The speed of change has become a defining characteristic of the information age. The socio-economic impact of this shift is global and far-reaching—connecting people, families, and local communities in new ways while increasing global connectedness.

The first part of the 20th century saw a fundamental shift from a predominantly agricultural economy to a manufacturing one. Similarly, the last part of the 20th century witnessed the advent of the personal computer and Internet—technologies that galvanized the economy and paved the way for e-commerce. These economic shifts have had enormous impact on everyday life and work, yet our model for public education in India remains much as it has for more than a century.

The current model for public education was created at the beginning of the 20th century, when the industrial revolution was bringing about extensive mechanization of production systems. At that time, a majority of the population left school after the eighth grade to work in mills or on farms. A basic grasp of the "three Rs" (readin', 'ritin', and 'rithmetic) provided workers with a sufficient educational foundation to cope with the demands of a job. Indeed, many manufacturers sought workers who could perform one task repeatedly and accurately, not to exceed the upper or lower limits of industrial specification.

Today, the three R's don't cut it. Twenty-first century businesses seek employees with a host of sophisticated skills, including the ability to solve problems, communicate effectively, think critically, and grasp complex systems. As a result, today's workers require a significantly more advanced education than their 20th century counterparts. Beyond the demands of formal education, workers need ongoing and timely training to meet the needs of the workplace—and to create opportunities for themselves.

In 1983, even the global education leader ‘the US Department of Education’ published ‘A Nation at Risk,’ the landmark report that found that a rising tide of mediocrity was eroding the educational foundations of American society. The report provoked widespread educational reform across the country. Twenty years later, the impact on society of science, technology, and globalization demand even greater reform. Employers seeking workers with sufficient skills - technical, communication, and others - are finding them in short supply in the US.

At EPS we are dedicated to create such human capital by establishing Language Labs, Mathematical Labs, IT Labs and Cognitive Labs etc.

To ensure a continuously evolving, integrated curriculum, the professional staff led by the director of research and innovation will incorporate the latest findings in research and development from business, technology, and educational institutions. In addition, the school acts as a learning laboratory where staff and students can design, carry out, and evaluate appropriate projects to enhance the teaching and learning process.