Future Citizen of the World School is an accredited agency of the National Institute of Open Schooling, recognized by the Government of India. NIOS is an “Open School” that caters to the needs of a heterogeneous group of learners up to the pre-degree level. NIOS provides opportunities to interested learners by making available the following courses/programs of study through the open and distance learning (ODL) mode: the Open Basic Education (OBE) program for the 14+ years age group, adolescents, and adults at A, B, and C levels, which are equivalent to classes III, V, and VIII of the formal school system.
 

We will keep the following in mind while interacting with the students. “Future Citizen of the World” is not just a fancy name we have picked for our school; it has a character to it. It expresses our mission: “To mold children to become future citizens of the world and not of India alone.” Essentially, to remain a good human being. Education is our vision. Through education in our school, we mold our children to fulfill our mission. Education is the ability to meet life’s situations. Education is not knowledge but action.
 

School is the institution through which we impart the essence of education, as envisioned above, to our children. In our Future Citizen of the World home school, every effort will be made to create an environment where every child will feel she/he is at home. Scoring high marks in exams, coming out with flying colors in entrance exams for higher education, and getting good jobs—important societal requirements—will be an essential by-product of our education. A child can learn good human qualities and also score good marks.
 

There will be no teaching in the home-education program. There will be learning. We plan to convert our school teachers into learners. Our learners will learn the chapter the night before taking a class and, once more, the next day, they will share their learning with the children. In a class duration of 45 minutes, they will share their learning with the children in the first 30 minutes, and in the next 15 minutes, they will evaluate how successful they have been in helping every child learn. Self-evaluation in a learner is a must. Our home-education will take care of slow learners.

We will interact with parents to create a learning atmosphere for the child both at school and at home. Encourage your child to think in whatever she/he is doing—playing, eating, everything. This is the route to learning. This fire of learning must always glow; it must not be allowed to be extinguished by parents at home or learners at school. We keep in mind our mission: “To mold every child to become a good human being, a future citizen of the world,” irrespective of what profession she/he chooses. Home education (what the education department calls homeschooling) starts with preschool, LKG, and UKG learners. But we have to realize that education is a lifelong process. One has to learn, unlearn, and relearn throughout life.
 

For the making of citizens, we have a future plan. We have plans up to 10+2 and extend to nearly all branches of so-called higher education. We prepare our children to be industry-ready and absorb all of them into our own industries. Parental thinking will play a pivotal role in the successful execution of our concepts. The key to learning is to develop the mental ability to think logically and understand problems. This is the theme of our philosophy of education.
 

Children are born with this thinking ability. But parenting and present-day schooling completely destroy it. We are not interested in what our child is learning. We are only interested in what marks she/he is getting. We are sending our children to learn sports, but we are only interested in whether our kid is winning. Is she becoming a sportsperson by developing sportsmanship? Well, we are not interested in that. You learn! You will get good marks. More importantly, when you get fewer marks, you will not feel bad or ashamed. You will develop a greater determination to score well next time. This is the beauty in the art of learning.
 

Observe a dance class. It is a very good demonstration of the art of learning. There is no teaching in dancing, only learning. Is the dance learner teaching, or is she dancing while the children (students) watch her dance? Children watch, and they dance. The dance learner assesses the performance of her students (it is a visual assessment), and the dance teacher improves the dancing of a student by dancing again—not teaching. The dance learner is helping the children so that they learn to dance the way she (the teacher) is dancing. There is no teaching in dancing, only learning. In this whole learning process, “assessment” is the key. Without it, the learner cannot help the student learn. Be it dance or mathematics.

The learner must learn first. She/he has to put herself/himself in the age group of the children while learning mathematics to help them learn. She/he cannot remain at her/his level of understanding mathematics. She/he has to learn to come down to the level of the children. She/he has to use language that the class children can understand. More importantly, she/he must realize that there is no sensory perception for assessing the children's learning of mathematics. It is a mental perception. She/he has to figure out how to assess the children. If a child gives the right answer to a question, it does not mean she has learned. She must know why her answer is right. There is a lot of learning for the Future Citizen of the World School learner to go through to develop their ability to help children learn subjects.
 

Extra-curricular activities—sports. For our school, it is one of the best curricular activities. Sports are about developing sportsmanship. It is not about winning a game. Two hands are required to generate a clapping sound. Two sets of players are needed to play a game. In clapping, the left hand "loses," and the right hand "wins." In a game, no side loses. Both sides win. They are not fighting against each other; they are playing together to take the whole game to a new level. It is a self-improvement activity. If a player has sportsmanship, how can he feel unhappy when another player from the other side plays better? Why should we poison our children’s minds about winning a game? Why not encourage them to play a beautiful game?
 

In academics, parents have the phobia of marks. It is the phobia of losing/winning in games. Through this brief write-up, we are trying to convey a simple idea to parents and teachers: Let us create, together, a better environment of learning for our children compared to what we had as children.