Society For All Round Development

Impact of SARD’s Advocacy and System-Level Action SARD’s sustained advocacy with national and state governments, education boards, multilateral agencies and corporate partners has contributed to transformational shifts in how technology, inclusion and experiential learning are embedded within India’s public education system. By positioning innovation as a public good rather than a stand-alone pilot, SARD has enabled successful models to move beyond individual schools and become part of state and national education ecosystems. Through long-term engagement with NCERT, CIET, multiple SCERTs, the National Science Centres, Nehru Planetarium and Zonal Institutes of Education and Training under Kendriya Vidyalaya Sangathan, SARD has directly influenced the mainstreaming of digital, immersive and inclusive learning approaches within government platforms. The development of interactive e-content, 3D learning modules and India’s first sign-language-enabled mathematics resources in collaboration with CIET–NCERT has significantly expanded access for both mainstream learners and children with special educational needs, advancing inclusive education at scale. These resources are now hosted on national and state education portals, extending their reach to thousands of schools well beyond SARD’s direct implementation areas. SARD’s advocacy for technology-enabled teacher professional development, digital content repositories and learning hubs has led to the establishment of a National Virtual Reality Content and Teacher Training Lab at CIET–NCERT and within Kendriya Vidyalaya systems, creating a permanent institutional platform for immersive pedagogy and digital innovation. This has strengthened the capacity of government teachers to adopt 21st-century teaching practices, resulting in higher classroom engagement, better conceptual understanding and improved learning outcomes. At the school level, SARD’s advocacy has catalyzed the adoption of experiential and STEM-based learning environments across state schools, Kendriya Vidyalayas and affordable private schools through Discovery Hubs, VR Labs and 3D Mixed-Reality Zones. These environments have transformed how students engage with science, mathematics, coding, astronomy and innovation, fostering curiosity, confidence, creativity and aspiration, particularly among children from underserved communities. In the area of digital inclusion, SARD’s CLAP vehicles and mobile digital classroom models have demonstrated how offline-first, device-enabled learning systems can bridge the digital divide in remote, disaster-prone and low-connectivity regions. These models have informed government and partner strategies for last-mile digital education delivery, ensuring continuity of learning even in the most challenging geographies. SARD’s advocacy for safe, dignified and child-friendly school environments has resulted in significant improvements in WASH infrastructure, menstrual health facilities and hygiene education across hundreds of schools—often the first comprehensive WASH upgrades in government school settings. These interventions have led to improved attendance, better health outcomes and higher participation of adolescent girls, while repositioning WASH from a purely infrastructural input to a core component of education quality and student dignity. Through youth skilling and employability pathways, particularly in the telecom and digital sectors, SARD has strengthened the school-to-work transition for marginalized youth, enhancing their employability, income potential and long-term economic resilience. Overall, SARD’s advocacy-driven, system-embedded approach has ensured that innovations in digital learning, immersive education, inclusion, WASH and youth skilling are not isolated interventions, but are institutionalized within government systems, aligned with NEP 2020 and national digital priorities, and positioned for scale, sustainability and long-term national impact.