Two days at the World Inclusion Conference India (31st July–1st August) as a delegate gave me much more than new ideas,they gave me time to reflect. Listening to passionate educators, researchers, therapists, school leaders, and advocates from across the globe, a few thoughts stayed with me. 1. Inclusion begins when the focus shifts from “I” to “them.” We all advocate for inclusion, but I often wondered , Are we collaborating to improve the lives of children, or are we networking to grow ourselves? Professional growth is important, but true inclusion happens when recognition takes a back seat to impact. The child should always remain at the centre of every conversation. 2. Awareness must go beyond schools. Many sessions focused on building the capacity of teachers and creating awareness among students,which is essential. However, in a country like India, where over 150 million people are above the age of 60 and grandparents often play a significant role in raising children, inclusion must extend to families too. Imagine the impact if students regularly led inclusion awareness sessions for parents and grandparents. Empowering the younger generation while bringing the older generation along could create lasting cultural change. 3. Inclusion needs to be measured, not just discussed. One area I hoped to hear more about was monitoring the impact of inclusion. Schools need a practical roadmap with measurable milestones to understand where they are today, where they want to be, and how they are progressing each year. After all, inclusion is a journey, not a destination. Finally, one message resonated throughout the conference: Every child has strengths. If classrooms intentionally focused on strengths instead of only deficits, and if students were encouraged to learn with and from one another, inclusion would become a lived experience rather than simply an educational philosophy. I leave the conference with one conviction: The future of inclusion will be built not by individual experts, but by communities that choose collaboration over competition, strengths over labels, and impact over recognition. Thank you to the organisers, speakers, and fellow delegates for creating a space that sparked meaningful conversations and deeper reflection. The conference may have ended, but the journey of inclusion continues. #WorldInclusionConference #IFIP#InclusiveEducation #InclusionMatters #SchoolLeadership #StudentVoice #StrengthBasedEducation #Neurodiversity #Education #India

India's first World Inclusion Conference. July 31, 2026. Yashobhoomi, Dwarka. I had the privilege of being a panelist on Universal Design for Learning with IFIP — chaired by Sarah Johnson, alongside Brerna Weston Bell, Maey Elnimer, and Dr. Simran Randhawa. A few reflections that stayed with me from our conversation: 1. UDL works best as a planning tool — not a substitute for individual support. Building in multiple ways to access content, engage with it, and show understanding from the start genuinely cuts down on last-minute fixes. But it isn't a replacement for targeted, one-to-one intervention. Some students need that regardless. 2. UDL and differentiation aren't the same thing. UDL is the architecture — built before you know exactly who's in the room. Differentiation is what you adjust once you do. Used together, they're powerful. Used carelessly, differentiation can slide into covert tracking — separate worksheets by "ability" — which is exactly what UDL tries to avoid. 3. Inclusive teaching doesn't require more resources. It requires structure. For a teacher with 40 students, no assistant, and few materials, the highest-leverage moves cost nothing. Predictable routines. Peer-supported grouping. One built-in moment per lesson where students choose how to show what they've learned — write it, draw it, say it, act it out. 4. Inclusion looks different across countries — and that's okay. The belief that every learner is capable, and the commitment to dignity and clear communication, travel everywhere. But the mechanisms have to be rebuilt for each context. Imported models rarely survive the trip intact. 5. Test scores don't tell you if inclusion is working. Watch instead for who's participating. Whether students actually use the flexible options you offer. How peers include each other in group work. Whether students feel safe enough to get something wrong. These conversations matter. Not just at conferences — but in every classroom, every day. ___________________________________________________ #InclusiveEducation #UDL #UniversalDesignForLearning #WorldInclusionConference

Equal Opportunity Cell (EOC) and Women Development Cell (WDC) will jointly organize a short self-reflection activity, “Am I an Inclusive Student?”, under the theme “Inclusion Begins with Me.” Through this activity, students will reflect on equality, respect, diverse perspectives, and equal participation and explore how small personal changes can contribute to building a more inclusive academic environment. Because inclusion will begin with each one of us. 🤝🌍 Convenor: Dr Dweepna Garg Coordinators: Ms. Naina Parmar and Ms. Neeta Chudasama CHARUSAT All India Council for Technical Education (AICTE)

Exploring the principles of equity, gender inclusion, and inclusive educational practices in depth, led me to an enriching Asian Development Bank Institute's e-learning course titled "Enhancing Gender Integration in Scaled and Sustained Government Health Programs: Lessons from Nepal, the Philippines and India." Although the course examined gender integration through the lens of public health systems across three Asian countries, the principles and evidence presented offered valuable perspectives that resonate deeply with the field of education. One of the strongest takeaways was that gender integration is not an isolated policy objective—it is fundamental to building equitable, inclusive, and sustainable institutions. This lesson is just as relevant to our schools as it is to our health systems. Schools are among the earliest social institutions where attitudes, identities, aspirations, and opportunities are shaped. Gender-responsive education goes far beyond ensuring equal enrolment; it creates learning environments where every learner feels valued, respected, safe, and empowered to participate fully. India's National Education Policy (NEP) 2020 rightly places equitable and inclusive education at the heart of educational transformation, recognising that excellence in education cannot be separated from equity and social justice. The course reinforced an important insight: lasting systemic change occurs when inclusion is embedded within leadership, policy, institutional culture, capacity building, and everyday practice—not when it is treated as a standalone initiative. Whether in health or education, sustainable progress demands that equity be intentionally designed into the system. As educators, researchers, and policymakers, we have the privilege—and the responsibility—to ensure that our classrooms become spaces where diversity is celebrated, equity is practised, and every learner is empowered to flourish. Inclusive education is not simply about access—it is about belonging, participation, dignity, and opportunity for every child. #InclusiveEducation #GenderEquality #EducationResearch #NEP2020 #EducationLeadership #EquityInEducation #ProfessionalLearning #LifelongLearning #ADBI

🎓 Throwback | 06/10/2016 A day I will always remember. On October 6, 2016, I had the privilege of defending industrial Engineering Degree at the National Advanced School of Engineering of Yaoundé (ENSPY). 💜 What I heard during my engineering studies : “You are a girl, you cannot choose Industrial Engineering…” “You are a girl, science is too difficult for you.” “Engineering is a man’s profession.” “You should choose a career that is more suitable for women.” 👉 What about you? What stigmas or stereotypes have you faced but managed to overcome? Share your experience in the comments. 💜 Your story could be the strength someone else needs today. 🌍✨ Perhaps a girl has already heard these words. Perhaps she has started to believe that she is not smart enough, not capable enough, or not worthy enough. But the problem is not her potential. The problem is the barriers that prevent her from discovering it. At STEM Her Future, we believe that every girl has the right to learn, explore STEM, create, innovate, and dream without being limited by stereotypes. This is also a human rights issue: every girl deserves to be respected, protected, and treated with dignity. Our commitment is rooted in safeguarding, inclusion, and accountability—creating safe spaces where girls and young women can learn, express themselves, and participate without discrimination, intimidation, or exclusion. Because behind every girl who is encouraged today could be a future engineer, scientist, entrepreneur, or innovator. 💜 A girl supported today can become a woman who transforms tomorrow. 👉 Our call to action: Let us all take responsibility for change. Educators, parents, mentors, organizations, and decision-makers, let us commit to creating safe and inclusive opportunities for girls in STEM. If you believe every girl deserves this chance: 🔹 Share this message. 🔹 Become a mentor or ally. 🔹 Support a girl on her journey. 🔹 Partner with STEM Her Future to create more opportunities. Together, let's make STEM a space where every girl can learn, thrive, and become whoever she chooses to be. 🌍🔬💜 #STEMHerFuture #GirlsInSTEM #WomenInSTEM #Safeguarding #Accountability #HumanRights #GenderEquality #Inclusion #BreakTheBias #YouthEmpowerme

Empowering Tribal Women of North-East India Through Education Education is not merely a pathway to a qualification—it is a pathway to agency, dignity, economic opportunity and leadership. I am pleased to share that Mata Tripura Sundari Open University (MTSOU), Tripura, in collaboration with the All India Confederation for Women’s Empowerment Through Equity (AICWETE), New Delhi, is organizing a webinar on: “Empowering Tribal Women of North-East India Through Education: Pathways to Gender Equality and Socio-Economic Development” 📅 14 August 2026 | Friday ⏰ 3:00 PM – 5:00 PM 💻 Online | Google Meet I will be delivering the Keynote Address, focusing on how education can move beyond access and become a transformative instrument for equity, livelihood, digital inclusion, entrepreneurship and women's leadership. The webinar will explore an important question: How can education create real pathways from learning to livelihood, economic independence and decision-making for tribal women of North-East India? The discussion will bring together perspectives on: • Education and gender equity • Tribal women's leadership • Access and inclusion in higher education • Skills, livelihoods and entrepreneurship • Digital education and emerging opportunities • Indigenous knowledge and sustainable development • The role of universities and civil society in creating lasting change I firmly believe that tribal women should not be viewed only as beneficiaries of development. They must be recognized as knowledge holders, entrepreneurs, leaders and architects of their communities' futures. My sincere appreciation to Prof. Masood Parveez, Vice-Chancellor, Mata Tripura Sundari Open University, and the university team for initiating this important dialogue and for partnering with AICWETE. Education opens the door. Equity ensures that women can enter. Empowerment enables them to lead. I invite academics, researchers, students, civil society organizations, policymakers and everyone committed to women's empowerment and inclusive development to join us. #TribalWomen #NorthEastIndia #WomensEmpowerment #EducationForAll #GenderEquality #Equity #AICWETE #MTSOU #WomenInLeadership #TribalDevelopment #InclusiveDevelopment #DigitalInclusion #Livelihoods #Education

Yeah, it’s kinda chic to be in the 26% 👩🏽💻👩🏽💻 But we want that number to grow! Women make up about 26% of Canada’s STEM workforce. But representation starts long before someone chooses a career. When girls have opportunities to explore STEM early, ask questions, build things, solve problems, code, experiment, and even get things wrong, they begin to see STEM as a space where they belong. The goal isn’t just to get more girls interested in STEM. It’s to give them the confidence, skills, and opportunities to imagine themselves in it. Here’s to growing that 26% 🔬🧬⚙️ #WomenInSTEM #GirlsInSTEM #STEMEducation #FutureReady #kindachic

𝗦𝗰𝗼𝗼𝗡𝗲𝘄𝘀 𝗚𝗹𝗼𝗯𝗮𝗹 𝗘𝗱𝗙𝗲𝘀𝘁 𝟮𝟬𝟮𝟲 𝙏𝙝𝙧𝙚𝙚 𝙙𝙖𝙮𝙨 𝙞𝙣 𝙅𝙖𝙞𝙥𝙪𝙧, 𝙖𝙣𝙙 𝙤𝙣𝙚 𝙢𝙤𝙢𝙚𝙣𝙩 𝙠𝙚𝙚𝙥𝙨 𝙧𝙚𝙩𝙪𝙧𝙣𝙞𝙣𝙜 𝙩𝙤 𝙢𝙚. ScooNews brought together educators, innovators and school leaders from across the country. But the part that stayed with me most was the ABLE Inclusion Conference, India's first education summit dedicated entirely to disability inclusion. I heard from individuals who have had to fight for the most basic recognition: to be seen, to be heard, and to be given a fair chance to learn. Their stories were not asking for sympathy. They were asking for something simpler and harder: for schools to treat inclusion as a responsibility, not an initiative. That distinction matters. An initiative can be scheduled, budgeted, photographed, and closed. A responsibility cannot. It has to live in how a school designs its classrooms, trains its teachers, and speaks to its students every single day. Every learner deserves to be seen, valued, and given the opportunity to thrive. That is not a slogan. It is the standard we should be working towards. Alongside these conversations, I also had the privilege of seeing the Shalom Group of Schools recognised at the ScooNews Global Education Awards 2026, including the Inspirational Leadership Award - Editor's Choice. I received it on behalf of educators and teams who show up for our students long before any stage or applause. None of this would have found its shape without Ravi Santlani, CEO, ScooNews. He curated an event that did not just move you intellectually. It probed, it provoked, it asked you to sit with questions you had not thought to ask. That is a rare thing to build, and I am grateful for it. I came back from Jaipur with a video worth sharing, but more than that, with a question I intend to keep asking: are we building schools where every learner belongs or schools that only look like they do? ScooNews Ravi Santlani Shalom Group of Schools Shalom Hills International School Shalom Presidency School

A recent World Economic Forum report found that women comprise only 28% of the STEM (science, technology, engineering, and math) workforce, compared to 47% in non-STEM sectors. Student Leadership Network’s Girls’+ Education team is addressing the gender gap with partnerships to provide students with early exposure to STEM subjects and women leaders in those fields - including recent partnerships with Weill Cornell Medicine, The Cooper Union for the Advancement of Science and Art, Life Science Cares New York, and more. Read our recent blog to learn more about our STEM partnerships: https://lnkd.in/edH8xusR #STEMEducation #STEM #STEAM #GirlsEducation #WomeninSTEM #EquityinEducation #StudentSuccess

Women in IITs remain significantly underrepresented even as India has nearly closed the gender gap in higher education. Drawing on the latest government data, this analysis examines why elite engineering institutions continue to lag behind national trends, and what the disparity reveals about the country’s STEM education pipeline. #iit #highereducation