Mr. Sumit Prakash

  • B.A. (Eco. Hons.) Delhi University
  • Diploma in Advertising and Marketing (Xaviers Institute of Communications, Mumbai),
  • MBA (Marketing and Process Improvement), Melbourne, Australia,
  • Green Belt in Six Sigma

“Don’t find the fault, find the remedy” – HENRY FORD

Almost everyone agrees that quality education is about possibilities. Schooling for most children has become about being leashed, not unleashed. About fearing failure, not taking the risk. It is about rote learning, not deep understanding. It’s about routine and boredom, not excitement and it’s about isolation from community, not engagement with it.

Prarambhika has chosen the path of educating students, as opposed to just schooling them. We have decided to take the ‘less traveled path’ and did not get bogged down by the pressures of the so-called system; the team continually and consistently put effort into making learning experiences real and meaningful for children.

As the world moves to the 21st century, new skills are the need for the hour. Keeping the outcome in line with 21st-century needs, we are focusing more on Inter-disciplinary themes, projects, and expeditions which have now become an integral part of our curriculum. Assessments are more humane and comprehensive.

The students are happy coming to school, engage well in classrooms and feel free to speak their minds. The entire community is curious and hungry to learn and grow. In the environment of love and acceptance and in the absence of fear, the students have grown up to become their genuine selves.


Knowledge is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.


Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating furture trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.


Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.


Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application becasue they require an understanding of both the content and the structural form of the material.


Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria.