Simranpreet Singh Oberoi

Simranpreet’s initiative, Sanjhi Sikhiya, is empowering youth to mend the broken social fabric of Punjab by showing how youth can revitalize community engagement in the education system.

Simranpreet founded Sanjhi Sikhiya in 2018, driven with the realization that Punjab’s educational system needed a comprehensive, systemic approach rather than traditional charity efforts. Simranpreet observed that while many organizations worked with different stakeholders in Punjab’s education system, no one was involving the youth in systemic processes or connecting these stakeholders and discussions about solutions to the state’s deep-rooted issues.

Simranpreet introduced the Punjab Youth Leaders Program (PYLP), a groundbreaking fellowship aimed at cultivating young local leaders to drive systemic processes and change within Punjab’s education system. Sanjhi Sikhiya’s strategy involves building a dedicated team, securing a five-year, state-level partnership with the education department, and engaging with numerous NGOs. These youth leaders work at the block and district levels over two years, identifying and mobilizing local champions, and fostering collaboration among different actors like village heads, teachers, and parents, with the goal of improving outcomes in the Punjab education ecosystem. This approach has led to significant changes in the education system, such as the integration of community-level meetings into state-level educational proposals.

Sanjhi Sikhiya meets changemakers across the state, works closely with the state education department, and works with teachers, parents, panchayats, and community members in four districts of Punjab. They drive systemic change in the public education system by mobilizing local community support, filling knowledge gaps, facilitating collaborative problem solving, and enabling sharing and collaboration across a cluster of schools. With teachers, they focus on improving teaching-learning practices, and with the community, the focus is on improving local ownership of the school. In doing so, Simranpreet has reinvigorated existing institutions, building momentum through collaborative discussion, to become the base for broader innovations to emerge.

Simranpreet’s journey so far has been about creating evidence and setting a strong foundation for future growth and expansion. His vision is to leverage the pre-existing muscle of coming together to solve problems, to address the deep-rooted sense of hopelessness in the people of Punjab. By creating communities of people looking for change across all levels and having them come together collectively, Sanjhi Sikhiya helps them see the whole and understand their role and responsibility in the transformation of Punjab.

The social fabric of Punjab is increasingly frayed, moving away from the traditional Punjabi cultural heritage that once thrived under the shade of a banyan tree, where community members would gather to discuss and solve local issues. This communal spirit is fading, replaced by a culture of individualism and migration. The focus on education has shifted significantly, with most parents opting for private school education and most young people moving out of the state.

Existing educational mechanisms, such as the Gram Sikhya Sabha and Cluster Academic Meetings, were designed to enhance educational outcomes and community involvement. However, these systems have historically failed to function effectively, primarily due to the absence of youth leadership to take charge and drive these initiatives. This lack of active participation and support has perpetuated deep-rooted issues within the education system, contributing to a cycle of disillusionment among the youth, who increasingly feel disconnected from their heritage and community.

Furthermore, the demographic shift in Punjab, characterized by a growing population of children and the elderly, with adults mostly living and working abroad, has exacerbated the sense of isolation within communities. As many young people migrate and families become fragmented, those who remain often find themselves working in isolation. School-aged children are often raised by their grandparents, which means that local efforts to improve education have relied on a small, elderly portion of the population. This demographic transformation has also further eroded the social bonds that once united the community, making it even more challenging to rejuvenate and sustain the educational mechanisms intended to support the region’s development.

With the Punjab Youth Leaders Program, Simranpreet aims to build leadership in young people by bringing them front and center in community efforts to improve education. In turn, these young people enable leadership in the people around them. Once the young leaders experience this empowerment, they feel more capable and motivated to continue to bring change in the developmental landscape of Punjab.

Simranpreet created Sanjhi Sikhiya with the goal of equipping young leaders to change the system of hopelessness to one of problem-solving. He has also strategically leveraged the role of the government, with a series of conversations leading to the signing of a five-year Memorandum of Understanding (MoU) between Sanjhi Sikhiya and the state education department, granting them access to government schools and setting up a team at the state level.

Sanjhi Sikhiya’s strategy revolves around a key program – the Punjab Youth Leaders Program (PYLP) – that Simranpreet has designed to work with existing mechanisms, the Gram Sikhiya Sabha (GSS) and Cluster Academic Meetings (CAM). By taking a systems reform approach, Sanjhi Sikhiya aims to strengthen both the demand and supply of quality public education. They work on enabling the ‘voice’ of parents and guardians while simultaneously fortifying the system to prevent student ‘exit.’

The Punjab Youth Leaders Program (PYLP) is a two-year fellowship designed to cultivate local young leaders capable of driving systemic change in education. Every year, 10-15 young people from diverse backgrounds come together for an immersive experience in rural Punjab, targeting individuals aged 21 to 30 who demonstrate leadership potential, a strong educational background, and a clear motivation for joining. The program begins with an induction phase lasting four to six weeks, hosted in partnership with local universities, focusing on self-discovery, inner growth, building competencies, understanding oneself, group dynamics, and the realities of the current educational system. PYLP aims to help fellows understand their personal aspirations and roles in the transformation of Punjab, learning how to collaborate with others and engage with key actors in the system to drive change.

Following the induction, fellows are allocated in teams of two to specific blocks where they work on block- and cluster-level engagement. Fellows spend the first year identifying system champions, building relationships, and working with schools, panchayats, block officials, and district education departments. The second year expands their work to the district level, emphasizing a broader impact and linking fellows with future opportunities in the final quarter. Throughout the fellowship, young leaders are encouraged to take initiative, learn by doing, and create independent projects that address local issues.

Simranpreet strategically chose to integrate PYLP with the existing mechanisms of community and teacher networks to leverage their established role in the educational ecosystem. These platforms aimed to increase community involvement and teacher support. However, they historically lacked youth leadership to invigorate these processes and were often seen as onerous requirements. PYLP introduces young leaders to revive and energize these platforms, fostering collaboration among parents/guardians, teachers, local governance bodies, and other stakeholders to build ownership and a sense of community – creating an environment where all parties actively participate in the decision-making and implementation processes. The community network (GSS) provides a platform for parents, guardians, school management committees, and community members to come together, while the teacher network (CAM) focuses on decentralized learning and capacity building for teachers. PYLP aims to create and integrate a new generation of changemakers committed to long-term systemic change into Punjab’s education system. At the end of the fellowship, these young leaders have not only developed their own leadership skills but have also contributed to strengthening the educational infrastructure and fostering a collective "voice" for change in their communities. Simranpreet connects all of these initiatives together into the larger network of his organization, Sanjhi Sikhiya, to empower stakeholders to co-create quality education.

Reviving the community network has been crucial in establishing a shared platform where parents, school management committees, local governance bodies, and community members can come together to foster dialogue and prioritize learning. Historically, this network struggled due to a lack of active youth involvement and innovative ideas. Young Leaders, through the Punjab Youth Leaders Program (PYLP), have injected new energy and perspectives into these meetings, transforming them into vibrant hubs of community engagement. These young leaders encourage school heads and committees to take responsibility for the school’s overall development, while also creating a shared space where everyone involved can understand their roles and work together to keep improving the school. Young leaders’ facilitation and community engagement has built a sense of community responsibility and accountability, leading to more effective and timely resolution of issues. For example, over 300 schools have approved significant improvements to infrastructure. Now, the collaboration with the Punjab government, which recognized the PYLP’s approach as a best practice for enhancing parental participation and fostering community ownership, has led to the inclusion of the community network in a World Bank proposal, ensuring statewide implementation and sustainability.

The teacher peer-learning network has also seen a transformative change through the work of Sanjhi Sikhiya. Initially, they faced challenges in effectiveness due to a lack of structured peer learning and collaboration. Simranpreet recognized the potential of this network to build a culture of peer learning among teachers at the cluster level. By partnering with teachers and Cluster Head Teachers, Sanjhi Sikhiya’s young leaders facilitated monthly meetings where teachers could share best practices, brainstorm on improving pedagogical techniques, and upskill their digital competencies. These meetings fostered a sense of camaraderie and collective teacher efficacy, which is the belief that united efforts lead to improved student learning outcomes. Through this decentralized approach, teachers began to see the immense value of the network, leading to an increased demand and a shift of the network’s ownership entirely to the educational system, including monitoring and evaluation (M&E). These networks focus on four key objectives: sharing updates and challenges, planning the upcoming month based on state priorities, developing teaching-learning materials, and acquiring new skills identified as critical needs. Before each network meeting, a teacher is chosen to present a best practice, often showcasing micro-innovations that address common challenges such as engaging marginalized children, contextualizing English learning for rural students, or involving parents in school functions. Sanjhi Sikhiya supports these teachers by helping them document and prepare their innovations for sharing during the networks, thus creating a platform for peer-driven learning and collaboration.

These teacher networks inspire teachers to explore and implement creative ideas for their classrooms that might otherwise remain untapped due to systemic constraints. The innovative practices shared during the networks are further scaled through multiple avenues. Cluster Head Teachers (CHTs) visit schools and share effective practices across clusters, with Sanjhi Sikhiya providing capacity-building support for these leaders. Additionally, through initiatives like the "Super 100," micro-innovations are curated, compiled, and celebrated annually, ensuring that impactful ideas gain visibility and reach a wider audience. This multi-layered approach nurtures an ecosystem where teachers feel motivated and empowered to create meaningful change in their schools.

Beyond teacher networks, Sanjhi Sikhiya has expanded its reach by establishing partnerships with eight colleges in Punjab to enhance youth leadership and awareness. These efforts will culminate in a Youth Leadership Conclave. As an active member of the vartaLeap coalition, Sanjhi Sikhiya collaborates with over 90 youth-focused organizations across 19 states in India, sharing insights and co-developing programs. Additionally, they contribute to movements like Edumentumx and Shikshagraha, integrating their experience of building youth as public problem-solvers. Internationally, they work with the Schwab Foundation for Social Entrepreneurship to promote collective action through narratives and knowledge resources. Together, these efforts exemplify their commitment to scaling their impact both within and beyond Punjab.

This transformation has empowered teachers, enhanced teaching quality, and significantly improved student performance across clusters. The successful integration and state-wide adoption of this teacher network, supported by comprehensive guidelines issued by the Punjab education authorities, exemplify the impact of fostering an environment of peer learning and collaboration.

Sanjhi Sikhiya’s partnerships span Punjab government bodies, universities, and other NGOs, crucial for scaling their programs. For example, the organization has a strong network of professors across universities who support the PYLP by identifying young leaders and mentoring the fellows. These partnerships are essential for the expansion and sustainability of their initiatives, allowing them to scale their impact across Punjab and beyond.

The impact of Sanjhi Sikhiya is measured through both qualitative and quantitative metrics. The institutionalization of the teacher peer-learning network in Patiala is a testament to the program’s sustainability and effectiveness, as Cluster Head Teachers are now entirely responsible for these meetings. Furthermore, Sanjhi Sikhiya played a key role in the 2023 mandate to include students in every School Management Committee (SMC) across Punjab, which marked a significant leap towards promoting greater student participation in decision-making processes within schools, fostering a more inclusive and representative governance structure in education.

In terms of quantitative impact, out of the 67 youth leaders who have completed the PYLP, three-quarters have joined NGOs within Punjab, contributing to the state’s development, while one-quarter have taken their learnings beyond Punjab. Some fellows have even joined Sanjhi Sikhiya itself, further strengthening the organization’s capacity and expertise. Now present in 1,200 schools across four districts of Punjab, Sanjhi Sikhiya has seen a 30% increase in student enrollment, highlighting the effectiveness of their initiatives. Additionally, bringing this new resource of Youth Leaders that work with the community has increased credibility and trust on the ground. At the end of the two-year fellowship, the young leaders have gained extensive exposure to develop their understanding of education, classroom challenges, and learning practices. Through this journey, the young leaders grow in their values, competencies, and skills; learn systems change by working in the primary education system of Punjab, gaining experience and confidence on the way; and find a community of lifelong friends who will be walking a similar path and share a common belief in the power of educational transformation of Punjab.

Currently active in four districts, Sanjhi Sikhiya’s future plans include codifying their model for replication by other organizations and expanding their focus beyond education to domains like agriculture, sports, and climate. Conversations are also underway to introduce the Youth Leaders Program in Tamil Nadu, indicating a broader ambition to replicate their success in other states.

Sanjhi Sikhiya’s success in transforming Punjab’s public education system through youth leadership is sparking interest across India, with states like Tamil Nadu, Assam, Uttar Pradesh, and Himachal Pradesh exploring similar initiatives. At the heart of this expansion lies Sanjhi Sikhiya’s replicable and adaptable program design, underpinned by a comprehensive toolkit and standard operating procedures (SOPs). These resources, developed from their experience in Punjab, enable other organizations to implement region-specific youth-led fellowships. This knowledge-sharing approach not only decentralizes ownership but also ensures that the program remains contextually relevant to the needs of diverse regions. By collaborating with like-minded nonprofits, Sanjhi Sikhiya is planting seeds of systemic reform, creating a ripple effect that goes beyond geographical boundaries.

To further the mission, Simranpreet brought together three other Indian education NGOs – Mantra4Change, Shiksh Lokam, and Samarthya, to form the Punjab Education Collective with the objective of transforming the public education system of Punjab by identifying challenges faced by stakeholders on the ground, co-creating solutions to address them, and improving the education experience. This collective comprises four organizations in the Indian education space working in tandem to impact 2.3 million students across 19,000 government schools in Punjab. Aligning with the goals of the state’s flagship program ‘Padho Punjab Padhao Punjab,’ the collective supports the education department in strengthening the academic support structure through capacity building and data-backed strategies, thereby directly impacting the teaching-learning process. By focusing on these systemic changes, the Punjab Education Collective aims to address the root causes of the education crisis and create a sustainable model for improvement in Punjab’s public schools. This collective builds on a culture of appreciation for the actors but also accountability, leveling up the value of how education is seen.

Simranpreet’s journey began in Agra and Delhi, where he was raised, and later in Pune, where he attended college and participated in the first Jagriti Yatra, a non-profit initiative to inspire youth to become entrepreneurs. At 22, he founded a company in Bombay to help children explore non-conventional career paths beyond traditional roles like doctors and engineers. Although the company lasted less than a year, it was a valuable learning experience that set the stage for his future endeavors. In 2011, he joined the second batch of the Young India Fellowship program, which led him to work as the Chief Project Officer at a school for the Musahar community (rat eating community) in Bihar. This role provided him with deep insights into the education system and solidified his desire to work in this sector.

After two years in Bihar, health issues prompted Simranpreet to move to Gurgaon, where he joined Genpact. At Genpact, he gained exposure to Corporate Social Responsibility (CSR) and contributed to programs that leveraged the company’s expertise for social good. Despite a successful stint at Genpact, his desire to make a more direct impact led him to Punjab in 2016. Driven by a study on Punjab’s youth and drug problems, he spent six months traveling to different districts, researching, and understanding the state’s challenges. This period of exploration and connection with various nonprofits deepened his commitment to working in Punjab.

During his travels, Simranpreet began connecting different organizations through a WhatsApp group, fostering a sense of community among nonprofits that felt isolated in their efforts. This initiative grew into multiple chapters across Punjab, promoting collaboration and collective social impact. Simranpreet’s journey from an entrepreneurial start in Bombay to impactful work in Punjab highlights his commitment to addressing systemic issues through innovative and collaborative approaches.