Education Leadership Retreat 2024: Empowering Changemakers & Transformative Leaders

June 11, 2024 /Posted byEducationWorld

Spread over three days, this unprecedented retreat convened in the Himalayan foothills attracted 70 promoters, trustees, and principals of K-12 schools from 16 states across the country – writes Summiya Yasmeen he inaugural Education Leadership Retreat (ELR) 2024, organised by EducationWorld and the Boarding Schools’ Association of India (BSAI) convened at the top-ranked Pinegrove School, Dharampur (Himachal Pradesh), concluded on May 11. Spread over three days (May 9-11), the fully-residential retreat attracted 70 promoters, trustees and principals of K-12 schools from 16 states across the country. This unprecedented initiative was an outstanding success with all delegates demanding follow-up leadership workshops. Because of pressing demand, two more retreats/workshops are scheduled for the fiscal year ending March 31, 2025 — in Varanasi (December) and Udaipur (March). The objective of the retreat driven by the theme ‘Empowering Changemakers & Transformative Leaders’ featuring Masterclasses and panel discussions conducted by proven primary-secondary education leaders supported…

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“An uneducated Indian is not a free Indian. India’s education system remains trapped in regulations that reward compliance over learning and scarcity over opportunity. The solution to exam leaks, coaching factories and unemployability is not more licensing, but more supply. We need more schools, more colleges, more competition and more education entrepreneurs. A 21st-century education must not only impart knowledge but encourage questioning. India does not need fewer cooks in the kitchen; it needs more cooks, more recipes and fewer bureaucrats guarding empty plates.”

- Manish Sabharwal, The Indian Express, (2/6)

India’s examination system rests on a foundational assumption that the process is fair, even when outcomes disappoint, and once that trust erodes, the system loses its legitimacy. This is not merely a technical controversy but a credibility crisis, because digitising evaluation is not the same as reforming it. Technology can assist evaluation, but it cannot replace the intellectual responsibility that fair assessment demands. The controversy has shown that technology has not removed subjectivity or error, it has merely shifted them into a different format. Educational institutions cannot run experiments on students whose futures depend on these results, and the obligation is to anticipate failure before implementation, not offer explanations after the damage is done.

- P John J Kennedy, The Indian Express, (26/5)

Education Leadership Retreat 2024: Empowering Changemakers & Transformative Leaders

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