Education is not the responsibility of Sarkar alone; it is a collective effort of Sarkar, Samaaj, Bazaar and Sanstha.

I urge more action from philanthropy. It has been a tradition for philanthropy to support education, but the urgency we face now requires much more. There should be more vibrant action given the crucial window we have right now.

The private sector and philanthropy can act as catalysts but lasting change must be led by the government.

When the private sector recognises that the government is well-intentioned and full of capable change-makers, this becomes one of the highest-return areas to invest in.

NIPUN Bharat’s early success is driven by strong systems design—clear communication, defined learning outcomes, and robust implementation—supported by play-based pedagogy and regular assessments that bring policy into classroom practice.

Teacher recruitment needs to be transformed across states. How we look at teacher qualification needs to be relooked.

Improving classroom practice requires structured pedagogy, continuous teacher support, and greater student engagement—especially through use of home languages and differentiated instruction.

Assessment data must be used to inform classroom instruction, alongside investments in structured pedagogy and ongoing teacher professional development.

Need for institutionalised platforms for cross-state learning and a shared repository of best practices to enable collaborative, system-wide improvement.

Teachers want to understand what the system expects from them — clear goals make all the difference.

Consistent acknowledgement, monitoring, and recognition can build ownership from the ground up.

Districts don’t need to implement something new — they need to improve how faithfully they implement what the state has already set.

Systemic change needs five things: the drive to change, alignment across levels, reliable and regular measurement, support for frontrunners, and the willingness to iterate.

The Idea is to close substandard private schools – by creating standardisation across private and government schools. For this we are passing the bill to set up an independent State School Standards Authority (SSSA).

Parent engagement, especially around learning outcomes, can act as a constructive pressure on schools, shifting the system from infrastructure-focused participation to deeper academic accountability.

Challenges of scaling assessment reforms, cautioning against over-reliance on full public disclosure and advocating for pragmatic approaches using existing institutions, selective transparency and stronger parent-school engagement.

Balancing accountability with incentives by recognising outcomes over rigid input norms, while also warning against over-standardisation and excessive testing that could harm student well-being.

We have to ask ourselves one important question – whether whatever we are doing with our technology is actually leading to improvement in learning outcomes in schools. If it is not, then it is not really an innovation; it is basically a distraction.

If it(EdTech) doesn’t produce learning outcome in a particular context for that learner or the group of learners, it doesn’t work.

There is no dearth of good tools out there—it really boils down to how we implement those tools, whether they integrate with existing teaching, and whether they are actually helping teachers in the classroom.

The evidence is very clear that adaptive solutions work; the real question now is how we scale them and ensure sustained engagement so that children continue to benefit from them.

Typically, for EdTech to work, you need a mix of program, product, and people—and when you scale with the government, you have to make policy, procurement, program, product, and people all work in tandem with each other.

The question is not about whether tech works, it’s about under what conditions it works and what scaffolding is required.