In an education landscape long dominated by rote learning and examination-centric approaches, alternative schooling models are steadily gaining attention. At the forefront of this shift is Ameer Khan, Principal of Abhaya School, Kompally, Hyderabad, and Chairperson of the Hyderabad Sahodaya Schools Complex, Telangana. With a background as a science educator and academic leader, Khan is a strong advocate of experiential learning, teacher autonomy, and child-centric education. In this interview, he shares his journey, philosophy, and insights into the challenges and possibilities of alternative education in India
Q: Abhaya School is often referred to as an alternative school. How do you define alternative schooling?
Alternative schooling moves away from conventional methods. It gives children the freedom to explore and learn, and teachers the freedom to teach beyond textbooks. We go deeper into concepts, not just theoretically but through experiential learning. Whether a child transitions from a regular school to ours or vice versa, the depth of understanding gained here supports them everywhere.
Q: Given that rote learning still dominates much of Indian school education, how challenging is it to run an alternative school?
I understand the challenge well because I have worked in rote-learning-driven systems myself, even teaching physics to IIT aspirants. However, the scenario is changing, especially with the implementation of the National Education Policy. Many CBSE schools are now incorporating activities beyond rote learning. Once parents realise that children can learn effectively through activities, acceptance follows naturally.
Q: What is the biggest takeaway for children engaged in experiential learning?
Happiness. Children remember experiences far more than lectures. Experiential learning encourages peer learning, which educational philosophers and frameworks like Bloom’s Taxonomy recognise as one of the most effective learning methods. When children learn from one another, knowledge becomes deeply embedded. These experiences stay with them for life.
Q: What steps are needed to make experiential or alternative education more widespread?
Today, alternative education is no longer limited to a handful of schools. Many philosophy-driven institutions have existed for decades, and several new ones have emerged. The key challenge lies in parental mindset and the fear of whether children will cope with competition. From my experience with several alumni batches, I can confidently say that these children do very well, across professions, and lead fulfilling lives. Such education fosters independence, which is crucial for the future.
Q: Recruiting trained teachers is a challenge everywhere. How does this affect alternative schools specifically?
It is an even bigger challenge for alternative schools. Most teachers are trained in traditional methods. When we ask them to teach concepts without textbooks and start with experiments instead of explanations, it requires them to unlearn deeply ingrained habits. Passion is essential, and we find only a few like-minded educators. Once we find them, we invest heavily in training and nurturing them.
Q: Are there any specialised courses in India for educators interested in alternative education?
There are no exclusive degree programmes for alternative education. We require teachers to be qualified graduates and B.Ed holders. What matters is not the qualification alone but how knowledge is delivered. We train teachers extensively, starting with understanding the child. Lifelong learning, or heutagogy, is essential for educators today, and national bodies like CBSE are already promoting this through continuous professional development programmes.
Q: Apart from experiential learning, what distinguishes alternative schools from mainstream schools?
The core difference lies in approach. The way learning is facilitated, the freedom given to both teachers and students, and the focus on holistic development set alternative schools apart.
Q: Teacher retention has become a serious concern. What do you think are the main reasons?
Compensation, workload, and lack of respect are major factors. Teaching has unfortunately become a fallback option rather than a first choice. The situation worsened after the pandemic. However, I strongly believe teaching has a future, especially with new pedagogies and policies encouraging integrated and dual-degree programmes. We urgently need more committed educators.
Q: How can teaching be promoted as a first-choice profession again?
We must highlight its importance from an early age and ensure better working conditions and respect for teachers. Children observe everything. If they see teachers struggling, they naturally hesitate to choose this profession. Yet, teaching shapes values and society itself. It is a profession to be proud of.
Q: Finally, what should take priority—completing the syllabus or ensuring meaningful learning?
I do not believe in rushing to complete the syllabus. Learning should move at the child’s pace. Textbooks define minimum knowledge, but education should go beyond them. Skills, understanding, and relevance to the future matter more than portions. Teachers cannot be replaced by technology because the emotional and social connection between a teacher and a child is irreplaceable.
Ameer Khan’s perspective highlights a quiet but significant transformation underway in Indian education. By prioritising experiential learning, teacher autonomy, and child-centric approaches, alternative schools like Abhaya School challenge long-held assumptions about how children learn best. As policies evolve and mindsets shift, his belief that education should nurture independent, happy learners offers a compelling vision for the future of schooling in India.
