A Dubai-based business consultant and NLP trainer, Sharma applies Neuro-Linguistic Programming concepts to building business and sales teams, working with corporate clients on performance, communication and leadership alongside his personal-development programmes. The company says he brings about 35 years of experience and has, through its programmes, trained and coached more than 850,000 professionals from 57 countries.

Global Gurus compiles annual rankings across categories such as leadership, coaching, sales and NLP. By its own published methodology, the rankings are determined partly through public online voting, with public opinion accounting for about 30 per cent of its stated criteria, alongside factors such as the originality and impact of a contributor’s ideas and their published work. The placement, therefore, reflects a combination of public nomination and the organisation’s own assessment rather than an independent audit.

NLP is a communication and personal-development approach developed in the 1970s by Richard Bandler and John Grinder. It asserts a connection between neurological processes, language and learned behaviour, holding that such patterns can be altered to achieve specific goals. Sharma says the method helps individuals overcome limiting beliefs, build confidence and sustain performance. Much of the mainstream scientific literature, however, treats NLP as lacking robust empirical support, and several academic reviews have described it as pseudoscientific — a debate that continues between practitioners and researchers in the field.

According to practitioners, NLP is applied in business to areas such as sales conversations and objection handling, negotiation, leadership and team communication, customer-experience training, recruitment and interviewing, conflict resolution, and presentation and public-speaking skills. In personal life, its proponents say it is used for goal-setting, managing limiting beliefs and self-talk, building confidence, addressing fears and phobias, improving relationships and rapport, stress and emotional regulation, and habit change. The strength of evidence for these applications remains contested in academic literature.

Central to NLP Limited’s offering is what the Rajiv Sharma calls the MARK Model — an acronym for Mindset, Action, Repetition and Knowledge — which it describes as a structured approach to personal mastery that works at the level of core beliefs rather than surface behaviour. The framework underpins the firm’s Personal Mastery programme, which it says has drawn participants from across India, the Gulf region and other markets. The company also offers NLP practitioner certification, ICF coaching-preparation courses and leadership-development sessions, delivered both in person and online.

Sharma holds certification from the International Coach Federation (ICF), the company said. Commenting on the recognition, he said the firm’s work over more than two decades has centred on helping people in India and elsewhere access the discipline of self-mastery through NLP, and described the listing as a reflection of clients who had trusted the process and “done the work”.

For readers and editors seeking independent indicators of the firm’s standing, NLP Limited maintains a public profile on Google, where its training programmes carry customer reviews and ratings that can be consulted directly. Such third-party reviews offer a verifiable, if informal, reference point separate from the company’s own claims and from voting-based industry lists.

India is among the faster-growing markets for personal-development and coaching services, driven by demand from professionals, entrepreneurs and younger leaders seeking structured frameworks for self-leadership. Industry observers note that the sector is still working to distinguish rigorously delivered, results-oriented practice from less substantiated offerings as it expands.

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To meet this growing demand, ALFA IELTS officially launched its advanced IELTS practice platform on April 7th, 2026, offering students access to real exam-like mock tests and performance-driven preparation tools.

Many IELTS aspirants still lack access to affordable, high-quality practice environments. To address this gap, ALFA IELTS has launched its free advanced CD IELTS practice and mock test platform, helping students experience realistic IELTS mock tests online and improve band scores with data-driven insights.

Advanced IELTS Practice Tests for Students and Coaching Institutes

ALFA IELTS is a technology-driven computer-delivered IELTS practice platform that combines real exam simulation with actionable performance insights. Designed for students and coaching institutes, it offers comprehensive practice for Listening, Reading, Writing, and Speaking modules.

Key offerings include:

• Free full-length IELTS mock tests
• Real exam-like test interface and timing simulation
• Section-wise practice modules for Listening, Reading, Writing, and Speaking
• Instant score reports and band score prediction
• Performance analytics dashboard for detailed progress tracking
• Writing and speaking evaluation support
• Anytime, anywhere access for convenient IELTS practice

Unlike many costly IELTS practice solutions, ALFA IELTS stands out by offering advanced features at no cost, making premium-quality practice accessible to students worldwide.

The platform’s competitive edge lies in its realistic testing environment, intelligent analytics, and scalable infrastructure that serves both direct learners and institutional partners. This positions ALFA IELTS as a powerful alternative to traditional coaching-heavy models while maintaining professional-grade practice standards.

How ALFA IELTS Helps Students Achieve Higher IELTS Scores

For students, ALFA IELTS offers a more strategic path to improving their IELTS scores. By identifying weak areas through real-time insights and personalized performance data, learners can build confidence, sharpen their exam readiness, and improve more efficiently.

This accessibility is particularly valuable for students from diverse backgrounds seeking international opportunities.

For coaching centers and educational institutes, ALFA IELTS offers a modern testing ecosystem that can strengthen training programs through advanced mock testing infrastructure and student performance analytics.

Institutes can use the platform to monitor student growth, updated practice tests and potentially integrate scalable solutions that enhance both training efficiency and student outcomes.

Our goal is to make high-quality IELTS practice accessible to every student, regardless of location or financial barriers. With ALFA IELTS, we are bridging the gap between practice and real exam performance while also empowering IELTS software for institutes with advanced tools to improve student outcomes.

Growing Global Demand for Digital IELTS Practice Platforms

The launch comes at a time when millions of students worldwide are preparing for IELTS to pursue higher education, migration, and international career pathways.

With the rising costs of coaching and test preparation services, demand for affordable, effective digital platforms is accelerating rapidly. ALFA IELTS is strategically positioned to meet this demand by combining affordability, accessibility, and advanced educational technology.

Students can now start IELTS practice online with confidence through free access to advanced IELTS mock tests, while institutes can explore partnership opportunities to elevate their training capabilities.

Students and institutes can now explore the platform and start free IELTS mock test practice through ALFA IELTS

About ALFA IELTS

ALFA IELTS is a globally focused IELTS practice platform based in India, Australia, and Canada, dedicated to delivering accessible, high-quality, and result-driven test solutions for students and institutions.

With a mission to democratize IELTS success, ALFA IELTS leverages innovation, expert-backed methodologies, and scalable technology to help users achieve their desired band scores.

Website: alfaielts.com

Email: help@alfaielts.com

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It is 11:40 p.m. on a Tuesday in Bokaro.

A senior physics teacher at Delhi Public School is still awake at the dining table, working through the last of forty-three answer scripts. Tomorrow he will teach six periods. Somewhere in his stack is the script of a Class 9 student who has been quieter than usual for three weeks, a pattern the teacher has half-registered but not had time to think about. The student is not failing. He is just not putting up his hand anymore. He is the kind of student Indian schools quietly lose every year.

That scene plays out in every staffroom in the country. Forty per cent of every teacher’s working week disappears into grading, paperwork and feedback typed by hand. The students most affected are those who never ask for help. Their parents experience a slow, quiet suspicion that their child is being kindly overlooked. And the school, with the same instruments it had a decade ago, watches admissions get harder, board expectations tighten and competing schools offer the same facilities and the same brochure language.

This is not a teacher problem. It is an institutional one. And it is the problem VedaAI and Actis Technologies are now addressing across Indian schools.

What does this give a school that an ERP and a textbook cannot?

VedaAI is AI school infrastructure, not classroom software. It sits alongside the school’s ERP and works in service of measurable academic outcomes. For trustees, directors and principals, the platform is built around three capabilities, each chosen to solve a problem schools have been quietly carrying for years.

First, the AI grading platform, the heart of VedaAI. It reads subjective and objective answer scripts and evaluates them against rubrics the school defines. Every output is reviewed by the section teacher before it reaches a student. Grading that used to consume a teacher’s week takes a fraction of it, and the marks a child receives stop depending on which section they are in. This is what schools mean when they say they want consistency. They have wanted it for a long time.

Second, the school-wide analytics dashboard. Principals, heads of academics and class teachers get a live view of how every student is performing and where intervention is needed. Underperformance shows up in week four of the term, not after the report card. For the first time, the school can see what the classroom is doing while there is still time to change it.

Third, personalised feedback for every student. Each script returns with comments written for that child’s answer, drafted by VedaAI and reviewed by the teacher. Parents stop receiving generic remarks and start receiving substantive evidence that their child has been read. Parent-teacher meetings change in character, and so do admissions conversations.

What have pilot schools actually measured?

At Delhi Public School Bokaro in Jharkhand, where the platform has been deployed across senior science, the results within a single term are measurable.

• 32 hours saved per teacher per month
• 87% students reporting better academic performance
• 90% teachers reporting higher classroom efficiency
• 98% AI grades accepted after teacher review

Bokaro is not a metropolitan city. The deliberate choice of a Tier-2 context shows that VedaAI works in the schools that most need it, not only those that get written about first.

What does a school have to show for the investment?

Stronger academic results within a single term. The analytics dashboard flags students falling behind in week four of the term, not after the report card. Teachers intervene while they can still change the outcome rather than later, when they can only explain it.

An admissions story that competing schools cannot match. A prospective parent can be shown that every child is individually tracked, every teacher is supported by data and every parent is informed substantively through the year. This is not a brochure claim. It is proof, delivered every week.

Evaluation a parent and a board can both trust. The grade a child receives no longer depends on which teacher marked the script. Shared rubrics, reviewed by the section teacher, produce consistent results across every section. Parents trust the marks. So does the board.

“Before VedaAI, copy checking took up a large part of my week. Now I review and refine the output and save several hours every week. That time goes back into better teaching and mentoring of students.”

Dr Obaidullah, Senior Physics Teacher, Delhi Public School Bokaro

How does this actually change a classroom?

For the teacher in Bokaro, the grading that used to consume his week takes a fraction of it. He finishes marking earlier, gets a longer evening with his family and walks into class on Wednesday with energy rather than exhaustion. The decisions about what to teach and how to teach are still his. For the Class 9 student in the third row, the change comes through the teacher. The analytics dashboard surfaces the drift the teacher had half-sensed. He has the evidence and he has the five minutes after class. Within a fortnight the student is putting his hand up again.

For the parent, the change is what she has been asking for, even when she could not name it. Personalised feedback gives her real evidence that her child is being noticed. The teacher-parent meeting changes shape. And for parents with reasonable caution about AI in their child’s education, the answer is direct. VedaAI does not replace the teacher. The human in the classroom remains the human.

“The reports clearly highlight our child’s strengths and areas for improvement. The specific feedback helps us support our child better and we now feel more informed and involved in their academic journey.”

Swati Awasthi, Parent

“Every teacher I have ever spoken to can describe, in detail, the student they wish they had had more time for. That is the only reason VedaAI exists. With Actis as our distribution partner, we can bring this to schools across the country, not only the metros.”

Pratyush Upadhyay, Founder, VedaAI

“VedaAI gives schools an instrument they have been managing without, the ability to demonstrate, not just describe, that every child is being seen. Our job is to put that instrument into the hands of the institutions that need it.”

Sandesh Raul, National Sales Manager, Actis Technologies

Beyond schools: universities, colleges and coaching institutes

The grading problem is not unique to schools. In universities, in engineering and management colleges and in the coaching institutes preparing students for JEE, NEET, CUET and CA, faculty face the same arithmetic with even higher stakes. The next year’s placement, admission or attempt depends on what these institutions get right or wrong in this one. VedaAI is now deployed in higher education and coaching contexts alongside its school rollouts, configured to each institution’s subjects, papers and standards. The platform is the same. The faculty time it returns and the visibility it gives institutional leadership translate directly across.

Why this is an institutional decision, not a classroom one

An institution that adopts VedaAI is not modernising its classrooms. It is modernising the way it understands its students, supports its faculty, talks to the families it serves and competes for next year’s admissions. The teacher in Bokaro gets his Tuesday evenings back. The Class 9 student gets his teacher’s attention back. The parent gets her confidence back. And the institution, quietly, becomes harder to compete with.

Questions institutional leadership commonly asks

What is VedaAI?

VedaAI is an AI academic platform built around three capabilities: an AI grading platform that evaluates subjective and objective answer scripts against rubrics each institution defines, a school-wide analytics dashboard that gives leadership a real-time view of student performance and personalised feedback drafted for every student. It is incubated at IIM Bangalore’s NSRCEL and is currently being adopted by CBSE, ICSE, IGCSE and IB schools, as well as universities, engineering and management colleges and coaching institutes across India through Actis Technologies.

How is this different from existing edtech in our school?

Most edtech in Indian schools targets the student. VedaAI targets the school as an institution. It addresses the workload that breaks teachers, the visibility gap that frustrates leadership and the silence that loses parents. It is positioned as AI school infrastructure that sits alongside the school’s ERP, not as a learning app for students.

Is VedaAI safe for our students and compliant with Indian regulations?

Yes. VedaAI is DPDP Act 2023 compliant. The platform operates on end-to-end 256-bit encryption. Student data is never used to train its AI models. Alignment with NEP 2020 and the National Curriculum Framework 2023 is built in, so schools do not need to redesign curriculum or retrain teachers to be compliant-ready.

What kind of ROI should we expect, and how soon?

Pilot schools have measured 32 hours of teacher time recovered per teacher per month, 87 per cent of students reporting better academic performance, more than 90 per cent of teachers reporting higher classroom efficiency and 98 percent of AI-generated grades accepted after teacher review. Schools see ROI within the first term through stronger results, faster grading cycles, improved parent perception and reduced teacher burnout. The investment for an entire school is a fraction of the cost of losing one good teacher or one cohort of admissions.

About the partnership

VedaAI is an AI academic platform incubated at IIM Bangalore’s NSRCEL, backed by Google, Microsoft and AWS for Startups, DPDP Act 2023 compliant and aligned with NEP 2020 and NCF 2023.

Actis Technologies is an established Indian technology distributor with over a decade of reach into Indian educational institutions through partnerships with Epson, Samsung, D-Link and others. VedaAI is its first SaaS product.

Press Contact

Actis Technologies Pvt. Ltd.

Email: contact@actis.co.in

Phone: 91 22 3080 8000

Website: https://actis.co.in

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Designed as a high-impact three-hour virtual experience, the summit guided participants from curiosity to clarity through keynote sessions, fireside conversations, and panel discussions built on Krit’s experiential learning philosophy.

The speaker lineup reflected the breadth of India’s sports industry. It included Joy Bhattacharjya, CEO of Prime Volleyball League and former IPL team director; Siddharth Shanker from Reliance Foundation Youth Sports, driving grassroots sports at scale; and Sameer Pathak, President at PWR (Times Group), who has led global sports partnerships across Coca-Cola, ICC events, FIFA World Cup, and the Olympics.

The summit also featured leaders shaping leagues, marketing, and participation such as Rajesh Kumar, Head of Events Marketing at Red Bull India; Nupur Gupta, Head of Product & Strategy at Sportz Village; Jatin Paranjape, Founder & CEO of KheloMore and former India cricketer; and Nimish Raut, Global Head – Esports at NODWIN Gaming, a key architect of India’s esports ecosystem.

Bringing perspectives on careers and consumer-facing sports businesses were Abhishek Iyer, Head of Brand Marketing at FanCode; Niteen Shah, Founder & MD of Total Sports & Fitness, one of India’s leading sports retail chains; and Sudhanshu Fadnis, Founder & CEO of Sportseed, working at the intersection of education and sport.

Speaking on the initiative, Jitendra “Jitu” Joshi, Sports Entrepreneur and Co-founder, Krit School of Sports Management, said:

“We conceptualised the e-summit to bring industry leaders, practitioners and prospective students together to gain insights and a real picture of the industry and its growth trends.”

India’s sports industry today extends far beyond athletes and competitions. It is driven by media rights, sponsorship ecosystems, grassroots development, technology, data, and emerging sectors like esports. The summit highlighted how awareness of these elements—and the career opportunities they create—continues to grow among aspiring professionals.

Khel, Khiladi aur Karobar was designed to bridge this gap by offering a clear, insider view of how the industry functions. Sessions such as “How Sports Actually Make Money” broke down sponsorships, league economics, and revenue models, while “Where is the Opportunity?” explored growth areas across grassroots sport, fan engagement, sports tech, and esports. A dedicated session on “Careers in Sports: Reality vs Perception” addressed entry pathways, required skills, and industry realities.

Highlighting the larger purpose behind the initiative, Abhijit Dabhade, Educationist and Co-founder, Krit School of Sports Management, said:

“Khel, Khiladi aur Karobar is our endeavour to make career planning effective and develop a realistic perspective of a career in sports management, whether for job roles or business aspirations.”

With limited seats enabling meaningful interaction, the summit was positioned not just as an event, but as a platform for discovery—helping participants understand how the sports industry truly works, where it is headed, and how they can be a part of it.

About Krit School of Sports Management

Krit School of Sports Management is a new-age institution focused on building skilled sports industry professionals through experiential learning. Its programs are designed around real-world exposure, industry engagement, and a strong “learning by doing” approach that enables students to understand the business, impact, and ecosystem of sport.

Krit offers an online certificate program in sports management affiliated with the Sports Skill Council of India under Skill India, as well as a Master’s degree program in collaboration with V.G. Vaze College, University of Mumbai. These programs are designed to bridge the gap between education and industry, preparing students for careers across the evolving sports business landscape.

The post Krit School of Sports Management Successfully Hosted ‘Khel, Khiladi aur Karobar’ – Decoding The Game Behind the Game. appeared first on World Circular.

Satyendra Kumar has successfully conducted a comprehensive capacity-building training program for officers serving in key administrative roles across various legislative and deliberative institutions. The program was designed to strengthen the professional competence of officers responsible for supporting Legislatures, Parliaments, Congress systems, Diet-type assemblies, Chambers, Houses, and Council-based governance structures, including those functioning in advisory formats similar to the Privy Council model. The initiative focused on improving administrative efficiency, procedural accuracy, and institutional coordination.

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For many, the achievement is remarkable. For Dr. Anand, it is deeply symbolic.

Years ago, while pursuing advanced opportunities in aerospace research, his application for a U.S. visa was rejected. At the time, India had already begun recognising his work in reusable rocket technology, yet the doors to the country he had long admired remained closed.

He did not protest. He did not quit.

Instead, he returned to the launchpad.

Today, the same nation that once denied him entry has welcomed him into some of the world’s most prestigious scientific institutions, recognising not only his technical brilliance, but also his leadership and vision for the future of space innovation.

A Childhood Built on Struggle and Determination

Dr. Anand Megalingam’s journey did not begin in privilege, elite universities, or world-class laboratories. It began in a small hut in rural India, in a hardworking farming family where survival depended on persistence.

His father drove a tractor to support the family, and financial struggles were a constant reality. As a child, Anand walked nearly six kilometres every single day just to attend school, a difficult routine that silently built the discipline and endurance that would later shape his life.

Those who know him say his greatest strength was never resources. It was resilience.

His educational journey was far from smooth. Like many middle-class students searching for stability, he initially enrolled in a Computer Science programme believing it would provide a secure career path. But deep inside, he knew it was not where his passion belonged.

Disconnected from the field and struggling academically, he eventually dropped out, a moment many would consider the collapse of ambition.

For Anand, it became the beginning of purpose.

Choosing to rebuild his future entirely on his own terms, he pursued Aeronautical Engineering, the field he truly loved. This time, he flourished.

Graduating as a Gold Medalist with an extraordinary 9.8 CGPA, he achieved one of the highest academic scores in his institution’s history, transforming himself from a struggling dropout into one of the country’s most promising aerospace innovators.

Building Space Zone India from Scratch

Driven by the conviction that India should not merely participate in the global space race but lead it, Dr. Anand Megalingam founded Space Zone India.

His first partner in the mission was his own father.

What started with limited resources and an ambitious dream soon evolved into one of India’s most talked-about private aerospace ventures.

Under his leadership, Space Zone India successfully launched RHUMI-H, India’s first reusable hybrid rocket launched from a mobile platform — a breakthrough achievement that positioned the organisation among Asia’s emerging private space innovators.

Soon after, the RHUMI-1 mission captured international attention, earning recognition from the global aerospace community and proving that world-class innovation could emerge from Indian private enterprise.

But even during moments of success, rejection continued to follow him.

When his U.S. visa was denied, many expected disappointment. Instead, Dr. Anand publicly responded with a statement that would later define his philosophy:

“Borders are for people. Innovation has no boundaries.”

From Rejection to NASA Recognition

In a remarkable twist of fate, the same country that once refused him entry later welcomed him as a distinguished participant at NASA facilities.

Selected through a rigorous international vetting process, Dr. Anand joined an exclusive month-long programme where he engaged directly with NASA scientists, aerospace experts, military officials, and Space Force commanders.

The programme exposed him to some of the world’s most advanced technologies in aerospace systems, defence applications, launch infrastructure, and innovation management.

“The level of technology being used in the U.S. space ecosystem is extraordinary. The training was deeply valuable, and we will apply these learnings to our upcoming missions in India,” Dr. Anand said after returning home.

For India’s growing private space sector, his selection is more than personal recognition. It signals that Indian private aerospace innovation is now gaining serious global attention.

The Next Mission: RHUMI Twin

Space Zone India is now preparing for its next major milestone — the RHUMI Twin Mission, an ambitious project aiming to launch two rockets simultaneously from Chennai for the first time in Indian private aerospace history.

The organisation is also expanding into advanced aerospace systems, satellite technology, reusable launch platforms, and defence-oriented innovations designed to strengthen India’s indigenous technological capabilities.

Dr. Anand Megalingam and Space Zone India are currently seeking strategic investors, research collaborators, and defence partnerships to accelerate upcoming missions and contribute to India’s long-term technological growth.

“Our mission is not just to launch rockets,” says Dr. Anand. “It is to build technologies that make India stronger, safer, and globally respected.”

More Than a Success Story

Today, Space Zone India represents more than a private aerospace company.

It represents a new generation of Indian innovation — one built not on privilege, but on passion, resilience, sacrifice, and relentless hard work.

From walking six kilometres to school…to standing inside NASA facilities…

Dr. Anand Megalingam’s journey reminds millions of young Indians that failure is not final, rejection is not permanent, and dreams remain possible for those willing to pursue them without compromise.

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The newly inaugurated academic block is spread across 3,40,000 sq. ft. and has been designed as a future-ready teaching, research and innovation space. It can host more than 3,600 students and includes 70+ classrooms and seminar halls, 25+ state-of-the-art laboratory spaces, computer labs, research labs, maker spaces and a 300-seat auditorium named after Dr. K. Kasturirangan, former Chairman, ISRO, celebrating and honouring his legacy.

Speaking at the inauguration, Sri Dharmendra Pradhan said the new block represented a larger commitment to transforming higher education in India. He said India’s universities must move from a degree-first model to a competency, research and innovation-led model, in line with the vision of the National Education Policy 2020. Institutions such as Chanakya University, he said, can help build job creators, design thinkers, innovators and thought leaders for Viksit Bharat 2047.

Sri Kris Gopalakrishnan said universities must prepare students for a world being reshaped by artificial intelligence. He said AI fluency should become a core competency across disciplines and not remain limited to computer science. At the same time, he underlined the importance of rigorous writing, critical thinking, debate, research and human judgment, saying that universities must produce not only skilled professionals but wise human beings.

Sri Mohandas Pai spoke about the significance of building a university that can scale with quality. He said the Sudha & Kris Gopalakrishnan Academic Block reflects Chanakya University’s founding principle of collective philanthropy and its aspiration to create a world-class campus rooted in public purpose, ethical wealth creation and long-term nation-building.

Prof. Yashavantha Dongre said the inauguration was an important milestone in the University’s rapid growth. Established in 2022, Chanakya University has grown from around 100 students to 2,300 students, from 20 faculty members to 160 faculty members, and from 5 programmes to 40 programmes. He said the University’s core philosophy is to combine quality higher education with accessibility through collective philanthropy.

In his presidential address, Dr. S. Somanath acknowledged the collective effort behind Chanakya University’s growth and the creation of the new academic facility. He noted the role of institution-builders, supporters and academic leaders in shaping the campus, and said the new block would strengthen the University’s ability to support teaching, research and innovation.

Sri M. P. Kumar, Pro-Chancellor, Chanakya University, spoke about the planning and execution behind the campus and the academic block. He recognised the contributions of those involved in land selection, campus planning, infrastructure creation and the University’s early academic vision, and said the facility reflected the long-term commitment behind Chanakya University’s development.

The event also included the unveiling of the academic block board, lamp lighting, tribute to Dr. K. Kasturirangan, launch of a Satellite Ground Station, release of Kautilya’s Arthashastra and felicitation of key contributors and infrastructure partners.

Office of Communications:

Akash: akash.a@chanakyauniversity.edu.in | 9851871994

Darshan: darshan.bc@chanakyauniversity.edu.in | 9986733122

Suresh Raju: sureshraju@chanakyauniversity.edu.in | 9606997188

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The initiative has been developed in collaboration with Dentsu Lab India and Classteacher Learning Systems, bringing together educational insight and technological innovation to address a deeply rooted but often overlooked challenge in schools.

Located at D.A.V. Public School, Sector 14, Faridabad, Haryana, the institution has taken a pioneering step by thoughtfully integrating this solution into its student well-being framework—setting a strong example for schools across the country.

While traditional systems in schools have largely focused on monitoring physical safety, the school identified a critical gap—verbal bullying, which often goes unnoticed but leaves a lasting emotional impact. Guided by Dr. Anita Gautam’s vision of holistic education, the Bullying Decoder represents a shift from reactive discipline to proactive care.

The system works by analysing patterns in classroom conversations to identify trends related to behaviours such as body shaming, exclusion, and harmful remarks. Importantly, all insights are aggregated and anonymised, ensuring complete student privacy while enabling educators to take meaningful, informed action.

What distinguishes D.A.V. Public School is its deeply student-centric approach. The insights generated are actively used by counsellors to design contextual, age-appropriate interventions, making conversations around empathy, respect, and inclusion more relevant and impactful for students.

Early results from the 2025–2026 academic session reflect a significant positive shift, with a decline in bullying instances by 54.6%, alongside improved classroom sensitivity and peer relationships. The initiative has also contributed to a stronger sense of trust and openness within the school community.

Principal’s Message

Speaking about the initiative, Dr. Anita Gautam, Principal, DAV PUBLIC SCHOOL, SEC 14, FARIDABAD, said:

“At D.A.V. Public School, we believe that education goes beyond academics—it is about shaping emotionally aware and responsible individuals. Bullying Decoder has helped us understand our students better, not by identifying individuals, but by recognising patterns that need attention. This has empowered us to respond with empathy and precision.”

“Our focus has always been to create an environment where every child feels safe, heard, and valued. Seeing a measurable decline in bullying and a positive change in classroom culture is deeply encouraging for us as educators.”

By embracing innovation with responsibility, D.A.V. Public School continues to lead by example—demonstrating how schools can evolve into spaces that prioritise both academic excellence and emotional well-being, while collaborating with forward-thinking partners to bring meaningful change.

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RangNeeti ’26: From Performance to Policy Discourse

On April 26th, scholars at the Indian School of Public Policy transformed the campus into a vibrant site of engagement with RangNeeti – Manch Se Lokneeti Tak, a Nukkad Natak competition that brought together student groups from across Delhi. Through performances that were creatively and critically engaged, participants translated complex policy questions into accessible, embodied narratives. Teams were evaluated on script, performance, use of props, and musicality. Team Anubhati secured the first place, followed by Team Natuve and Team Dramanomics.

The performances were assessed by theatre practitioners Akshay Sharma and Anubhav Vats, whose feedback highlighted the interplay between artistic expression and thematic depth.

The event culminated in a panel discussion featuring. The conversation reflected on the role of creative mediums in expanding the scope and accessibility of policy discourse.

The performance was followed by a Policy Baithak – where the performances were translated from artistic expression to structured policy discourse. In this space, the themes, tensions, and narratives emerging from the Nukkad Nataks were revisited through a more analytical lens. The panel discussion included Parth J. Shah, Co-Founder and Dean of ISPP; Shubhashis Gangopadhyay, Founding Dean of ISPP; and Rana Biswas, Director of Executive Education and Career Services at ISPP.

Themes of religion, identity and juvenile criminality were debated to rethink how policies shape the everyday lives of individuals and the weight they hold for the society as a whole.

Eminent academics, including Krishna Ladha and Gurpreet Mahajan, were also in attendance. They applauded how the performances sparked policy debates in ways that were both intellectually rigorous and publicly resonant, a testament to RangNeeti’s success as a mixture of academic inquiry and civic imagination.

Sansad ’26: In the House of Ideas – Debating AI Governance

Earlier in April (11-12), the Indian School of Public Policy hosted Sansad ’26: The Policy Parliament, a two-day simulation inspired by parliamentary practice. Students engaged with contemporary questions around AI governance, copyright, and accountability, moving between argument and analysis in a setting that mirrored the cadence of a legislative debate. Panels brought together voices from institutions such as OpenAI, NASSCOM, and The Dialogue, grounding student deliberations in real-world perspectives.

The experience unfolded with both rigor and energy. Fireside conversations invited candid exchange, while formal sessions followed the structure of motions, amendments, and votes, echoing the discipline of a working parliament. Yet, the atmosphere remained collaborative, shaped as much by intellectual intensity as by a shared sense of participation. Reflecting on the experience, one participant wrote, describing his sense of victory –

“We came, we saw, we argued–and we conquered.”

The Judge’s Panel for Sansad ’26 included Md. Tauseef Alam (LexMantra LLP), Sidharth Deb (The Quantum Hub), Prerna Lenka (Ikigai Law), Samyak Rai Leekha (India Development Foundation), and Meemansa Agarwal (The Dialogue). Fireside sessions featured industry voices such as Shivam Tandon (IndiaTech.org), Dr. Dhawal Gupta (Microsoft), Shashwat Agrawal (TPO Advisory), and Yash Agarwal (Public Policy India, ICANN).

Statecraft Syndicate emerged as the winning team. The proceedings were evaluated by a diverse jury of practitioners and researchers, while fireside sessions featured voices from across technology and public policy, including Microsoft and other sectoral organisations.

Summing up the spirit of the month, Parth J. Shah observed –

“Young voices bring urgency, innovation, and a willingness to challenge established norms – qualities essential for meaningful social change.”

His reflection captured the essence of ISPP’s April engagements: a space where policy rigor is enriched by curiosity, creativity, and dialogue.

Why It Matters

From street performances to simulated parliaments, ISPP’s April initiatives illustrated how policy learning can move beyond texts and into practice. By combining structured debate with creative engagement, these experiences offered more than competition. They created living spaces of inquiry, where ideas are tested, expressed, and collectively shaped.

About ISPP

The Indian School of Public Policy (ISPP) was formally launched on 23 October 2018 in Huaz Khas, New Delhi. Incubated by the Centre for Civil Society (CCS), ISPP was established by a council of senior academicians, policy experts, and philanthropists with the vision of building a new generation of policy leaders for India and the region.

Media Contact:

Shashi Kant Rai

Manager Facilities & Administration

M: +91-9711433009

E: shashikant@ispp.org.in

W: www.ispp.org.in

Indian School of Public Policy

K-11, Hauz Khas Enclave

New Delhi – 110016

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