A great education is one that empowers today’s students to thrive in the wildly unpredictable world they will face when they are no longer in school.

We are a group of young minds and experienced educationists who have a singular aim – equipping every student with the skills necessary to navigate the complex and rapidly changing world around them.

To this end, we create 21st century skills programs. Our resources are accessible to all, rooted in research and deliver impactful learning. We leverage technology and data to tailor the experience for every student. Our singular focus on learner outcomes leads to engaged classrooms and measurable growth in students’ skill-sets.

An edtech organization that develops personalized project-based learning resources for students.


Co-founder of Callido Learning

Sriram has studied at some of the world’s most illustrious institutions – Dhirubhai Ambani Int’l School, Brown University, Imperial College London and UCL. He has worked in US politics, transportation modelling and policy and with PwC UK as a tax advisor. Callido was born out of his recognition of the immense value of transferable skills for a generation which will hold multiple careers over their lifetime; much like his own fascinating journey.

Online project based learning with Callido

Madhu Agrawal - Co-Founder

Madhu completed the IB Diploma from Dhirubhai Ambani Int’l School and graduated with honours in Law and Business from Warwick University. She has extensive experience in the voluntary sector and has undertaken research in international law. A qualified solicitor in the UK, she practiced commercial law at Freshfields, London. She is passionate about enriching education with the rigor of thought and discernment required to navigate tomorrow’s information-driven economy.


Callido is supported by an advisory board of eminent educationists who have founded and headed progressive educational institutions across the world. Their wealth of experience and classroom expertise makes them invaluable to Callido’s journey.

Padmini Sankaran

A distinguished educationist with over 15 years’ experience of teaching leading international curricula across continents, Padmini is at the cutting edge of pedagogy and is passionate about taking education to the next level. Her pedagogical insight, commitment to developing teacher capacity and global experience help make the Callido offering relevant and exceptional.

Dr. John W Young

Dr. John W Young, the former Head of Research at the International Baccalaureate Organisation has joined our Advisory Board as a research advisor.  His wealth of expertise in assessments and research will add immense value to Callido’s offerings. A very warm welcome to him and we look forward to working with him.

Dr. Lina Fruzzetti

Dr. Fruzzetti has been a professor at Brown University for over 40 years. Her distinguished career spans academic research, teaching and mentoring young students to achieve success in college. She is also a Royce Family Professor in Teaching Excellence. She has authored several books and produced award-winning documentaries. She has a special interest in ensuring that international students are well integrated into university life.

Dr.Hanif Kanjer

Dr. Hanif Kanjer holds a PhD degree in Management Studies from Mumbai University and an MBA degree from one of Europe’s premier business schools, the prestigious London Business Schools.
After living abroad for 9 years, he returned to India in July 2002 to take up the position of Director at Rustomjee International School, Mumbai with a students’ strength of 3,500. The Rustomjee group of educational institutions today houses 9,500 students, 415 teachers and 180 administrative and support staff.

Malcolm Nicolson is a curriculum development specialist. His experience includes eight years working at the International Baccalaureate (IB), where he was responsible for curriculum development in the Diploma Programme and MYP, directing the first ever review of an IB programme (MYP: the next chapter). He is now the Director of Erimus Education and brings his 20+ years of experience in leadership in international education to schools around the world.

preparation for the IBDP

We are fortunate to work with some of the most accomplished and brilliant teachers across all subjects in the CIE and IB curricula. All of our network teachers are examiners and professional development experts. Their classroom experience makes our resources uniquely tailored to the needs of today’s learners and classrooms.


21st century skills


We span the entire breadth and depth of 21st century skills – thinking, research and communication skills from middle school to university. All brought together nicely through a real world project
personalized learning program


We understand that every student is different. Our programs are designed to be adaptive so that everyone focuses on their individual needs and gets tailored feedback at every step.
research and communication skills


Our leading IT platform captures granular data on every learner. Our teams analyze the data to build a complete profile of every student and reports can be shared with parents and teachers.
Global perspectives


Students from around the world are using our program. Connect with peers from different cultures for international perspectives and a shared learning experience.
develop IB math skills


Application to the real world is the most important part of any learning. Our resources help you develop and apply your skills in various real-world scenarios.
learn powerful things


Our design team works extra hard to make your experience enjoyable. This is the most fun you will have while learning powerful things – just ask our users!
problem solving


Content is pre-loaded and accessible via the internet. No scheduling hassles, no wasted travel time. Complete flexibility to learn at your pace and preferred time.
Rooted in Research


Our programs leverage decades of research and undergo thorough user testing. The end product is effective and user-endorsed. We continuously innovate to get even better.
Learning Planning


The programs have been planned to suit learner requirements at different stages in the academic career. All resources are built on an internal scope and sequence framework.


UBD Framework


All of our resources are designed using the Understanding by Design (UbD) framework, which is widely regarded as the leading process for planning curriculum and assessment. This means that we first set out what the learner will know, how they will be assessed for this and then work backward to design the journey to that goal.

Guided Inquiry


Our programs are structured in the form of a guided inquiry; taking students from the conceptualization stage to the research stage and finally to the communication of conclusions. Students progressively unlock the “story”, acquiring the necessary skill-sets necessary to move the story forward. The entire journey is highly scaffolded, with an emphasis on demonstrating the manner in which various thinking, research and communication skills apply in a process of inquiry. Additionally, this format is also effective for developing intrinsic motivation and self-directed learning.

Differentiated Instruction


By virtue of being online, all of our programs are self-paced and allow students to revisit explanations as often as required. Further, the resources are designed to convey information using audio, text and visual representations. Most notably, all of the feedback in our modules has been carefully crafted to cater to the specific misconception a student displays when choosing a particular answer.

Problem Based Learning


All of our programs adhere to PBL. The various skills are developed in the context of a range of real-world problems, ensuring transferability of skills and flexibility of thought.Additionally, this format is also effective for developing intrinsic motivation and self-directed learning.

Life Worthiness


It is widely accepted that a lot of what we learn in school is not necessary or immediately useful in the course of everyday life. When students don’t see why they are learning something and how it will help them in their lives, they switch off. All of our programs adhere to the principle of only teaching that which is truly, as David Perkins of Harvard University puts it, “life-worthy”.

Big Ideas and synergistic thinking


All of our modules are built with an emphasis on big ideas and facilitating the ability to generalize from specific learnings. The resources are designed in a manner that students are constantly moving from the specific to the general and vice-versa; with the overall aim of developing synergistic thinking.

Visible thinking routiness


All of our modules are built with an emphasis on big ideas and facilitating the ability to generalize from specific learnings. The resources are designed in a manner that students are constantly moving from the specific to the general and vice-versa; with the overall aim of developing synergistic thinking. We embed numerous VTRs to guide students thinking and inculcate rigorous and active processing as habits of the mind.



Our process of guided inquiry is designed to be metacognitive, in that students are made aware of the skill they are exercising in order to solve a problem. This is further made explicit through various points of reflection built into the process of inquiry – requiring students to pause, reflect on their journey up until that point,assimilate their new knowledge and reflect on how they will use it going forward.



The programs cover the 4 Cs (Critical Thinking and Problem-Solving, Creative Thinking, Collaboration and Communication) and Information, Media and Technology Skills in a thorough and in-depth manner. There is a vertical alignment of these skills throughout all 3 programs offered by us.


The programs have been tailored to the requirements of the IB community. The resources are aligned to the IB’s Approaches to Teaching and Learning (ATLs) and IBDP grade descriptors across subject groups. The skills are vertically articulated across our programs.


The CCSS have a strong emphasis on the 4 Cs and Information skills set out in the P21 framework. These skills are implicit throughout the CCSS. For further information, you may refer to P21’s mapping of the P21 framework to Common Core standards.


Given Cambridge’s emphasis on 21st century skills, numerous schools have enjoyed using the program for their GCSE/IGCSE and AS/A-Level students. Our resources for the Global Perspectives & Research syllabus have been positively reviewed by Cambridge.

Australian General Fluencies

Our programs build the skills identified by the ATC21 in the domains of “Ways of Thinking”, “Ways of Working and “Tools of Working”.


Our build process and end products adhere to and exceed the guidelines laid out in the Edtech Developer Guide issued by the US government’s Department of Education.