Every evening, as the busy streets of Hyderabad quiet down, the narrow lanes of its slums come alive with a different kind of energy. In dimly lit corners and community halls, people of all ages sit cross-legged with notebooks in hand — some tracing alphabets for the first time, others reading sentences aloud with pride. Among them is a 78-year-old grandmother learning to write her name, vegetable vendors practising basic math after long workdays, and construction workers discussing English words they learnt that day.

This heartwarming scene is part of Slums to Oxford, a community education initiative founded by Mohammed Asif Hussain Sohail, a Hyderabad-based social reformer. The project’s simple yet powerful belief is that education has no age or limit. It has become a source of transformation not just for children but for entire families, where grandparents, parents, and kids study together — bridging generations through learning.

The reason this story matters is because it breaks stereotypes about who education belongs to. As someone who has seen how access to learning can change lives, I find this movement inspiring. Education is often seen as a privilege of youth, but Slums to Oxford reminds us that it is a lifelong right — one that can reshape families and rebuild communities.

A Mission Born from Compassion

The Slums to Oxford initiative began as a small literacy drive to teach children in underprivileged localities, but soon evolved into something bigger. Founder Mohammed Asif Hussain Sohail realised that when elders in a family remain uneducated, it often limits how far the younger generation can go.

“When grandparents or parents take up learning, it inspires the entire family,” Sohail told The New Indian Express. He added that adult learners serve as living proof that age is not a barrier to growth, often motivating children to stay in school and dream bigger.

What began with a few volunteers and community spaces has now grown into a structured evening school model across several slum areas in Hyderabad.

Classrooms Beyond Age and Background

The uniqueness of Slums to Oxford lies in its inclusivity. Its classrooms are open to:

• Senior citizens, who are learning to read, write, and handle basic digital literacy tasks.
• Daily wage workers and vendors, who attend after their shifts to improve numeracy and literacy skills.
• Children, who receive academic support and mentorship to continue schooling.

Classes are held in the evenings so that working adults and students can attend together. Lessons cover basic literacy, arithmetic, English, and digital awareness, all taught in a supportive, non-judgmental atmosphere.

Education as Empowerment

The initiative doesn’t stop at teaching alphabets — it aims to change lives. Many learners, after completing basic education, have been able to fill out government forms, apply for welfare schemes, or even help their children with schoolwork.

Sohail emphasises that literacy gives people confidence and control over their own lives. “Education makes people self-reliant. It allows them to stand with dignity in society,” he said.

This ripple effect is already visible in many families. In several localities, children have started teaching their grandparents at home, creating a culture of shared learning.

A Step Towards Inclusive Education

Slums to Oxford aligns with India’s broader education goals under the National Education Policy (NEP) 2020, which promotes lifelong learning, foundational literacy, and inclusivity. By bringing education into marginalised spaces, the initiative addresses one of the biggest challenges in India’s development story — bridging the urban literacy gap.

What’s remarkable is the project’s self-sustaining model. It thrives on volunteer teachers, community support, and minimal resources. Many local NGOs and youth groups have joined hands with Sohail, turning it into a collective movement rather than a one-man mission.

Inspiring a Culture of Learning

The initiative is not just changing how people learn; it’s changing how they see learning. Education, once seen as something that ends after school, is now being celebrated as a lifelong pursuit. In Hyderabad’s slums, this change is visible in everyday conversations — parents discussing lessons with their children, or elderly women proudly reading signboards aloud.

In a way, Slums to Oxford has turned education into a form of community celebration, where learning is not restricted by classrooms, but nurtured through human connection and mutual encouragement.