All these years was a struggle to find out if there is a pattern of what goes in to making a good school. I want to share here how the process unfolded itself from trying to find out elements or a pattern that make a good school, to understanding that there cannot be a single reason or element that makes a good school to slowly being able to get some, very minimal understanding I should confess, of two elements that emerge from the schools we have been engaged for more than a decade.


When Azim Premji Foundation made a fundamental decision to work with rural Government schools and focus on Government School Education System (as opposed to individual geographies or schools) it was fully aware of the several challenges that exist in the Government schooling system. In many ways, it was a natural decision for the Foundation.

September 2007 Cover Story

As an answer to the question, “What would constitute an excellent Indian education for Indian children?” the school called The Southpoint Vidyashram was set up in 1990 in Varanasi, U.P. by our society NIRMAN. The answer to the above question was two-fold. One, the education must be inclusive. It must include children from any and all backgrounds, varying by class, religious or regional community, gender, and ability. Indian schools, obviously, are not inclusive. Students were differentiated always according to class and often by other criteria as well.

This article argues that although Indian women join the school teaching profession in significant numbers, they tend to be concentrated in primary school teaching and rarely rise to positions of authority and leadership. Creating greater equity in the school teaching profession will not only have positive consequences for women teachers but also for the way young children are socialized into adult roles.

Rajika, from Greenwood School Hyderabad, talks with Teachers of India on inclusive education and the need to sensitize parents and teachers.  

The first book I remember reading where a teacher was a prominent character was ‘To Sir, With Love’ by E R Braithwaite. The film, as many of us know, was also made into a successful motion picture and warmed the hearts of many teachers who had similarly faced the slings and arrows of outrageous students.

The present article addresses the significance of the teacher as a researcher in her own right besides being a consumer of research information and a participant in other’s research. We will begin by looking at some of the reasons why people do research in Early Childhood Care and Education (ECCE). Whether done on a large scale or small scale research in ECCE serves several purposes:

Subir Shukla shares the lessons that have been learned from work in the field. He also talks about the role of the teachers and students in learning and the efforts made and challenges faced by those in the system.

An interview with Mr. Subir Shukla, Consultant at MHRD and Principal Coordinator - IGNUS-erg

To understand what it takes in terms of curriculum and other enablers, to provide quality education to the children of migrant labour Azim Premji Foundation decided to start schools for these children.



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