From bridging the learning gap to empowering stakeholders in their learning journey, our education solutions have been at the forefront of bringing holistic transformation to the schools. The contextualized solutions we have designed support stakeholders including students, teachers, school leaders, children in the community, parents and government officials. By implementing robust and scalable models, we have been able to enhance the learning outcomes of students, empower teachers to imbibe creative pedagogy and enrich the learning environment in the schools. We move beyond theschoolsyllabusandactivatethelearninggeneforlife.
EDUCATION SOLUTIONS FOR LIFELONG LEARNIN
Students in grades 5 – 8 showed an average improvement of 29% in Marathi literacy across three levels
67% of students in middle school have attained foundational literacy skills92% and 89% of students in grades 1 - 5 moved one learning level higher in Maths and Kannada respectively
Students in grades 5 – 8 showed an average improvement of 28% in numeracy across three levels
Academic Model Program Cluster Resource Centre Coordinators Leadership Program English Access Micro-scholarship Program Gyan Shakti Program
Learning Roots for Life
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Students in primary and middle school improved learning levels in English and Mathematics by an average of 23% and 21% respectively
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PROGIMPACTRAMS
Students in primary and middle school improved learning levels in English and Mathematics by an average of 16% and 15% shared that the training program helped them to understand and explain basic principles of learning and teaching
Ujjwal Kal Program Learning Enhancement and Practice (LEAP) ProgramRoad to School Program School
EmpowermenTeachertProgram(STEP) Math Empowerment Program
MENTORING AND MOTIVATING TEACHERS IN A CLUSTER
OUTREACH
IMPACT STORIES
Nayan during class observation at 580 No. Kukurmara LPS, Assam 1,17,740
Academic resource centres at the cluster, block, and district levels were created by the Government of India to provide continuous and sustainable support to nearby primary and upper primary schools. Both CRCs and BRCs focus on school improvement primarily through enhancing school identity and academic functionality Nayan during class observation at 580 No. Kukurmara LPS, AssamNayan Das is the Cluster Resource Centre Coordinator of the Champaknagar cluster of the Chhaygaon Educational Block, Kamrup, Assam. He had 13 schools assigned to him, out of which 12 were lower primary schools. 7 out of these 12 schools only had two teachers. How can he support the schools and promote effective learning with a lack of teachers? As part of the CRCC Leadership Program, Nayan Das received training on best practices to mentor and promote leadership among teachers and strategies for creating an engaging classroom environment through the use of teaching-learning materials (TLMs). This empowered Nayan and he learned the importance of having regular meetings with teachers from all the schools to build rapport and motivate them. Teachers in the schools implemented the teaching methods they learned from him. Nayan was also supported by Resource Persons from Learning Links Foundation to create a peer learning environment. Now, all 13 schools are functioning despite having a low number of teachers.
STUDENTS 11,496 TEACHERS 3,605 SCHOOLS 9,836 PARENTS
“Heroes are those who rise to the occasion.” This quote justifies Rani's rise as a student leader under the iLead Student Leader initiative, which is a part of the Road to School Program. Rani comes from a tribal community and was raised by a single parent. In the beginning, she was shy and reluctant to participate in learning activities. However, this changed with time and exposure. She soon found herself at the forefront of every activity, eager to showcase her talent.
PANDEMIC
Rani, a grade 10 student from Jawhar, Maharashtra
THE FOSTERS INITIATIVE AND LEADERSHIP SKILLS
Rani, a grade 10 student from Jawhar, MaharashtraEven during the pandemic when the world was under lockdown, Rani was determined to continue studying. It was the zeal of students like her and the efforts of the Resource Persons that made the 'No Lockdown on Learning' campaign so successful. During the campaign, Rani travelled 5-6 km every day to attend classes. After some time, she began coordinating with the Resource Persons on regular day-to-day classes, she even helped to gather students for these classes. Her classmates also started relying on her and she started getting recognized as a leader among her peers. The student leader title suits her and shows how determination can help one overcome any obstacle in life.
GYAN SHAKTI PROGRAM
ACADEMIC MODEL PROGRAM
The program provides learners with a foundation to enhance English Language proficiency, along with effective communication techniques and soft skills. The beneficiaries are economically disadvantaged 13 to 20year-olds.
The program aims to improve the foundational literacy and numeracy levels of students. This was achieved by distributing tablets with pre-loaded educational apps to deserving tribal children who lacked access to education during the pandemic.
ENGLISH ACCESS MICRO-SCHOLARSHIP PROGRAM
The program aims to enhance the leadership skills to enable the CRCCs to mentor teachers while creating strong pedagogical understanding for better academic monitoring and support. In addition, the program engages the community in the school development process.
LEARNING ROOTS FOR LIFE
The program aims to lend complementary support to the existing school system by enabling the inculcation of 21st century skills such as computer literacy, critical thinking, and collaboration skills among students and teachers.
The program employs an activitybased approach for remedial teaching to bridge learning gaps in literacy and numeracy for pupils from underprivileged backgrounds. In addition, school teachers are provided with need-aligned professional development training for program sustainability.
LEARNING ENHANCEMENT AND PRACTICE (LEAP) PROGRAM
The program aims to improve the learning levels of students in English and Maths. In addition, workshops are conducted for the teachers' professional development.
PROGRAMS
CLUSTER RESOURCE CENTRE COORDINATORS (CRCC) LEADERSHIP PROGRAM
The program aims to promote the usage of information and communication technology (ICT) in teaching and learning. Smart classrooms equipped with the required infrastructure create technology-rich learning spaces and teachers undergo capacity building for effective use of ICT in the classroom.
This holistic program focuses on developing students' learning outcomes from both academic and non-academic domains. The program aims to improve students' foundational literacy and numeracy skills, build communication skills in English and work towards improving the well-being of students.
UJJWAL KAL PROGRAM
SCHOOL TRANSFORMATION PROGRAM
The program focuses on increasing the effectiveness of teaching through well-designed and need-aligned learning and mentoring on pedagogy skills, subject enrichment and assessment tools for Math. In addition, teachers receive guidance from an education expert who engages in regular mentoring and monitoring
MATH EMPOWERMENT PROGRAM
STUDENT TEACHER EMPOWERMENT PROGRAM (STEP+)
ROAD TO SCHOOL PROGRAM
The program aims to address the learning needs of students with deficiencies in language and mathematics. STEP+ endeavours to provide students with an innovative and interactive learning environment in the classroom that focuses on conceptual learning and simplifying complex concepts.
The goal of this program is to reduce the absenteeism and dropouts of the students in the schools. Apart from improving learning levels in children, the program also supports health and hygiene, wellness, nutrition, teacher empowerment and community engagement
