Global Math Mission
We demystify math

We at Global Math Mission want to take math out of present state of disfavor, obscurity and make it accessible and hence useful. We aim to include women and other marginalized learners to let them experience the joy of learning Math. We have evidence and experience showing the possibility of every learner falling in love with Math. The problem of Math learning will thus be resolved for the whole humanity, forever.

The Family College
Forever happily-successful families

Family College 'educates' parents to be the role-model learners to most naturally nurture a 'learning culture' for children too. A family is the most 'controllable environment' to learn, the 'content' is simple, and the benefits are immeasurable in terms of education of children and 'happiness quotient' of the family.

Period Plan
Foundation for GOOD Schools

Most comprehensive teaching-learning plan for each period. Period plan lays out period wise CBSE Curriculum based Learning outcome mapped lesson plan for Math, Science and Social science for classes I-XII. It gives the road map for each period to Teachers.

Teachers are enabled to add to learning outcome mapped Period Plan as additional reading for the benefit of the students. Read More...

Enterprise Resource Planning
ERP for School

Cloud based ERP (Enterprise Resource Planning) enables digitization and automation of the critical school processes and resources aimed at making school processes transparent, process driven and devoid of human errors.

A “Software as a Product” build on our vast school domain knowledge acquired over last seventeen years. It is compendium of proven, live school processes currently being used by best of the breed schools in India and Middle East. Our ERP is modular, self-customizing, seamlessly future scalable cost effective and annually upgraded and addresses each and every school process. Read More...

Perfect X Board Prep

It is an APP based, 24X7, Class X CBSE Board exam preparatory resource for Math and Science subjects.

Entire Class X Math and Science CBSE Syllabi has been divided into 235 learning outcomes ( micro concepts) to help students understand each and every chapter at micro concept level , focus upon and fill the classroom learning gaps of the students and prepare for the Class X board examination.Read More...

The Parent's School
The World’s Best School

“A child educated only in school is an uneducated child” as summed up by American Philosopher brings out the critical missing link in our school education system

Parent’s school is not a substitute to the formal school system, but it vastly strengthens learning for your children. It is the way progressive and educated parents will educate their children. It is a virtual (24X7) school that extensively and continuously handholds parents to ensure their children excel academically and be true learners.

Parent’s School Offers: Simple to understand and simple to use world’s best educational resources conceptually powerful at “learning outcome level” mapped CBSE curriculum. Read More...

Title – Exploring diverse models for strengthening school leadership performance                                                            

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.

Title – Exploring diverse models for strengthening school leadership performance                                                            

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.

Title – Establishing standards and competency frameworks for school leadership                                                            

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.

Title – Identifying Indicators, Approaches and Tools to Measure and Monitor the Quality of Education

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.

Strategies 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.

Title – The Paradigm Shift of Quality in 21st Century (Case Study from India)                                              

… 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.

Title – Determining gaps and weaknesses in the provision of quality education for further research

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.

I led the team to author unique private-initiated national school education policy documentation for India. A 5-volume encyclopedic account of education reforms since the ‘first Indian Education Commission, 1882’ with ‘point by point’, on-the-ground, contemporary implementable strategies.