About TIPS


Tagore International Public School, Solan, Himachal Pradesh, was started in 2012 as first Community Schiool in the region. Named in respect to Rabindranath Tagore, it envisions an education "deeply rooted in one’s immediate surroundings but connected to the cultures of the wider world, predicated upon pleasurable learning and individualized to the personality of the child". The schools is being run by the M.S. Panwar Foundation, a society founded by Dr. B.S. Panwar and Mrs. Lalita Panwar in memory of their late father. Tagore International School, Solan have been imparting quality education in Rajgarh Road, Shamti, Solan Himachal Pradesh. The Schools believe in steady and continuous progress, with never-ending modernization and increased Competition.

Tagore International School as a community school is both a place – a public school – and a set of partnerships between the school and other community resources. Research show that its integrated focus on academics, health and social services, youth and community development, and community engagement leads to improve student learning, stronger families, and healthier communities.

The community school model allows schools to become centers of the community, where they’re open to everyone – all day every day, evenings, and weekends. 

Using public schools as hubs, community schools bring together many partners to offer a range of supports and opportunities to children, youth, families, and communities. Partners work to achieve these results:

Children are ready to learn when they enter school and every day thereafter. All students learn and achieve to high standards.

Young people are well prepared for adult roles in the workplace, as parents and as citizens.

Parents and community maembers are involved with the school and their own life –long learning.

Community schools have two major advantages that schools acting along do not:

They garner additional recourses to reduce the demand on school staff for addressing all the challenges that students bring to school.

They build social capital – the networks and relationships  that support learning and create opportunities for young People while strengthening their Communities.    

Students learning : Community school students show significant and widely evident gains in academic achievement and in essential areas of nonacademic development.

Families engagement: Families of community school students show increased stability, communication with teachers and school involvement. Parents demonstrate a greater sense of responsibility for their children’s learning success.

School effectiveness: Community school enjoy stronger parent-teacher relationships, increased teacher satisfaction, a more positive school environment and greater community support.

Community vitality: Community schools promote better use of school buildings, and their neighborhoods enjoy increased security, heightened community pride, and better rapport among students and residents.  

Using public school as hubs, community schools knit together inventive, enduring relationships among educators, families, volunteers and community partners. Health and social service agencies, family support groups, youth development organizations, institutions of higher education, community organizations. Businesses, and civic and faith-based groups all play a part. By sharing expertise and resources, schools and communities act in concert to transform traditional schools into permanent partnerships for excellence. Schools value the resources and involvement of community partners, and communities understand that strong schools are at the heart of strong neighborhoods is an increasingly complex and demanding educational climate, schools are not left to work alone.

Students engage in learning and service activities at a community school and have access to an array of personal and social supports. Community schools promote youth development activities and community-based learning and offer preventive health and social services before, during and after school.  

Parents and community residents support their children’s learning while developing their own knowledge and skills. Literacy classes adult and parent education, employment training, family support, and leadership development all are part of the community school vision.

Families, youth and residents join with educators  and community partners to articulate the community’s goals for its students, and to help design, implement  and evaluate activities. Participations of these stakeholders as decision makers helps ensure that community schools meet local needs and show measurable progress. 



The mission and vision of the school based on the insight of Rabindranath Tagore, offers an insight into what this institution was intended to achieve. Rabindranath founded a school for children at Santiniketan and it was around this nucleus that the structure of an unconventional university developed through careful planning. 


  • To study the mind of man in its realisation of different aspects of truth from diverse points of view.
  • To bring into more intimate relation with one another, through patient study and research, the different cultures of the East on the basis of their underlying unity.
  • To approach the West from the standpoint of such a unity of the life and thought of Asia.
  • To seek to realize in a common fellowship of study the meeting of the East and the West, and thus ultimately to strengthen the fundamental conditions of world peace through the establishment of free communication of ideas between the two hemispheres.

And, with such ideals in view, to provide at Santiniketan, a centre of culture where research into and study of the religion, literature, history, science and art of Hindu, Buddhist, Jain, Islamic, Sikh, Christian and other civilisations may be pursued along with the culture of the West, with that simplicity in externals which is necessary for true spiritual realisation, in amity, good fellowship and co-operation between the thinkers and scholars of both Eastern and Western countries.


  • To win the friendship and affection of villagers and cultivators by taking a real interest in all that concerns their life and welfare, and by making an effort to assist them in solving their most pressing problems.
  • To initiate a dialogue between academic study and research of rural economy / culture and on-field experience.


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