • Special Education Support: B.Ed-qualified regular teachers will serve as resource persons for differently-abled children.

  • Digital Governance: Approvals for private schools will be processed through a fully online system.

The Chief Minister emphasised that upcoming reforms would prioritise both quality learning and student well-being.

Also Read: Kerala becomes India’s first state with complete digital literacy

The meeting was attended by School & Mass Education Minister Nityananda Gond, Chief Secretary Manoj Ahuja, and other senior officials.

 

Kerala becomes India’s first state with complete digital literacy

By
Kaanchi Chawla
-
Kerala

Kerala has set a national benchmark by becoming the first state in India where every citizen is digitally literate, completing the opening phase of its Digi Kerala programme. Chief Minister Pinarayi Vijayan declared the milestone after statewide surveys and training drives.

The initiative reached 1.5 crore residents from 83.46 lakh households, identifying 21.88 lakh individuals without digital skills. Out of these, an impressive 21.87 lakh people (99.98%) underwent training and cleared assessments, ensuring that the benefits touched every segment of society.

From youth to senior citizens, including 104-year-old M.A. Abdullah Moulavi Baqavi of Ernakulam, the programme embraced inclusivity. Training was delivered through Kerala’s strong network of local bodies, making it accessible and community-driven.

Equipped with digital literacy, people can now directly avail government schemes like Ayushman Bharat, PM-Kisan, and Jan Dhan, reducing dependence on intermediaries and expanding financial inclusion. The initiative particularly benefits women, elderly, and marginalised groups.

With the new skills, citizens are empowered to file grievances, submit RTI applications, and participate in online governance platforms, reinforcing transparency, accountability, and participatory democracy.

Also Read: 33rd Elets World Education Summit 2025 Concludes Successfully in New Delhi with 500+ Education Leaders

Unlike programmes that focus mainly on digital infrastructure, Digi Kerala prioritised grassroots training, offering a scalable model that aligns with the Digital India Mission and can guide other states.

Digital literacy is fostering entrepreneurship, self-help group activities, and livelihood opportunities, contributing to inclusive economic development. It also enhances Kerala’s ability to respond to crises like pandemics and natural disasters through universal access to online services and education

33rd Elets World Education Summit 2025 Concludes Successfully in New Delhi with 500+ Education Leaders

By
digitalLEARNING Network
-
33rd Elets World Education Summit 2025

The curtains came down on the 33rd edition of the Elets World Education Summit (WES) 2025, organised by Elets Technomedia in collaboration with Digital Learning as Knowledge Partner, after two days of powerful discussions, collaborations, and recognitions.

Held on 19–20 August 2025 at Eros Hotel, Nehru Place, New Delhi, the summit witnessed an unprecedented convergence of 500+ education leaders, policymakers, academicians, and innovators from across India and beyond, reaffirming its position as one of the most prestigious platforms in the global education landscape.

Guided by the theme “Reimagining the Future of Global Education – Powered by India,” the summit featured two dedicated tracks on Higher Education and School Education, as well as exclusive roundtables that facilitated focused dialogues on innovation, policy transformation, and digital advancement in education.

Highlights of WES 2025

  • 500+ curated attendees including senior policymakers, institutional heads, and innovators
  • 200+ thought leaders from top institutions like IITs, IIMs, and global universities
  • 35+ partners, exhibitors, and collaborators showcasing next-gen education solutions
  • Launch of the 183rd Digital Learning magazine, featuring pioneering stories of transformation across India’s education ecosystem
  • An exclusive cultural evening, blending India’s heritage with academic excellence

Dignitaries & Thought Leaders

The summit was graced by:

  • Special Guests: Prof. Anil Sahasrabudhe (NETF, NAAC, NBA) | Dr. Sudhir K. Jain (Former VC, BHU) | Dr. Rabindra Narayan Behera (MP, Lok Sabha) | H.E. Mahishini Colonne (High Commissioner of Sri Lanka to India), and others.

Prof. Anil Sahasrabudhe, Chairman, National Educational Technology Forum (NETF), Chairman of Executive Committee, NAAC & Chairman, National Board of Accreditation (NBA), “When we speak of India’s National Education Policy (NEP), which is being recognised globally as one of the most forward-looking policies, one of its most significant features is the multiple entry and exit system. And this idea directly relates to the real-life experiences of so many students. Many students today find themselves in fields chosen due to parental or societal pressure, rather than their calling. The flexibility of the NEP ensures that such students are not trapped in a single pathway; it allows them to realign their academic journey in accordance with their true interests.”

Dr. Sudhir K. Jain, Former Vice Chancellor, Banaras Hindu University, Former Director, Indian Institute of Technology, Gandhinagar, “About a decade ago, the Government of India asked all IITs to undergo peer reviews. These reports had a fascinating insight. In one section, teachers said, “Students are not interested in learning.” In another section, students responded, “Teachers are not interested in teaching.” So, where does the problem really lie? This brings us to the central challenge of education—the transformation of a young individual into a responsible adult, capable of leading a fulfilled life. For any real change, three things are essential: heart, mind, and means.”

HE Mahishini Colonne, High Commissioner, High Commission of Sri Lanka, New Delhi, “Sri Lanka and India are not only the closest of neighbours geographically, but our bonds run far deeper. Recorded history reminds us of Emperor Ashoka’s gift to my country when, in the 3rd century BCE, he sent his son Arhat Mahendra and daughter Theri Sanghamitra to Sri Lanka with the teachings of Gautama Buddha. Their arrival marked the beginning of monastic education, with the sangha (monastic communities) and viharas (monasteries) becoming central to our education system. Today, India continues to be a pillar of support in education for Sri Lankan students and professionals. Every year, the Government of India offers a wide range of scholarships through the Indian Council of Cultural Relations (ICCR), the Indian Technical and Economic Cooperation (ITEC) Programme, and various bilateral initiatives.”

Dr. Biswajit Saha, Director (Skill Education), Central Board of Secondary Education (CBSE), “We are living in times of turbulence—both in the global economy and in the shifting geopolitics among nations. Amidst this, the Government of India has laid out a clear vision: by 2047, India must emerge as a Viksit Bharat. That is just 22 years away. With a population of 1.4 billion, the question before us is—how do we reach this goal? The answer lies in nurturing the generation that is stepping into the education system today—right from the Balvatika stage under the New Education Policy. If the seeds of Viksit Bharat are to be sown, they must be sown in the first 18–20 years of every child’s learning journey.”

Special Address were delivered by Dr. Rabindra Narayan Behera, Member of Parliament, Lok Sabha, Government of India, “As we envision India in 2047, it is imperative that the next generation is educated in a way that nurtures their inherent talent and equips them for the future. Artificial Intelligence has the potential to reshape society and open new dimensions of progress. Our own tradition offers inspiration—centuries ago, the great Sanskrit scholar Pāṇini developed an extraordinary system of grammar in the Aṣṭādhyāyī, which is often seen as one of the earliest examples of formal and algorithmic thinking. Modern linguistics and computational theories have drawn on his methods, reminding us that India has long contributed to the foundations of knowledge. Looking ahead, the convergence of biotechnology, artificial intelligence, and cybersecurity will define the future, and India must lead in these transformative domains.”

Smt. Padma Jaiswal, IAS, Secretary to the Government of the State & Union Territories and Secretary, Government of Puducherry, “The National Education Policy (NEP) represents a significant advancement over the previous 10+2 model, introducing the 5+3+3+4 structure that emphasizes foundational, preparatory, middle, and secondary stages of learning. A key highlight of the NEP is the integration of higher education with vocational training and the strengthening of academia–industry collaboration. From an industry perspective, implementing programmes under the NEP has posed new challenges, particularly in identifying effective pedagogies for diverse subjects. For instance, while teaching linear programming in Mathematics to Class IX students, we leveraged Generative AI to create worksheets, evaluation methods, and assessment techniques. The outcomes were encouraging—students demonstrated a marked improvement in engagement and learning achievements. This reflects the potential of NEP, when combined with new-age technologies, to truly transform education delivery in India.”

Manoj Kumar Srivastava, Director Training, CBSE, “In the school education sector, at CBSE, we firmly believe that every child is entitled to quality education irrespective of caste, creed, colour, or socio-economic background. This commitment requires collective responsibility as well as individual reflection—whether it is about our professional competence, our societal contribution, or how our institution can create resources and environments where every child feels happy to come to school. Every learner must be given the right opportunities to discover and realise their true potential. At the national level, our focus is on preparing children to be future-ready by ensuring that schools are sufficiently equipped with the skills, resources, and capabilities needed to nurture holistic development.” 

Dr. Vinita S. Sahay, Director, Indian Institute of Management (IIM), Bodh Gaya, Bihar, “IIM Bodh Gaya is not just an institution for me, I live and breathe it. Education, I believe, is among the noblest professions, one where we truly touch lives. Today, IIM Bodh Gaya is the largest IIM in terms of students, with about 1,600 on campus in our full-time, long-duration residential programs. But educating this generation is not easy, the digital world offers immense distractions, and growing up today comes with anxieties we never knew. In such times, I strongly believe that the answers lie with us, with India, which has always been a global knowledge power. Case-study teaching, often credited to Harvard, has roots in our own storytelling traditions like Panchatantra, where decision dilemmas shaped moral fabric. Centuries ago, India recognised 64 forms of intelligence, while the world is still catching up. The real challenge is our education hierarchy, while many chase higher education as a status symbol, skill development often gets neglected, leaving graduates jobless and industries short of skilled workers. As an educator from Bihar, the land of Nalanda, I feel India must reinvent its legacy of knowledge. The future lies in blending our ancient wisdom with modern structures, scaling up access, and creating a robust ecosystem where every talent and intelligence is recognized and nurtured.”

Dr. Akhtar Badshah, Co-Founder, Purpose Mindset & Distinguished Practitioner and Associate Teaching Faculty, University of Washington, “In my work, I emphasise shifting from a transactional mindset to a purpose mindset, understanding our ‘why’ and how it drives us. Purpose is not philanthropy or volunteerism; it is how we show up in every role, from serving chai to leading a company, and it is about service to others. At the heart of purpose is authenticity, strengths, and values, which enable us to lead lives of meaning and joy rather than just chasing happiness. In my book, I outline five principles: discover and use your strengths, view life through abundance, focus on effectiveness over efficiency, move from building organisations to creating movements, and grow from kindness to compassion, shifting from ‘me’ to ‘we.’ Having left India 45 years ago and returning frequently in recent years, I am amazed by the new energy in Indian institutions and students who are eager for innovation, collaboration, and global engagement. Purpose, I believe, is a renewable source of energy that drives humanity forward, and when educators focus on nurturing authenticity and values, we can prepare a generation that thrives with meaning, joy, and collective impact.”

Academic leaders shared their insights on the future of global education.

Prof. Bharat Bhasker, Director, Indian Institute of Management, Ahmedabad (IIMA), Gujarat, “If we are to truly reimagine education, we must focus on three pillars—quantity, quality, and relevance. Quantity is what most universities chase, expanding enrollment year after year. Important, yes—but not enough. The real test lies in quality. How many of us are willing to invest in our faculty? Not just in terms of degrees and PhDs, but in grooming them into conscious, quality-oriented professionals. At IIM Ahmedabad, we once ran six-month faculty development programs where teachers stayed, trained, and returned to uplift their institutions. Today, such programs have been shortened. But if we want lasting change, we must invest in faculty, because only then can we raise the standards of higher education and make our content truly relevant for the future.”

Kunwar Shekhar Vijendra, Co-Founder & Chancellor, Shobhit University, Meerut, Uttar Pradesh, “India’s journey to Viksit Bharat 2047 is not just about growth; it’s about becoming a true global knowledge superpower. The challenge is real, but so is the aspiration. For decades, we’ve spoken of brain drain. It’s time to shift that lens to brain gain. Why shouldn’t India set global benchmarks instead of chasing them? With nearly 50,000 higher education institutions, the opportunity is immense. But the key is mindset, less competition with each other, more collaboration to build the next Nalanda. From Ayurveda to AI, biotech to quantum physics, the vision is clear: India must not just participate in global knowledge creation but lead it. 2047 isn’t just a milestone. It’s the moment for India to transform its intellectual capital into the world’s greatest knowledge engine.”

World Education Awards 2025 – Honouring Change-Makers

The summit concluded with the prestigious World Education Awards 2025, recognising and celebrating institutions, educators, and innovators who are redefining the education landscape. The awards ceremony was a grand finale, honouring the changemakers driving excellence and transformation in both school and higher education.

A Movement Beyond an Event

The 33rd Elets World Education Summit was not just a gathering—it was a movement for collaborative innovation, policy transformation, and education excellence. With its rich blend of dialogues, recognition, and cultural exchange, WES 2025 once again reaffirmed India’s role in shaping the future of global education.

On to the Next Chapter: WES Chennai

With the resounding success of the New Delhi edition, we are all set to host the 34th edition of the Elets World Education Summit (WES) in Chennai on 7th November 2025.

See you there!

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