Education must be more flexible, student-centric: Experts at international schools meet

Education must become more flexible and student-centered with well-being, adaptability, and community needs at the core – this was the common message declared on the first day of The Association of International Schools of India’s (TAISI) 2025 conference in Goa.

From curriculum design and accreditation to classroom structures, libraries, and the entry of foreign universities, speakers emphasised that schools must move away from rigid, compliance-driven systems while still balancing local contexts with global standards and understanding and implementation of a holistic approach of teaching and learning.

Sudha Govindswamy from the Council of International schools (CIS) said, “ curriculum-neutral frameworks grounded in the student perspective is important and schools should examine whether their curriculum is vertically aligned and developmentally coherent.”

Margaret Alvarez ,the Senior Vice president International schools from the Western Association of Schools and Colleges (WASC) stressed on the need to measure resilience, self-management, and well-being as part of protocols.

Lina Lewis, Accreditation International Schools (AVP), Middle States association (MSA), USA, argued that schools should look to alumni outcomes as proof of impact, adding that if initiatives fail to translate into long-term well-being, schools must reflect. She pointed to literacy, ethics, and safety as areas where students can become agents of change. Govindaswamy concluded that accreditation should not just be a bedrock but must ensure the well-being of the community. Abhimanyu Basu from Dhirubhai Ambani International School said schools must reflect as independent bodies, aligning preparation with student choice.

Multiple Boards: IB, IGCSE, WACE

Manju Balasubramanyam, principal of Delhi Public School (DPS) Bangalore North said, “My school balances the Central Board of Secondary Education (CBSE), open schools (NIOS) , Cambridge (IGCSE) and IB boards while addressing diverse community needs.” She also highlighted models like Australia’s Western Australian Certificate of Education (WACE), noting that no two children learn the same way and rigid, time-bound structures exclude learners. She also stated,“ bridging courses and live classroom interaction are ways for inclusive learning communities.”

The WACE has recently been granted approval by the Association of Indian Universities.

Angelique Smith, principal consultant of School Curriculum and Standards Authority (SCSA), the education body of the Government of Australia, said, “WACE incorporates joy and student voice, especially in early learner frameworks”. She also urged teachers not to overplan but to let curiosity guide the first day of school.

Syed Sultan Ahmed, chairperson, TAISI, and Emeritus & Eruditus’ Ashwin Damera spoke of the advent of foreign university campuses in India noting that a more favourable regulatory climate and state government initiatives might make expansion more viable.