The knowledge of geography and allied technologies is being perceived as fundamental to most other knowledge forms, in the world today. The dimension of space, linkage to earth processes and association with the process of evolution are the common critical interfaces to many known scientific and sociological disciplines. All these manifest themselves in very simple manner in our lives through acts of referring to maps, probing the cause & effect of events and contemplating the connectivity of past with future.

With this background, it is essential that we create a portal of self-learning for the children of the country, linking geography and spatial sense to their upbringing. In other words, earth science in the broader sense should work like a language to their knowledge base. Besides these, there is an intense social opportunity with the elders to transfer knowledge on earth science to children. Satellite remote sensing has generated huge archives of earth observation information, several international programmes have generated very imaginative earth science products, people have been devising ways of better teaching in schools with EO products and the consciousness of supporting school education with these new facilities is increasing. Questions are being asked as to whether we have modernised the learning process, have we utilised recent scientific advances in enhancing the education content, have we made attempts to generate EO products of importance to children, have we utilised the benefits of scientific networks & portals and have we provided enough material to generate a sense of curiosity, enquiry and challenge in the minds of children! And finally, have we attempted to quench the thirst for understanding of earth matters in children and have we tried to produce a generation of future people who are endowed with a general appreciation of earth processes that may underline their purpose and power of decision making!