Our ‘Leading voices’ article series features school principals from across India. Today, we speak with Amitava Ghosh, the Founder-Principal of Bharatiya Vidya Bhavan’s R. K. Sarda Vidya Mandir, Raipur.
Mr Ghosh is a postgraduate in economics with more than 26 years’ experience as a teacher and principal. Students from his school have won national and international recognition for their achievements in science, including from the Pradhan Mantri Rashtriya Bal Puraskar (PMRBP). Anannya Chakraborty asks him 5 questions about running successful STEM initiatives that all students can participate in.
Thank you for speaking with Teacher magazine. Could you start by telling our readers a little about your school?
Bharatiya Vidya Bhavan’s R. K. Sarda Vidya Mandir started operations on 5 April 2010 in Chhattisgarh, Raipur. With endowments from Sarda Energy and Minerals Limited, the school was established under the aegis of Bharatiya Vidya Bhavan, a trust that was started in 1938 by one of the nation’s eminent freedom fighters, Kulapati K. M. Munshi, with the idea of delivering Bharatiya Vidya (Indian education).
What started off with 167 students, 12 teachers and 6 support staff has today grown into an institution with 1,980 students in junior kindergarten to 12, a team of 90 teachers and 43 support staff. The school is affiliated with the Central Board of Secondary Education (CBSE) and runs an innovative model of education delivering a judicious mix of academics and activities.
You’ve shared that your school teaches STEM innovatively and students have received the Pradhan Mantri Rashtriya Bal Puraskar (PMRBP) 4 times. That’s an incredible achievement. How did this happen?
The school received its first PMRBP (then known as the National Child Award for Exceptional Achievement) in 2017. Ever since, there has been no looking back.
The starting point of change began with the process of encouraging student participation in the CBSE Science Exhibition, organised in the school for grades 8 to 12. As a first step, the school constituted a team of science teachers from different levels. The team deliberated and came up with ways of maximising the generation of ideas from the young minds. Every teacher who was part of the team spent some time with children discussing how sciences could benefit humanity and the wonders that an exploration into sciences could entail.
The school, thereafter, conducted an intra-school science exhibition aligned with the themes of the CBSE Science Exhibition. The best models were selected and refined further with inputs from an expert panel of professors from Raipur’s All India Institute of Medical Sciences, National Institute of Technology, International Institute of Information Technology, and the Chhattisgarh Council of Science & Technology. Our project won the CBSE National Science Exhibition in the category of mathematical modelling.
Over the years, children of the school have received 14 Initiative for Research and Innovation in Science (IRIS) Grand Awards and have represented Team India at the International Science and Engineering Fair (ISEF) 4 times – 2 students in 2017, 4 students in 2020, 6 students in 2023 and 2 students in 2024. For their stellar achievements in different science fests both in India and abroad, 4 students have been conferred with the PMRBP – one in 2017, 2 in 2020 and one in 2023.
I have always emphasised the process. Here, process is the methodology followed by the school that helps students succeed. Process orientation also leads to the creation of an ecosystem and inculcates a culture. What started in 2017 as a process has today metamorphosed into a culture.
Today, we’ve aligned our idea generation challenge in the school with themes of ISEF. With the exposure that we have received, we try to benchmark our judgements to the best parameters. The process of democratising science innovations continues, and every child gets an opportunity to present their ideas.
What are some of the benefits to students? How have you observed and evaluated the impact?
Students conquered the fear of failure in science. I think that is the greatest benefit of our STEM initiatives. Children who have followed the path have gained immensely – both intellectually and in terms of their exposure when they go to various forums.
I’ve seen their aspirations soar multi-fold. I’ve seen them experiment with new ideas and possibilities. Participation in STEM projects helps students understand the power of science in bringing positive changes in society.
There is no dearth of evidence that reflects the results of our STEM pursuits. We were winners at the CBSE National Science Exhibition. And the school’s global traces include participation in the ISEF hosted by the Society for Sciences, where students have been part of Team India 4 times.
To date, 14 students received the IRIS Grand Awards. We’ve also been conferred with the CSIR Innovation Award for School Children twice. We were the winners of the Indian National Science and Engineering Fair (INSEF) twice and were nominated to the GENIUS Olympiad.
Recently, one of my students returned from the Massachusetts Institute of Technology (MIT) after attending the Research Scholars International Programme conducted by the Centre for Educational Excellence at MIT. This was an intensive 50-day, fully sponsored program, where a cohort of 100 students from around the world was exposed to research areas that are being pursued at MIT. Only 2 students were selected from India, including 1 from Bhavan’s R. K. Sarda Vidya Mandir, Raipur.
What are some of the challenges of teaching STEM? And what are some of the measures taken to ensure gender equity and inclusion in STEM?
Teaching STEM presents numerous challenges. Keeping pace with rapidly evolving technology, fostering critical thinking, and integrating hands-on experiences to make complex concepts engaging are key obstacles.
Additionally, traditional biases and stereotypes often discourage groups such as entrance exam aspirants, girls, and students with disabilities from pursuing STEM. Economic barriers further complicate access to resources, technology, and participation in STEM activities.
To address these challenges, we’ve implemented initiatives to promote inclusive STEM education. The school ensures that girls and students with disabilities receive equal opportunities in STEM, providing support to bridge gaps in access and participation. We encourage every child to actively participate and come up with new ideas.
Our girl students have excelled in national and international STEM competitions, highlighting the effectiveness of these measures.
The school also offers scholarships to assist with competition-related expenses, travel, and access to resources like the Atal Tinkering Lab (ATL). These efforts are particularly beneficial for economically disadvantaged students and those with disabilities.
By fostering an inclusive environment, we ensure that all students can excel, setting a powerful example of equity in STEM education.
And how do you ensure teachers are up to date with new teaching methods in STEM? Have you received feedback from students, parents, or teachers regarding the initiative?
We prioritise keeping our teachers informed with the latest STEM teaching methods. We encourage them to participate in continuous learning through various initiatives, including ATL programmes, CBSE training workshops, and opportunities provided by government bodies and NGOs.
Our teachers actively engage with national and international platforms like the IRIS National Fair, DIDAC, Genius Olympiad, INSEF National Fair and PISA for schools. This exposure helps them stay at the forefront of innovative teaching practices, enabling them to bring hands-on, experiential learning into the classroom.
We firmly believe in ‘learning by doing’, which drives our emphasis on practical exposure and active participation in these programs. This culture of continuous improvement empowers our teachers to inspire and guide students effectively.
We actively seek feedback from students, parents, and teachers regarding our STEM initiatives. The feedback has been overwhelmingly positive, with parents appreciating our forward-thinking approach, students showing increased enthusiasm for STEM subjects, and teachers feeling more equipped to deliver dynamic lessons. This collaborative feedback process ensures that we continually refine and enhance our STEM education programs, making them even more effective and inclusive.
How do you monitor and evaluate the impact of STEM initiatives in your school?
How do you ensure STEM programs can be accessed by all students, including those with disabilities and those from low-income backgrounds?
Students at Amitava Ghosh’s school have won national and international recognition for their science achievements. What opportunities do you provide students in your own context to showcase their skills and knowledge beyond the school?