Powering 4IR as an economic miracle for every 8 billion of us!
The FL@T Project is a social infrastructure rewrite towards same-quality K-12 education, same-standard health, economic dignity capability, catalysing direct democracy, and nurturing non-career politicians in us all.
my journey, evolving as a futurist, humanist and symbiont
Taking a shot at creating the world’s first ‘product’ to be used by 7 billion of us, by 2030; (continuous) learning is going to be the ‘digital air’, we aim to ride the wave
Incubating social enterprises
Seeding ‘next-gen school model’ through innovative entrepreneurship for the young, across the country, and beyond; including Parents School, Reading School, etc.
Modernising politics by deepening democracy by developing mathematical models & A.I. for factoring all voices/choices. And showcase money-muscle-less electoral politics (in New Delhi constituency)
Focused on nurturing mass-scalable model of ‘Whole School Transformation’; ‘periods plans’ for every 10,000 teaching periods, in all ‘subjects’.
Unique pride of writing math, science, social science ‘textbooks’ for Grades I – X; and math for XI-XII too! First Indian author of a book on Internet (FT.com imprint, 2000).
Among the pioneering computer science graduates in India; founded India’s first truly knowledge-led company – no-debt, no-equity dilution in the past 17 years!
Dedicated professional career to catalysing social infrastructure revolution (K – 12 education, pre-tertiary health, and micro-enterprise network), across the globe
And among a handful of others across the globe, to author a book about Internet before the first dotcom bust in 2000!
To author the (world’s first and best-selling) book on e-governance, in 2001,
India’s e-governance year.
To have authored a narrative on a new world order and later proved the same real; the norm
being the other way –‘do and then narrate’..
Proudly, 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!
We didn’t pursue money as any (direct) goal in life (yet, we live enviously well). Envious meaning “eager to emulate”, not today’s “resentful, painful desire or yearning” sense of it.
- fiveThe 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.
- fourThe 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.
- oneThis 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.
- SixThe 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.
- thereThis 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.
- twoVery 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.
how can we be mutually meaningful?
Falling in love with mathematics
Nurturing ‘reading family’, excel in the language of academics/business
Let ‘schooling’ not interfere with your child’s education
Enriching 21st century career
Enliving citizenship for a ‘citizen-centric’ governance
Improving quality of life of community around you