शिक्षा मात्र ज्ञान अर्जित व संप्रेक्षित करना नहीं, बल्कि एक ऐसी अनूठी कला है जो इसे सीख लेता है और प्रयोग करता है, वही एक परिपक्व और कुशल शिक्षक बनता है | शिक्षक बनना आसान नहीं होता, खासकर तब जब कोई युवा 12वीं पास करने के बाद इस जिम्मेदारी को निभाने की कोशिश करता है। क्योंकि अभी वे स्वयं ही अपने सपनों की उड़ान भर रहे होते हैं और इस दशा में उनसे यह अपेक्षा की जाए कि वे औरों के पंखों को उड़ान दें| शिक्षार्थी जीवन से बाहर निकल कर तुरंत एक कुशल और अनुभवी शिक्षक बनना, यह थोड़ा मुश्किल होता है | हम अक्सर यही सोचते हैं शिक्षक बनना आसान होता है| अगर हमें अपने विषय का अच्छा ज्ञान है, तो हम अच्छे शिक्षक बन सकते हैं। लेकिन वास्तविकता इससे कहीं अधिक जटिल होती है। मैं यहाँ एक ऐसे ही युवा शिक्षक प्रशिक्षु ज्योति (नाम बदला गया है) के अनुभव साझा कर रही हूँ, जिसने अपने संघर्षों के माध्यम से सिखाने और सिखने की प्रक्रिया को नए दृष्टिकोण से समझा।

जब यह युवा प्रशिक्षु ज्योति पहली बार विद्यालय की कक्षा में बच्चों को पढ़ाने के लिए गई, तो उसके मन में उत्साह था। उसने सोचा था कि बच्चे उसकी बात ध्यान से सुनेंगे, वह उनके लिए ज्ञान का स्रोत बनेगी, और कुछ ही दिनों में एक अच्छा शिक्षक कहलाएगी । लेकिन जैसे ही उसने पढ़ाना शुरू किया, हकीकत कुछ और ही निकली।  उसकी सोच और हकीकत में विरोधाभास देखने को मिला |

बच्चे शोर मचा रहे थे, कोई बातें कर रहा था, तो कोई किताबों से खेल रहा था। कुछ बच्चे विषय को समझ नहीं पा रहे थे। कुछ को पढ़ाई उबाऊ लग रही थी। कुछ बच्चों की रुचि कहीं और थी, और कुछ अनुशासनहीन थे। प्रशिक्षु ज्योति ने आवाज़ ऊँची की, लेकिन बच्चों पर कोई असर नहीं पड़ा। उसने समझाने की कोशिश की, लेकिन बच्चे ऊबने लगे। यह अनुभव उसके लिए चौंकाने वाला था। क्या उसकी तैयारी में कमी थी? क्या उसे पढ़ाने का तरीका नहीं आता था? या फिर बच्चे उसे गंभीरता से नहीं ले रहे थे? उसने सोचा कि “शायद मुझमें ही कोई कमी है।” यह आत्म-संदेह उसके आत्मविश्वास को कमज़ोर करने लगा। लेकिन उसने हार नहीं मानी। ज्योति ने महसूस किया कि पढ़ाना और सिखाना दो अलग चीजें हैं|  

प्रशिक्षु ज्योति इस तनाव के साथ अपने शिक्षकों से मिली | उनके साथ उसने अपने अनुभव और तनाव के कारणों को साझा किया और फिर उसने अपने अनुभवी शिक्षकों से यह जाना कि एक शिक्षक बनने के लिए सिर्फ विषय का ज्ञान नहीं, बल्कि धैर्य, समझ और सही शिक्षण तकनीकों की भी जरूरत होती है। सिर्फ किताब से पढ़ाना पर्याप्त नहीं है, बल्कि बच्चों को व्यक्तिगत रूप समझना भी जरूरी है कि वे क्या चाहते हैं? उनकी रुचि किन कामों में है ? और उनका सीखने का स्तर क्या है ? आदि |  

इसके बाद प्रशिक्षु ज्योति ने अपने सिखाने के तरीको में बदलाव करने का प्रयास किया और सीधे पढ़ाने के बजाय कहानी और उदाहरणों के जरिए समझाने लगी। बच्चों से बातचीत करके उनकी रुचियों को सुना, समझा और जाना। खेल-खेल में पढ़ाने की तकनीक अपनाई। धैर्य रखा और बच्चों के सवालों को गंभीरता से लिया। धीरे-धीरे बदलाव दिखने लगा। जहाँ पहले बच्चे शोर मचाते थे, अब वे ध्यान से सुनने लगे। जहाँ पहले वे ऊब जाते थे, अब वे सवाल पूछने लगे। प्रशिक्षु ज्योति ने अपने संघर्ष से यह साबित कर दिया कि शिक्षक सिर्फ ज्ञान देने वाला नहीं, बल्कि बच्चों की सोच को समझने वाला भी होता है।

आज भी नए प्रशिक्षु शिक्षको को ज्योति की भाँति ही अपनी अपनी कक्षा में संघर्ष करना पड़ता है| जब कोई नया प्रशिक्षु शिक्षक इसी तरह की समस्याओं से जूझता है, तो मैं उनसे ज्योति के ये अनुभव साझा करती हूँ। मैं चाहती हूँ कि यह संघर्ष और सीख उन सभी तक पहुँचे,जो शिक्षक बनने का सपना देखते हैं लेकिन पहली कठिनाइयों से घबरा जाते हैं। एक अच्छा शिक्षक वही होता है, जो खुद सीखने के लिए तैयार रहता है।

लेखिका के बारे में: 

डॉ चित्ररेखा, अर्थशास्त्र, शिक्षाशास्त्र, समाजशास्त्र एवं मनोविज्ञान में परास्नातक है । शिक्षाशास्त्र में NET एवं पी. एच. डी की उपाधि प्राप्त की है । 2022 मे SCERT से Best State Teacher Educator प्राप्त कर चुकी हैं| वर्तमान में SCERT/DIET दिल्ली में Assistant प्रोफेसर कार्यरत हैं । शिक्षा से जुड़े विभिन्न पहलुओं पर लगभग 25 से अधिक लेख /शोध लेख लिखे एव प्रस्तुत किए हैं जो को NCERT की विभिन्न पत्रिकाओं व अन्य पत्रिकाओं में अ‍ॅन्तराष्ट्रीय स्तर पर प्रकाशित हुए हैं। डॉ चित्ररेखा शिक्षा के क्षेत्र में रचनात्मकता, वैज्ञानिक दृष्टिकोण व क्रियात्मक अनुसंधानों को बढ़ावा देने में विश्वास रखती हैं ।

Dream a Dream. You have left a deep mark on me. Thank you.

There are unforgettable days in Bangalore with you. Visiting a young person’s home, participating in the life skills programme with the group of young people who had just joined Dream a Dream. My sons playing football with them, the Question and Answer session with young people who have been a part of Dream a Dream for a long time and who had such a hunger for life. This was all very special. There are the invaluable days and evenings spent together with Vishal Talreja (Co-founder, Dream a Dream) and Suchetha Bhat (CEO, Dream a Dream) in Finland, India and the US. 

It all started in the countryside of Delaware, US, almost 12 years ago. Life brought us together through the Eisenhower Fellowships Program. I appreciate the original motivation Vishal had to start Dream a Dream. The connection his story has with Finland moves me. I appreciate the strategic vision Suchetha continues to put in place with her calm and firm style leading Dream a Dream forward with increasing reach and impact. 

There are all the stories and evidence of the value of Dream a Dream. Some written in books, some told when we have spent time together. I often tell others the story of the girl who was always late for her school and as a punishment her teacher asked to wait outside the classroom in the corridor. After the teacher went through the Dream a Dream teacher development programme, he came back with skills of understanding child behaviour, listening to children without judgment and being authentic in his relationships with them. Post training, when the young girl came late to school again, the teacher decided to use his new-found skills and tools to understand the girl. Through building safety, trust and listening the teacher found out that the girl woke up early in the morning, was helping her mother with household chores and rushing to school. The reason she ended up late was because the family didn’t have a clock at home. This sharing transformed the teacher deeply. From judging this child’s intentions to now understanding the efforts the child was making to get educated, he made a resolve to always listen and understand children.

There is Delhi’s Happiness curriculum. I am grateful for the opportunity to have taken part in it in a limited way. I appreciate the chance to have met perhaps the most impressive minister of education who was a close partner and ally of Dream a Dream. 

During my journey with Dream a Dream I have learnt that one rightly focused and timed intervention can change the life of a young person. I have witnessed able young men and women full of confidence and self-respect, despite growing up with adversity. Dream a Dream is a life and world changing organisation. Young people who are given the smallest chance make the maximum use of it. And yet so many opportunities still escape them that many others take for granted. Which is why while working with young people, Dream a Dream makes visible the structural inequalities to drive systemic change. 

I wish Dream a Dream to stay on its path with growing reach and impact and have the necessary financial and other support to make that possible. The organisation has proven to be incredibly efficient in transforming lives. For the future direction and strategic choices, I trust the vision of Vishal, Suchetha and the growing number of people who are part of the Dream a Dream family. 

I wish young people do not listen to those who say they are the future. Young people are now, they are the present. I wish and dream of opportunities for all those energetic young people I have seen at Dream a Dream. For many of them the currently growing borders and increasing geopolitical tensions create additional challenges but we will not give up our goal to open world opportunities for all. 

I was recently in EU-UWC (European Union – United World Colleges) Youth Leadership Forum on “United in Peace” that brought together young people from two communities in the divided island of Cypros. The meeting place was a no man´s land, UN controlled buffer zone. Working for two days with young people under 20 there really gave me hope. “Peace is possible, peace will happen” was among the conclusions. Lester B. Pearson, Canadian Nobel Prize winner almost 70 years ago in 1957, said in his award speech, “How can there be peace without people understanding each other, and how can this be if they don’t know each other? How can there be cooperative coexistence, which is the only kind that means anything, if men are cut off from each other, if they are not allowed to learn more about each other? So, let’s throw aside the curtains against contacts and communication.”

Me and my family – Pilvi, Samuli, Elias, Kaius and Aatos – will always be there for Dream a Dream and its people. Thank you for the friendship, Vishal and Suchetha and your people. Moments spent with you are always uplifting in a very special way. 

About the Author: 

Pilvi Torsti is a friend of Dream a Dream since 2013 when she shared Eisenhower Fellowships Leadership program with Vishal Talreja. Pilvi and her family visited Dream a Dream in 2022. She serves as a member of Dream a Dream Advisory Board. About Pilvi you can read www.pilvitorsti.com

In India’s changing landscape of education, systems change has become a predominant theme. The education system is more than just a series of schools and teachers — it’s an intricate tapestry woven together with policies, governance structures, community relationships and personal habits. Thus, Leadership for Equity’s (LFE) holistic approach includes capacity building, policy advocacy and strategic partnerships with government and as well as non-governmental organisations, bringing about structural reform to address the systemic issues plaguing India’s educational development.  

Systems change in education is vital for improving outcomes, equity and innovation. General Systems Theory (GST), developed by Ludwig von Bertalanffy, frames systems as intricate, interdependent networks requiring comprehensive interventions. Key principles like feedback loops (stabilising or destabilising), self-organisation (spontaneous order) and boundary spanning highlight the dynamic nature of systems. Thus, changes at one level, such as policy frameworks or school practices, influence the entire ecosystem, underscoring the need for strategic, holistic approaches to systemic transformation.  

We are addressing the layered challenges that exist in our education system by strengthening teacher education, enabling system leadership and enhancing educational governance. 

1. Policy Advocacy and Alignment: We engage with policymakers by aligning proposed education policies with state-level goals and the priorities of decision-makers. Succinctly communicating the potential impact of policies, supported by credible data and evidence, and in-person meetings fosters trust and credibility with policymakers. Detailed documents such as concept notes and proposals help decision-makers make informed choices while aligning with their official agendas. For instance, in Pimpri-Chinchwad Municipal Corporation (PCMC), we successfully influenced the introduction of a cadre of teacher mentors by defining planned job responsibilities and setting annual targets, ensuring that mentors have a clear framework to guide their work. We ensure that advocacy efforts are both effective and aligned with the broader objectives of state governments and educational institutions. 
2. Identifying and addressing inefficiencies: We employ diverse methodologies to gather insights, including field visits, stakeholder feedback, interviews and performance assessments to pinpoint systemic gaps affecting outcomes, quality and efficiency. Areas of improvement are prioritised in collaboration with government officials, facilitating sustainable transformation. In collaboration with the Andhra Pradesh government, we conduct a detailed teacher need analysis at the start of every academic year, before planning any programme rollout. By tailoring programmes to address identified needs ensures that resources are allocated effectively and that interventions have a tangible, positive impact on teaching and learning outcomes. We developed 200+ hours of system leader content, 20+ teacher hours, and 300+ documents, building a comprehensive library to empower educators for a future-ready India. 
3. Building relationships and leveraging stakeholders: We identify key stakeholders, understand their perspectives and build respectful connections, enabling collaboration and resource optimisation. Highlighting inequities and trends, showcasing long-term benefits and offering evidence-based insights guide resource allocation. Our work with the State Council of Educational Research & Training (SCERT), Haryana began three years ago as a small intervention. Over time, the relationships cultivated leading to the adoption of our practices across multiple interventions and partnerships with other organisations. A senior official from the department values our honest feedback on various beneficiary-directed programmes. We support rather than creating dependency, fostering a two-way accountability, ensuring both parties remain focused on the larger cause. 
4. Navigating power dynamics: Power can originate from various sources, including formal authority, knowledge and influence. We recognise that forming connections with both official and unofficial influencers is essential, thus prioritise collaboration over imposition. LFE’s work with administrative and academic officers—including Zilla Parishad and Municipal Corporation officials, SCERT and DIET representatives—highlights its ability to mediate and influence interpersonal relationships. When stakeholders hold differing views, our team acts as a common thread, ensuring cohesion and collaboration in district-level projects. Additionally, we advocate for the recognition of best practices by teachers and cluster-level officers, ensuring that stakeholders across ranks appreciate each other’s contributions. By facilitating such interactions, the organisation helps bridge gaps, fostering a culture of mutual respect and shared accountability. 

 Offering solutions which are systematically embedded into the governance framework creates long-term impact. Through extensive support to Dr. Karawande, Department Head, English Language at Maharashtra’s State Institute of English, LFE enabled the successful launch of their Spoken English programme reaching 20,800+ teachers and 260,000+ students, achieving a 25% improvement in teaching effectiveness. Thus our work in systems change within the Indian education sector provides a blueprint for how comprehensive, strategic and collaborative efforts can effectively create transformational initiatives towards sustainable, equitable and effective progress in the education system.  

About the Author  

Siddesh Sarma is the Co-founder of Leadership For Equity (LFE) with 13+ years of experience in education and the non-profit sector. A strong advocate for public education as a driver of social equity, he has worked with government bodies and organisations like Bridge International Academies and Thermax Foundation. At LFE, he leads programme design, impact and a state-level teacher development project in Andhra Pradesh, benefiting 180,000 teachers. Leadership For Equity (LFE) partners with governments with a vision of building resilient public education systems, improving learning outcomes and wellbeing at scale, ensuring equity and excellence for all children.

I remember how volunteering with Dream a Dream started out: Having tons of free time as a college going seventeen-year-old and wanting to do ‘something’ in terms of giving back to the community. I had no idea what to do or how to go about it.

Enters Dream a Dream. Not only was it full of young people I shared wavelength with, but they had a plan for what “giving back” looked like. The format of weekend and day outings with children from local communities, who looked up to us as elder sisters and brothers, was effective and most importantly, immense fun for everyone involved. We went on treks, visited an ice cream factory, went boat riding on a lake, organised a talent show, and did all the simple, good things that make life fun. 

The volunteers at Dream a Dream became a tight knit group. Many of them are still my close friends, twenty years later. When I think back, I am astounded by how much learning and connectedness a weekly outing with kids can foster. The volunteers and the kids were from different social strata, spoke different languages and came from varied family backgrounds. This very difference became a fountainhead of learning. 

As a teenager fluent in both English and Tamil, even a simple story reading session with the kids, where an English story was read out and translated into Tamil, became a channel to discuss social issues, model empathetic behavior, build confidence in a reticent participant and as a side bonus, have the kids pick up English! 

I remember some of the small boys on the outings felt shy talking to an older girl (me) wearing trousers. They usually saw girls in traditional salwar kameez or saree. Once they interacted with me, they found I was just as annoying as any of their cousins but just dressed differently and was fluent in English. I found them just as naughty and intolerable as my nephews. This pleasant discovery benefited us both. 

We are taught that our differences as human beings are superficial only. But when does this academic statement become a lived experience? Can we really feel the ‘same’ as ‘different’ people unless we have tested it out for ourselves? Dream a Dream gave us all this platform. One that invited us to test prejudices we never knew we had, and to celebrate feeling real belonging, beyond social strata, cultural constraints and gender. 

Being part of Dream a Dream is one of my most important life events. At the time, we felt we were ‘volunteering’, but the children gave us so much more, that in retrospect it feels like they were volunteering to make our lives better. Experiencing this kind of synergy and connectedness with the people around you is life changing. The skills I picked up through volunteering, the connections with like-minded people that I have made, the prejudices in myself that I have been able to recognise and hopefully overcome, these gains are not quantifiable. 

I am so proud that Dream a Dream continues to shine bright and give a platform to young people to learn socially and culturally. Our schools teach us academics, but rarely do we get a chance to find out something we don’t know, speak to someone we fear, ask a dumb question, speak up for someone else?

Young people need exposure to platforms, activities and interactions that help us internalise what is not taught in schools. Only then, by knowing how to work across all kinds of social differences, can we be a successful society in every sense of the term. Thank you, Dream a Dream, for the immeasurable joy and learnings you gave me, that I use to this day.

About the Author: 

Srivalli Velan is a lawyer, dancer and mom. In her spare time, she likes planning her free time, trying to keep up with exercise, and sometimes just sitting down and staring at a wall.

As educators, we recognise that a student’s mindset plays a crucial role in unlocking their full potential. Carol Dweck’s research on mindsets reveals a powerful truth: students who believe their abilities can grow through effort—those with a growth mindset—are more likely to persist, tackle challenges and ultimately achieve greater success. In contrast, students with a fixed mindset often believe intelligence is a static trait, limiting their confidence in their ability to improve (Dweck, 2006). 

The Science Behind a Growth Mindset 

Scientific research strongly supports the idea of lifelong learning. Neuroplasticity—the brain’s remarkable ability to reorganise itself and form new connections—reinforces the growth mindset. Every effort a student puts into learning strengthens their brain’s capacity to understand, adapt and improve (Draganski et al., 2004). Educators have a unique opportunity to nurture this mindset, equipping students not only with academic skills but also with the resilience and perseverance to face challenges head-on. 

Studies such as those by Paunesku et al. (2015) demonstrate that interventions promoting a growth mindset can lead to tangible academic improvements, particularly for students from disadvantaged backgrounds. These findings underscore that mindset matters—not just psychologically, but in real, measurable outcomes. 

Rethinking Education: From Memorisation to Meaningful Learning 

For years, education systems have prioritised performance-based learning, rewarding students for recalling facts rather than deeply understanding concepts. This system reinforced the idea that intelligence is fixed, benefiting only “the smartest” students. However, contemporary education is shifting towards concept-based learning, where students are encouraged to explore, apply and critically engage with ideas instead of merely memorising information. 

India’s National Education Policy 2020 advocates for experiential learning, critical thinking and interdisciplinary approaches. Schools and universities are increasingly adopting activity-based learning methods, integrating local knowledge and promoting environmental awareness. 

This transformation aligns with the principles of a growth mindset. Research by John Hattie (2009) highlights that inquiry-based learning, where students solve problems and engage in critical thinking, is far more effective in fostering deep understanding and long-term achievement. Finland’s education system, which emphasises creativity, problem-solving and teacher autonomy, serves as an exemplary model of how such approaches lead to success (Sahlberg, 2011). 

By combining a growth mindset with concept-based learning, students develop deeper thinking skills and transferable knowledge. These skills empower them to adapt to new challenges and continuously grow in both their personal and professional lives. 

Pedagogical Shifts: Creating Spaces for a Growth Mindset 

To cultivate a growth mindset, we must rethink traditional teaching practices. Classrooms should be spaces where creativity, collaboration and critical thinking thrive. Here are some strategies to embed a growth mindset in teaching: 

1. Encourage Open-Ended Exploration – Urge students to ask “why” instead of just “what.” When they explore reasoning, they develop a deeper understanding of the material (Boaler, 2016). Research by Yeager et al. (2019) shows that mindset interventions can improve grades and reduce disciplinary issues, underscoring the far-reaching benefits of fostering a growth mindset. 
2. Promote Collaboration and Connection – Group work, discussions, and projects encourage students to share ideas, learn from each other, and appreciate diverse perspectives (Slavin, 2014). UNESCO’s 2020 report highlights that inclusive education enhances both social cohesion and academic performance, proving that diversity strengthens learning (UNESCO, 2020). 
3. Reframe Mistakes as Learning Opportunities – In many classrooms, mistakes are seen as failures. A growth mindset reframes them as essential learning steps, encouraging students to embrace mistakes fosters resilience and perseverance (Moser et al., 2011). 
4. Implement Hands-On Learning – Active learning, where students engage in real-world tasks or problem-solving, helps them make meaningful connections between concepts (Kolb, 1984). 
5. Encourage Goal-Setting – Guide students in setting long-term, meaningful goals aligned with their interests. This fosters a sense of purpose in their learning journey. 
6. Promote Reflection and Self-Assessment – Regular reflection helps students recognise their progress and areas for growth. Self-assessment checklists empower them to take ownership of their learning. 
7. Foster Purpose-Driven Education – Help students understand that education is not just a means to an end but a lifelong tool for creativity, growth and personal development. 
8. Cultivate an Open Learning Culture – Establish a classroom environment that encourages discussion, inclusivity and free exchange of ideas. When students feel safe expressing their thoughts, they become more engaged learners. 

A growth mindset is not just about academic success—it prepares students for lifelong adaptability, curiosity, and achievement. 

Building a Collaborative Education Ecosystem 

Education is not solely the responsibility of teachers; it requires collaboration among policymakers, NGOs, communities, and a global network of educators, practitioners and researchers. When we work together—much like planets in a solar system revolving around a common centre—we create a powerful, transformative educational system. 

Organisations like Teach for All collaborate across sectors to improve teaching quality and equity, helping to build environments where growth mindsets can flourish (Kraft & Papay, 2014). Through such partnerships, we can ensure that learning-focused teaching strategies are embedded at every level of education. 

Conclusion: Empowering Educators to Lead the Change 

Ultimately, fostering a growth mindset is about more than changing how we teach—it’s about transforming the way we perceive learning itself. As educators, we are uniquely positioned to lead this shift, equipping the next generation with the mindset, skills and resilience they need to thrive. 

By embracing innovative teaching methods and fostering a culture of learning, we can unlock every student’s potential. When students believe they can grow, they develop the confidence and perseverance to navigate challenges, paving the way for lifelong success. 

References: 

• Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). “Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention.” Child Development. 

• Dweck, C. S. (2006). Mindset: The New Psychology of Success. 

• Hattie, J. (2009). Visible Learning. 

• Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). “Mind-set interventions are a scalable treatment for academic underachievement.” Psychological Science. 

• Yeager, D. S., et al. (2019). “A national experiment reveals where a growth mindset improves achievement.” Nature. 

• UNESCO. (2020). “Inclusion and education: All means all.” Global Education Monitoring Report. 

About the Author 

Mr. Amit V. Kumar is an Educational System Researcher at Dream a Dream, India. As a researcher and assessment expert, he leads data initiatives and collaborates with the Brookings Institution to enhance pedagogical approaches. With expertise in pedagogical practices, educational system transformation, and facilitative training, he contributes to global research and promotes data-driven strategies for education reform. 

My experience with Dream a Dream started more than 10 years ago, during the Re-Imagine Learning Challenge. Through a global competition that had more than 700 participants from all around the world, Dream a Dream was selected as one of the top 10 winners. Each of the innovations selected had created a particularly brilliant approach to combine learning and play and I remember fondly our meetings, once the challenge was over, to discuss how we could continue multiplying the impact of such a powerful group of social entrepreneurs. 

The Re-Imagine Learning Challenge Winners – 2014

As our network efforts evolved, both my attention and that of our funders were captured by Vishal Talreja (Co-founder, Dream a Dream). In the beginning, I couldn’t quite understand why among so many incredible initiatives, Dream a Dream was so special. Maybe it was because of how, very early on, they had decided to put their ideas to the test and invested in evaluating their impact externally, to demonstrate the value of their framework in a non-biased way. Maybe it was because, despite such a busy schedule, they allowed themselves time and mind space to imagine how we could collaborate with others to create something bigger. Maybe it was because of Vishal’s inspiring story about what led him to co-found Dream a Dream and how that story had changed him. Or his genuine, deep concern about what would happen to a generation of young people that were not being prepared to operate in a world that would require so much more of them than what they were being taught. 

Probably, though, it was because of how incredibly human both Vishal and Suchetha (CEO, Dream a Dream) are, how they took part in each and every one of our conversations and how that made me feel. When we talked, when we discussed ideas and dreams, when we came up with plans to bring our network together (including improvising a network gathering that would happen in two weeks and we had to work between Christmas and New Year to make it happen!), our conversations were always full of joy and possibility. They made me feel like I mattered, that my ideas mattered, that nothing that I thought or felt was wrong. And because of that I knew that they were able to do that with every young person that ever crossed their way- and that their approach to life skills and changing how young people grow up was exactly what we needed. 

I had the privilege of working and learning from Vishal and Suchetha at many other moments – as part of the Weaving Lab; as I heard about their beautiful leadership path, so full of learnings, as they shared with me Dream a Dream’s approach to talent development and provided me with frameworks and stories that until today I share whenever I need to bring a team together.  

I am humbled and inspired to have been part of their journey. As Dream a Dream celebrates its 25th anniversary, I can only hope that their work brings more of this amazing feeling of being seen, being heard and feeling powerful to every young person in the world, that they so generously provide for those around them. 

About the Author

Daniela Matielo serves as Executive Director of Ashoka Changemakers and co-founder of the Ashoka AI Lab. Driven by her deep commitment to creating a world where all young people can thrive as changemakers regardless of their background or birthplace, a purpose she shares with Dream a Dream, she continuously explores how technology can help transform this aspiration into reality.