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ROOTS is Vidhya Vidhai Foundation's Design for Education conclave: three days, once a year, always somewhere new. Each edition gathers a group of passionate individuals to ponder around a single question: what would it take to build a future worthy of the children who will inherit it? Working in education is not the entry requirement here. Taking the question seriously is.
This year, ROOTS moves to Coimbatore, a city with its own instinct for building things that last: in a handloom's rhythm, in the memory of an engineer, G.D.Naidu, who believed India could build its own machines, in communities that have kept their knowledge systems alive across generations. ROOTS borrows that instinct and turns it toward the future of children, carrying forward the questions it asked last year along Nagapattinam's coast, and turning them toward a sharper one: how do we design for a child's dignity and future, and who gets to decide what that future should mean?
Ask what a child's future should hold, and most answers start with the world that's coming: new technology, new kinds of work, skills we are still understanding. Fewer answers start with the child. What do they want their future to be? And is a good future simply one where a child succeeds, or one where their success leaves something better behind for the people and world around them? ROOTS 2026 holds both halves of this in equal weight: the ground a child needs to stand on today, and the future they get to define for themselves from there.
The method borrows its name from a term the design theorist Don Norman coined: humanity-centered design. Where human-centered design asks what one user needs, humanity-centered design asks the wider version of that question: who else is affected, does this hold up over years rather than months, and is it built with a community rather than handed to one. ROOTS runs on exactly that discipline: check the root cause, consider the whole ecosystem, take the long view, and design with the people this is for, not around them.
Across three days, you'll sit with the present reality of children's lives today, alongside policymakers, practitioners, technologists, parents, and the makers and communities who call Coimbatore home. The conversation will move between two questions at once: what capability, exposure, and readiness does a child need for the world ahead, and what sense of dignity, belonging, and agency do they need to actually meet it. Neither gets to run ahead of the other.
From communities already living the questions this conclave asks.
Of what "future-ready" means when readiness and dignity are examined together, not traded off against each other.
A community that cares about the unanswered questions shaping a child’s dignity and future.
A child learns both inside and outside the classroom, through academics and through life. That’s why dignity comes first, not as an add-on to future-readiness, but as its foundation. Spend the day listening to the people this work is for, learning from voices already shaping their own answers, and together explore what “future-ready” should mean when children get to define the future they dream of.
Day Two trades data points for lived stories, conversations with people whose everyday lives hold knowledge no framework fully captures, set against a day steeped in the flavour, craft, and rhythm of the community hosting us. From there, the work turns practical: taking what this particular place and its people have to teach, and beginning to shape it into something worth building.
The finale opens the room outward. You'll pressure-test the idea you've been shaping, not to arrive at something finished, but to leave with real clarity on the question you're taking back into your own work. You'll sit alongside other showcases from the ground itself, including young people presenting as leaders in their own right, not as case studies of them. It closes not with applause for a solution, but with a room full of people carrying sharper questions than the ones they arrived with.
Looking to fuel something that outlasts a single project cycle.
Working on education from the ground up, and tired of solutions that don't survive contact with reality.
Trying to close the distance between what's written into policy and what's lived by a child.
Rethinking what they're really preparing children for, beyond their own institution.
Curious what their craft owes a child's dignity, not only their convenience.
Don't work in education, but can't stop thinking about what it owes the next generation.
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