By Our Reporter
SHILLONG, Feb 15: Meghalaya’s flagship soft-skills initiative, SPARK (School Programmes in Articulation, Resilience and Kindness), has formally entered its statewide expansion phase at the SPARK Stakeholders’ Consultative Workshop held at Courtyard by Marriott, Shillong, on Friday. Principals, teachers, district officials and allied departments gathered to reflect on the programme’s classroom impact and align for its next stage as a fully state-funded mission.
Launched as a pilot programme under Samagra Shiksha in 2024, SPARK reached over 5,000 students across 12 districts in its first year. The programme has since been recognised by the Ministry of Education in 2025 as an ‘NEP Best Practice’ for foundational soft skills, and also received national recognition for ‘Excellence in Community Engagement and Social Responsibility’ at the Indian Education Congress & Awards 2026 in New Delhi.
Mandonkupar Iawren, a Class X student from Sibsingh Memorial Government Higher Secondary School, Nongstoin, addressed the audience with conviction. “I can still remember the first day of SPARK. I could not even say my name,” he said.
Over ten days, something changed.
“SPARK changed my mindset. I truly believe that every one of us has a tiny spark in our heart. We just have to light it.” His reflection captured what many educators have observed — growth not just in articulation, but in self-belief.
Alfiba Ryntathiang, a Class X student from St Joseph’s Girls’ Higher Secondary School, Shillong, spoke about leadership as a daily choice. “Through SPARK, I realised that leadership is much more than a title,” she said. “Even choosing to be a person who practises kindness every day is leadership.” Looking ahead, she reflected on college and job interviews. “SPARK has taught me how to start preparing for that future.”
SPARK’s latest iteration is funded by the state government and serves students from Classes VI to X in government and government-aided schools. Through structured classroom modules, public speaking exercises, reflective group activities and hands-on STEM engagement, the programme strengthens communication, confidence, critical thinking and emotional wellbeing. By directly linking articulation, resilience and kindness to foundational employability skills, SPARK prepares students not only for examinations, but for higher education, careers and responsible participation in society.
Importantly, the pilot phase was built on measurable assessment models.
Teachers, positioned as front-row observers of student development, used structured pre and post-programme observation tools based on a five-point Likert scale to evaluate changes in eye contact, body language, confidence, public speaking and interpersonal skills. Across campuses, post-intervention scores showed marked improvement compared to baseline observations.
Students also completed structured self-assessments covering dimensions such as curiosity, communication, clarity, confidence, conduct and sense of community. The findings reflected significant growth in articulation, questioning behaviour, classroom participation and self-expression. These tools ensured that SPARK’s expansion is grounded in evidence, not anecdote.
Teachers at the workshop affirmed that these changes were visible beyond the numbers. Markordor Nylla Wahlang from Umthlong Nongthliew Government Secondary School described the final day of the intervention on her campus. “The way they presented themselves was beautiful,” she said. “There was a glow. They carried themselves differently. They understood that their voices matter.” She emphasised that building resilience and kindness is no longer optional. “It is the demand of our time.”
Dr Wa I Sa Sumer, District School Education Officer (DSEO), West Jaintia Hills, and former Principal of Government Girls’ HSS, Jowai, shared her initial hesitation about time away from regular classes. “But when I entered the classrooms and saw their confidence, I knew something meaningful was happening,” she said. “They have lit a spark in their minds. As DSEO, I will always be the first to introduce SPARK to our schools.”
Addressing the gathering, Banteilang J Kharshandi, MCS, Director of School Education & Literacy and Deputy SPD, SSA, framed the transition as both educational and developmental. “This is not merely about expanding a programme,” he said. “It is about preparing our children for the world they will inherit.” He introduced the guiding “Five C’s” for the next phase: Curiosity, Creativity, Confidence, Competence and Comprehension. “Whether it is overcoming stage fright or preparing for civil services, our students need structured support. SPARK provides that guidance and handholding.”
Reflecting on lessons from the pilot, he stressed the importance of shared ownership. “In the first phase, a few people carried the programme forward with conviction. As we scale up, it is important that every stakeholder understands the vision, the goals and their role in it.” He confirmed that SPARK now transitions from a centrally supported pilot to a state-owned mission through direct state funding, embedding it firmly within Meghalaya’s long-term education and youth development strategy.
Also present was Director of Social Welfare, CD Lyngwa, who connected SPARK’s pillars to broader wellbeing goals. “When we invest in confidence, communication and character through programmes like SPARK, we are strengthening the very foundation of social welfare,” she said.
The workshop brought together over 250 participants. From SPARK campuses, 22 principals and 145 teachers representing pilot schools, student cohorts and teacher training streams participated. The Department of Education was represented by District School Education Officers, planning and coordination teams and SEMAM-SSA leadership.
Importantly, convergence extended beyond education. Representatives from the Meghalaya AIDS Control Society (MACS), National Health Mission (NHM), Meghalaya State Rural Livelihoods Society (MSRLS), Social Welfare Department, DISHA and district-level functionaries attended, reinforcing SPARK’s ecosystem approach across health, nutrition, adolescent welfare and community mobilisation.
The spirit of convergence was reinforced during an interactive session facilitated by Avenues, the implementing agency. Participants were seated across twenty mixed tables, each bringing together principals, teachers and officials from different districts and departments. Every group reflected on SPARK’s three pillars – Articulation, Resilience and Kindness – and what they look like in practice.
Articulation was described as helping students put thoughts into words, breaking rigid classroom patterns and building clarity that leads to confidence. Paleishisha Hynniewta of St. Gabriel’s Higher Secondary School noted the importance of articulation in “breaking the ice within first, before doing the same with others.” Resilience was framed as determination, mental strength and the courage to step out of comfort zones. Kindness was defined through empathy, patience and unbiased treatment of children, with Audrey Swer of St. John Bosco Boys, Sohra, observing, “Kindness is seen in the way students help each other, not because they are asked to but because they empathise with each other.” Across all tables, the language varied, but the understanding was shared.
Jennyfer Synrem, State Planning/Community Mobilisation and Gender Coordinator, SEMAM-SSA, outlined the convergence roadmap. SPARK principles will be integrated into life skills periods, assemblies and mentoring systems; health services will strengthen adolescent-friendly outreach and mental health awareness; and allied departments will deepen inclusion, gender sensitivity and community engagement.
Looking ahead, SPARK’s 2026 model includes direct engagement with over 10,000 students on more than 50 campuses, teacher skilling across 270 campuses, potentially impacting over 26,000 students. The expansion also introduces structured SPARK Talent events across districts, creating platforms for articulation, creative expression, performing arts, music and STEM innovation at campus and district levels. These events aim to strengthen aspiration and provide visibility to emerging student voices. Alongside this, convergence with allied departments will continue to support mental health awareness, inclusion and empathy-building across the school ecosystem.
