The FL@T Project is peerlessly universal human revolution, to translate 4IR into an economic miracle for every 8 billion+ of us! AI promises the best manifestations of being human, and 4IR the best softinfrastructure to power individual propensities to prosperity.

The FL@T Project is a social infrastructure rewrite, globally, anchored on (quantity of quality) education, (economic) dignity to all, and (gracious) national societies. Infinite muscle capability is now real for private efforts to touch lives, way beyond governments. 

We have developed unparalleled models and resources for contemporising school education and governance institutions. Fortuitously, same-outcome academics in the school years is the only foundational imperative to partake in the 4IR era. And a society of dignified all, is naturally gracious.


Embracing the Net

Soumitra Dutta,

Sandeep Srivastava.

Financial Times, UK, in 2000

And among a handful of others across the globe, to author a book about Internet before the first dotcom bust in 2000! Embracing the Net, 2000, Financial Times, UK, by Soumitra Dutta, Sandeep Srivastava.
Published during the 2000 dotcom bust, it was among the first ten global books about Internet and the first by Indians.
Soumitra Dutta is the Dean of Said Business School at the University of Oxford.

Government @ Net

Kiran Bedi, Parminder Jeet Singh, Sandeep Srivastava.

Sage, India in 2001

To author the (world’s first and best-selling) book on e-governance, in 2001, India’s e-governance year. Government @ Net – by Kiran Bedi, Parminder Jeet Singh, Sandeep Srivastava.
Published in 2001 by Sage, India. The book propositioned that there is nothing virtual about e-governance, it’s about new governance.
Kiran Bedi became the first woman to join the officer ranks of the Indian Police Service (IPS).
Parminder Jeet Singh was a police officer but currently a leading digital society researcher and author.

The Bright Stuff

Arnoud De Meyer, Soumitra Dutta, Sandeep Srivastava.

Prentice Hall, USA, 2001

Along with the Co-authors, to publish books on strategies for transforming businesses, both pre- and post-dotcom bust, 2000. The Bright Stuff: How Innovative People and Technology Can Make the Old Economy New 2001, Prentice Hall, USA, by Arnoud De Meyer, Soumitra Dutta, Sandeep Srivastava.
Published in the aftermath of the 2000 bust, it recommended “Innovation as Strategy”, probably too ahead of its time.
Arnoud De Meyer was the past President of the Singapore Management University (SMU).


To have authored a narrative on a new world order and later proved the same realisable; the norm being the other way – ‘do and then narrate’.

IYCWorld Softinfrastructure Private Limited (IYCWorld) was established in 2001 and has over the years evolved into a Total Information Technology Solution provider. Headquartered in New Delhi, India, covers the Middle East, Europe and the Indian subcontinent.

my journey as author, educator, and humanist

I graduated as a computer engineer from Jadavpur University, in 1983. Concurrently, I had pursued CMA and completed all the four groups exams in 1990. I pursued M.Tech (Management System), completing the degree in 1992, at IIT, Delhi. Subsequently, studied MBA at INSEAD, Fontainebleau, France, during 1998-99.

I have been an entrepreneur since 2001, founding IYCWorld Softinfrastructure and leading it till 2018. It a showcase of a deeply knowledge-society enterprise – 23-years of ‘no debt, no equity dilution,’ powered solely by world-leading domain (education) and technology leadership. The organic growth as a key strategic design to retain long term focus on research and innovation in education.
I started my career as Assistant Professor on the management and computer faculty at IMT, Ghaziabad, UP. It was followed by Middle management HR role at Modi-Olivetti and ModiCorp (holding company for Xerox, etc. in India). Between 1996-98 I contributed to the HR function of SAMBA (Citibank in Saudi Arabia) at Riyadh. This was followed by INSEAD, books and Entrepreneurship.

Incubating educational enterprises

Seeding ‘next-gen school model’ through innovative entrepreneurship for the young professionals, across nations; including The Liberal School, Math Masters (AI-age math tutors), etc.

Global citizen

Taking a shot at creating the world’s first ‘product’ to be an integral part of ALL 8 billion+ of us, by 2030 – ‘Mathematised Thinking’, ensuring everyone succeeds in K-12 mathematics. It is a long story; briefly, I have created/authored/demonstrated entire K-12 mathematics (conceptually) as a readable narrative in under 50 hours (effortlessly localisable in all languages).

Non-career politician

One of the afflictions of the modern times, but the only one continually sliding south is the state of polity, and political institutions. Only deeply active citizens can reverse the tide; such as being ‘non-career politicians’ – nurturing best political choices and participating as needed to get to those ends. I have contested two elections to the Assembly of the NCR of Delhi.

Incubating social enterprises

Galvanising – intellectually, functionally, and financially – public, ‘free’ socio-economic softinfrastructure to ensure economic dignity of all adults. No less, technology solutions for direct, living democracy is another thrust area (as distinct from technology for government.)


The Family College may well be the most disruptive social product and action in history. It goals to revitalise societies by nurturing its cells – families. Unimagined socio-economic renaissance awaits the most comprehensive empowerment of every family.


Conceived and created mass-scalable 5-year formal school system for the ‘Industry 4.0’ era, to replace the current, ‘Industry 1.0’ origin K – 12 school system. Researched, experimented, and developed resources and processes for ‘Whole School Transformation’.


Among the pioneering batches of computer engineering graduates in India; founded India’s first truly knowledge-led company – no-debt, no-equity dilution in the past 22 years! Debunked the much celebrated ‘Edtech’ industry for learning is essentially social.


Unique pride of writing next-gen, ‘Family edition’ math, science, social science ‘textbooks’ for Grades I – X; and math for XI-XII too! Besides the path-breaking books on Governance, Society, and Education.


We ‘home educated’ our daughter in Grades VII-XII, and became co-learners in her preparation of math, physics, chemistry, biology, economics and English language as a private student for CIE’s ‘AICE’ (XII) examination, 2014-16.

For the past seven years we have worked in intensely complementary dimensions in education.

My wife and I have lived and worked as (ideally) expected of educated middle-class – proactively nurture the world we want to live in a happier humanity, cutting across all divisions!

  • five
    The common thread of what affects quality, running through the four years, are: the school leadership’s ‘definition and expectations of quality’, the language competence of teachers in the academic language for all subjects, the domain competence of the heads of various subject departments, close routine involvement of parents, and language competence of students. The consistently important input factors for quality include the frequency and (easy) actionability of assessment reports to parents, continuous teacher motivation development, better books and learning materials, career guidance resources and processes and ‘happy socialisation’ in primary school years.
  • four
    The five most universal indicators of quality education are: minimum dispersion between the top and bottom performance of classes in every scholastic subject,normal distribution of performance of classes in every ‘co-scholastic subject’, open and respectful student-teacher relationships, ‘education-friendly homes’, tuition-free homework/assignment submission. Srategies that work are – literary-level reading skills in any language of all students, ‘public knowledge of the lesson plans’, level of pre-class preparation by students, the micro nature of assessment and reporting, micro-remedial efforts at home and school, and cumulative progress reporting.
  • one
    This paper is the analysis of ongoing evaluation of our successful strategies in school management by classifying schools into 9 distinct categories and tailoring optimal leadership performance role definitions/models for each. The 9 school categories emerge essentially from the 3 stages of progressive growth for schools (Effective, Successful, Living) for each of the 3 types of schools (Teacher-centered, Parent-centered, and Student-centered). Effective schools are academic focused, successful schools are overall-development focused, and Living schools are next-gen, ‘boundary-less’ schools.

    This paper presents 9 high-performance leadership models tied to on-ground realities of types of schools and their stage of growth.
  • Six
    The challenges, which reflect the agenda for further research, are as follows – tools to make it easier for parents to duly complement language and math transaction of their children in school (up to elementary school level), specifically defining the ‘facilitator/co-learner’ role of teachers in the times ahead, development of ‘career discovery and preparation’ curriculum starting early (ideally from middle school), addressing the needs of gifted and talented children in every classroom, and fool-proof strategies for development of ‘slow-learners/weaker students. To top it all, these five challenges evade effective strategies towards their mitigation, let alone attempts to eliminate them.
  • there
    This paper, clued to research and rooted in on-ground school development strategies, proposes school leadership standards and competencies that will assuredly propel school’s equity and quality goals. However, standards and competencies are all-encompassing, and can’t be developed and applied universally. In this paper standards are mainly focused on making student learning as the end-all mission, whole-person development as core value, educating talented and gifted, multi-dimensional inclusion, teacher-student relationships, micro-curricular organization, parent and community integration, leader’s effectiveness policies, ethical and operational norms, whole-school community and distributed leadership roles.

    This paper showcases extensive and sustainable details on standards and scalable competencies.
  • two
    Very many factors influence student outcomes and the quality of school leadership tops the list by a mile. This paper is an ongoing, 12-year action research on exploring diverse models of school leadership in my capacity as a leading school’s co-founder, in India. Literature review on the subject is rich and diverse, but the verdict is still wide open; from Drysdale’s model, ISSPP’s eight models, to tri-model (transformational, instructional, distributive), but none of them are independently applicable. However, talking of ‘performance’, the literature can be divided into models that help create effective schools, versus successful schools.

    This paper uniquely explores and integrates models for a working model of effective school leadership.