“Mistakes Are A Part Of Learning”: Inside A School Built Around How Children Learn

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"We cannot prepare children for every situation they may face, but we can help them become confident learners who can adapt to change."

It is a modest sentence with a demanding implication: that a school's job is no longer to hand children answers, but to ready them for questions nobody has written yet.

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As artificial intelligence changes how people work, search and decide, we spoke to Aditya Chowgule, Founder Director, Chowgule International School, Goa, about how schools can prepare children for the future, why examinations cannot be the only yardstick, and what parents should look for beyond the report card.

Not Only What Children Know, But What They Can Do

Conventional schooling, the school leader says, has a clear blind spot.

"One of the key limitations of conventional schooling is its focus on marks, examinations and completing the syllabus," said Chowgule. "While academic knowledge is important, children must also learn how to apply what they know, ask questions and solve problems."

The skills the world will demand tomorrow may look very different from those it demands today. That uncertainty, Chowgule argues, should change what schools measure.

"Education must focus not only on what children know, but also on what they can do with that knowledge."

Examinations Cannot Be The Only Measure

Moving beyond rote learning does not mean abandoning exams. It means widening the lens.

"Schools need to give students more opportunities to understand and apply what they learn instead of simply memorising information," added Chowgule. Classroom discussions, projects, practical activities and real-life problems, in his view, help ideas stick.

Assessment must follow. "Examinations remain important, but they cannot be the only measure of a child's learning. Schools must also consider how students approach a problem, explain their ideas and learn from their mistakes."

Chowgule points to the National Education Policy 2020, which stresses a shift from rote learning towards understanding and practical application. The harder part, he adds, is turning policy into "everyday teaching and assessment".

When Information Is Easily Available

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Technology and AI sit at the centre of the debate. Strong foundations in languages, mathematics and science still matter, but something else now matters alongside them.

"Children must also learn how to evaluate information, question what they read and use technology responsibly. When information is easily available, the ability to understand it, identify its limitations and make sound decisions becomes even more important," said Chowgule.

The goal is not a child trained for one career or one tool. "The aim should not be to prepare children for one particular career or technology, but to help them keep learning and respond to changes throughout their lives."

"Mistakes Are A Part Of Learning"

Resilience, Chowgule says, cannot be taught through a lecture. It is built through practice.

"Children develop resilience when they are given opportunities to face challenges, learn from mistakes and try again. If students are always expected to produce the correct answer, they may become hesitant to attempt something new."

Teachers can help by asking students to reflect on what went wrong, try a different approach and improve. Effort and progress deserve recognition too, not just marks.

"Resilience does not mean that children will never face difficulties. It means helping them develop the confidence to respond to those difficulties and seek support when needed."

The Teacher Stays At The Centre

Giving children more ownership of their learning does not shrink the teacher's role, Chowgule is quick to clarify.

"Teachers provide guidance, build strong foundations and help students explore ideas in the right direction."

Every child arrives with different strengths, interests and learning needs, and classrooms must respond to that. Discussions, practical work, group activities and regular feedback can all make learning more meaningful without lowering academic standards.

None of it works without support for those at the front of the room. "Teachers need the right support and resources to respond to changing educational needs," [NAME] says. "Schools must therefore give careful attention to how teachers are recruited, trained and supported."

What Parents Should Look For Beyond Results

For parents choosing a school, Chowgule offers a simple starting point: look past the marksheet.

"Parents should look at more than examination results when choosing a school. Academic knowledge remains important, but they must also consider whether the school encourages children to ask questions, think critically, solve problems and apply what they learn."

He suggests asking how a school supports different learning needs, how it responds to mistakes and how it helps children build confidence. The role of teachers, opportunities for collaboration and the way technology enters the classroom are worth noticing too.

"The school's values and learning environment matter as well. Children need to develop responsibility, resilience, curiosity and respect for others alongside academic knowledge."

Goan At Heart, Indian At Mind And Global In Outlook

At Chowgule International School, the approach began with one question.

"What kind of world are we preparing children for?. "We recognise that the future will be difficult to predict, and children will need more than academic knowledge to navigate it."

The school's answer rests on four areas: skills, knowledge, attitude and character. Critical thinking, problem-solving, communication and collaboration sit alongside the ability to understand and apply knowledge, stay curious and make responsible decisions. Teaching methods are built on research and a better understanding of how children learn.

"We believe learning must extend beyond textbooks and examinations. Children must have opportunities to ask questions, explore ideas and learn from their experiences."

And the measure of success?

"For us, success is not measured by marks alone, but also by the abilities and values children develop as they grow. Not prepared for one future. Prepared to keep learning," concluded Chowgule.