Our Core Values ("What we stand for"):

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Freedom ("to explore opportunities to think & learn")

Integrity ("in everything we do or say")

Responsibility ("we are accountable for our actions")

Enable ("empower your thoughts to succeed")

Our "FIRE" is your secret to Nirvana – let's cocreate the future!

Our Value Proposition

Proven track record of setting up serial, successful global capability outfits for international enterprises enabling business growth and profitability.

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Co-creating Future (Qualified team)

We have a bold and successful entrepreneurial leader with an experienced and high calibre management team scalable and trained to deliver fully managed services. The team has deep industry, sector and functional expertise and are experienced in co-creating intelligent solutions and products.

Democratized learning (Cost efficiency)

We offer highly personalized programs suited to the “Generation Me” along with nudge theory & machine learning based interventions. Economies of scale are leveraged to consolidate operations and optimise cost of services.

Risk (Parental Control)

We follow the culture of one team with local and global governance. The team strictly adheres to the Data Privacy, IT Act, Risk & Control frameworks with enhanced compliance and controls embedded within our operations. The focus on Operational Risk & Resilience is the managements top priority.

Transformation (Human Centred Design)

We are a hub for diversity of skills and experience with the mindset of “customer” first every time. Agile, Lean, Six Sigma and Human centred design practice professionals have enabled enterprise “Change” with best in class change management methodology. Bespoke learning child centric, better matched to abilities & skill proficiency than one size fits all approach.

The Dilemma…

The draft national education policy (NEP 2019) points out that part of the “learning crisis” in elementary school happens even before children enter std I. This may be because:

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Too many children enter formal schooling before age 6

Too many children enter formal schooling without exposure to early Childhood education and therefore lack readiness for school.

When children enter school already “behind” or begin to “fall behind” early, it is hard for them to “catch up” later.

Worldwide research tells us that lack of access to an appropriate environment and activities means that many children do not have the skills and abilities expected when they enter school, and therefore have difficulty coping with the school curriculum. The draft NEP estimates that close to 5 crore (i.e. 50 million children) are behind or have fallen behind and that once children fall behind, they are unable to catch up.

The Learning Crisis underlying our unemployment challenge

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• No attention paid to learning outcomes in schools
• Focus is on quantity rather than quality - At the basic education level the focus is on enrolment and not education, especially after the RTE (right to education Act)
• Skilling program e.g., PMKVY cannot succeed till it is rooted in a sound foundation of basic education. aunched in 2015 to train some 400 million workers in the 15-45 age group over a seven-year period.
• Employment in the formal sector requires atleast modest level skills – that’s where the jobs are!
• Only 5% of the workforce in India has any skill training, and a mere 2% have a formally certified skill as compared to 70% in advanced European countries and 80% to 120% in east Asian countries like Japan and Korea.
• Only 40% of those looking for work were actually employable in skilled jobs (as per a reportby   Confederation of India Industry)
• There are c.9million new workers who join the labour force every year, and there is an existing backlog of c.79 million unemployed workers (as per the NSS Periodic Labour Force Survey report for 2017-18).
• Indian students who participated in the global Trends in International Mathematics and Science Study (TIMSS) test in 2008 were ranked near the bottom, at 43rd and 47th out of 49 countries. In 2009, students from Tamil Nadu and Himachal Pradesh, two high performing states in education, participated in the OECD’s Programme for International Student Assessment (PISA) and were again ranked near the bottom at 72nd and 73rd out of 74. 
• India subsequently withdrew from such international tests, claiming these were West-oriented. But the fact is that Asian students from Singapore, Korea, Japan, etc., routinely top these tests.
• This problem of a compounding learning deficit undermining the foundation for skilling and subsequent productive employment starts early with a deficit in foundational skills. The new Draft Education Policy 2019 notes that nearly 50 million children in elementary school lack the necessary foundational literacy and numeracy skills.
• These foundational skills are essential to equip the child for sound learning as she progresses through school, eventually graduating and subsequently acquiring the higher skills necessary for decent productive employment.

The Third Decade…it will be more like 20,000 years of progress (at today’s rate)

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• The 2010s saw IBM’s Watson win a game of Jeopardy, ushering in mainstream awareness of machine learning, along with DeepMind’s AlphaGO becoming the world’s Go champion. It was the decade that industrial tools like drones, 3D printers, genetic sequencing, and virtual reality (VR) all became consumer products. And it was a decade in which some alarming trends related to surveillance, targeted misinformation, and deep fakes came online.
• Our traditional, industrial-era educational models are simply outdated. What is required is not an incremental change in education, but rather an entire overhaul of the current system. It will take creative imagination to develop new models for 21st-century education.
• The 21st-century teacher will be more of a guide-on-the-side than a sage-on-stage. Students today have access to tremendous computing power and information. The days of the teacher as subject expert and fount of information are numbered. In addition to being cross-curricular specialists, teachers will need to be guides, counsellors, mentors, and facilitators.
• Humanity now stands on the cusp of great things. But Humanity 2.0 cannot just be about a bio-physical upgrade. It has to include a moral and ethical upgrade as well.

FIVE ISSUES WITH TODAY’S EDUCATIONAL SYSTEM

I’ve chosen a few that bother me most.

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1. Grading

In the traditional education system, you start at an “A,” and every time you get something wrong, your score gets lower and lower. At best, it’s demotivating, and at worst, it has nothing to do with the world you occupy as an adult. In the gaming world (e.g. Angry Birds), it’s just the opposite. You start with zero, and every time you come up with something right, your score gets higher and higher.

2. Sage on the stage

Most classrooms have a teacher up in front of class lecturing to a classroom of students, half of whom are bored, and half of whom are lost. The one-teacher-fits-all model comes from an era of scarcity where great teachers and schools were rare.

3. Relevance

When I think back to elementary and secondary school, I realize how much of what I learned was never actually useful later in life, and how many of my critical lessons for success I had to pick up on my own.

4. Colouring inside the lines

Probably of greatest concern to me is the factory-worker, industrial-era origin of today’s schools- programs so structured with rote memorization that it squashes the originality from most children. I’m reminded that “the day before something is truly a breakthrough, it’s a crazy idea.” Where do we pursue crazy ideas in our schools? Where do we foster imagination?

5. Boring

If learning in school is a chore, boring, or emotionless, then the most important driver of human learning –passion- is disengaged. Having our children memorize facts and figures, sit passively in class, and take mundane standardized tests completely defeats the purpose.