“Enrolling a child in school is only the first step.” Shiladitya Ghosh of Peepul puts it in one line, and it sums up much of what four people working in education had to say on National Education Day.

They work in very different places: a school in Gurgaon, another in Noida, a third in Hyderabad, and an education programme in Madhya Pradesh. Their words differ, but their argument is the same. Education, they say, has to go beyond textbooks and examinations. It should prepare children to think for themselves, to question, and to take responsibility for the world they are growing into.

More than marks

For Rati Chugh, Principal of Delhi Public School, Sector 45, Gurgaon, the aim is bigger than academic excellence. “Education is not merely about acquiring knowledge or achieving academic excellence; it is about nurturing responsible, compassionate, and confident individuals who can contribute meaningfully to society,” she says. On National Education Day, she argues, educators “must reaffirm our commitment to creating learning environments that encourage curiosity, critical thinking, creativity, and lifelong learning.”

The world is changing fast, Chugh says, and education has to keep up. It must go beyond textbooks and examinations to give students the skills, values and adaptability to face future challenges. Teachers matter just as much. She sees them as facilitators who inspire young minds to question, explore, innovate and discover their potential.

At DPS Sector 45, she says, the belief is that every child has unique abilities, and educators must provide opportunities that let each learner grow holistically. True education, in her view, empowers people not only to succeed in life but also to make a positive difference in the world. Her hope is for an education system that is “inclusive, progressive, and value-driven,” one that prepares students “for life, not just for examinations.”

Questions as much as answers

At Heritage Xperiential Learning School in Noida, Principal Shaheen Shafi says a child’s questions deserve as much attention as their answers. Inquiry-led learning, she explains, encourages children to examine evidence, consider different perspectives and think for themselves. Those habits deepen when learning moves out of the classroom and into conversations, communities and everyday experiences.

“Education should help children make sense of the world and recognise their responsibility in shaping it,” she says.

Learning for a world that doesn’t exist yet

Anju Sharma, Senior Principal of Phoenix Greens School of Learning in Kokapet, Hyderabad, also looks ahead. Education, she says, must move beyond imparting knowledge and focus on preparing students to think independently, embrace new ideas and find meaningful solutions to the challenges ahead. Its purpose, in her words, is to equip children “not just for the world as it exists today, but for the world they will go on to shape tomorrow.”

National Education Day, Sharma says, is a chance to reflect on how education shapes not just individual futures but the future of society. At her school, the belief is that every child has the potential to shape the future in their own way. That calls for learning environments that encourage curiosity, nurture creativity and give students the freedom to question, explore and learn through experiences. By connecting classroom learning with real-world applications, she says, the school aims to help students build the confidence and skills to adapt to an ever-changing world.

Values matter as much as skills. Empathy, integrity and responsibility, Sharma says, shape students into thoughtful individuals and responsible citizens.

She also has a view on how success should be measured. “Education should not be measured only by what students know, but also by how they think, what they create and the difference they aspire to make,” she says. Bringing together knowledge, life skills and strong values, she adds, can help the next generation approach the future with confidence, curiosity and purpose. “This is what meaningful education should strive for,” she says: “learning that goes beyond the present and leads the way for tomorrow.”

Getting into school is not the finish line

Shiladitya Ghosh, Interim Deputy Director for Madhya Pradesh Programmes at Peepul, widens the lens from the classroom to the whole system. India has made significant strides in expanding access to education, he says, but the next chapter must focus on what children are actually learning inside classrooms.

What truly matters, Ghosh says, is ensuring that children “can read with comprehension, think critically, apply concepts and build the confidence to navigate an evolving world.” That calls for sustained investment in a stronger academic support system, a renewed focus on foundational learning and greater support for teachers.

Change on this scale, he adds, cannot come from isolated interventions. It requires strengthening public education systems so that every child, irrespective of socio-economic background or where they live, has access to quality learning and the opportunity to realise their potential.