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Reach to Teach (RTT) partners with State Governments to improve the quality of teaching and learning outcomes in government schools. We work at a systemic level building upon our extensive work with communities in the field for over a decade. We use appropriate technology to have the largest outreach. RTT operates from its corporate office in Gurugram, with offices located in other programmatic states.  

Service Offerings

Our service offerings follow a modular approach. This keeps our interventions agile, whilst giving us the wherewithal to align with the asks of the Governments/

stakeholders we work with.

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Where we work

Arunachal Pradesh

Gujarat

Haryana

Schools

50,225

Our Impact

Data Source: UDISE 2020-21 numbers published by Ministry of Education

Head Teachers and  Teachers

2,89,653

Children

79,33,140

COVID-19 Intervention

The prolonged school closures during the pandemic impacted student learning. Due to inequal access to digital classrooms, several children were left out of the learning process. Teachers had to quickly adapt to multi-modal ways of engaging. In the first wave of COVID-19, Reach to Teach had a two-pronged approach. At one level, we supported the Gujarat Education Department in disseminating their Ghare Sikhiye (home learning) module. At another level, we focused on two districts and created awareness packs, guidelines for parents and teachers, and incorporated other local innovative practices to increase the outreach of these packs. The state adapted a lot of the practices we created in these two districts for state-wide implementation. During the second wave of the pandemic, we worked with the Education Department to create content for their home learning packs.  

Several interventions like television and radio advertisements, sending out digital posters and creating activities for parents to engage with children created an opportunity for them to bond and learn about things beyond the school curriculum.

Workshop conducted in Haryana

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Reach to Teach Vision & Mission

We believe

  • Every child has the right to quality education 

  • Children learn best when they are safe, happy and engaged 

  • Engaging with stakeholders, such as governments, school leaders, teachers and communities plays a pivotal role in children’s education  

Mission

We strive to improve education outcomes by making learning joyful, working with governments, partners, parents and communities, with foundational learning skills at the core.

Vision

Every child will have access to quality education to enable them to become confident social citizens with improved life chances.

Reach to Teach COVID-19 Intervention

At Reach to Teach we believe in providing scalable solutions to advance the quality of teaching and learning outcomes. We work with our partners at a systemic level to drive policy impact at a scalable level.

Reach to Teach plans to use a robust public-private partnership (PPP) model, leveraging its existing funding and also bringing in increased private investments, to increase the outreach and quality of learning interventions. This can be achieved by working through a shared vision, engaging with core businesses to create sustainable fund flows, fostering collaboration, and helping reduce duplication of efforts and resources available with the partners. Under this model, we plan to use innovation and scale as demonstrated by the private sector and apply this to government programmes for improved outreach and impact. We will explore PPP models as well as innovative finance approaches in the form of ‘pay for results’ models and Development/Social Impact Bonds (DIBs/SIBs) for sustained fund flows.

Our Partners

To deliver high quality programmes, partnerships are key.

Strategic Partner

Government Partners

IgnusERG

IgnusERG

Knowledge Partners

The London School of Economics and Political Science

The London School of Economics and Political Science

ITOWE Foundation

ITOWE Foundation

Larry Ellison Foundation

Larry Ellison Foundation (LEF)  

Our Partners

NITI Aayog

NITI Aayog

State Education Department Haryana

State Education Department

Haryana

State Education Department Arunachal Pradesh

State Education Department

Arunachal Pradesh

State Education Department Gujarat

State Education Department Gujarat

Leadership Development of Teachers

We engage with school leaders to build capacity on school improvement processes, strengthening teacher capacity and focussing on good governance. 

Right to quality education programme

We design bespoke training modules after consultatively assessing needs of head teachers, teachers and other system actors to strengthen teaching practices and school governance. 

School Accreditation Programme

We support State Education Departments to objectively measure school performance and critical areas of improvement through robust indicators.

foundational literacy and numeracy activities (FLN)
Framework for Community Engagement
education learning from home
Disaster Preparedness and Response

We develop learning and training content and toolkits for delivering home learning for out of school children.

We develop effective strategies for engaging parents, SMCs and other community stakeholders to strengthen their ownership for overall school improvement processes.

In consultation with all relevant stakeholders, we design state specific FLN/remedial interventions and carry out training for efficient delivery of the programme. 

We design responsibility matrices to define role of community at the time of disaster and create activity packs to keep children engaged and visible. 

Leadership Development

Continuous Professional Development

Accreditation

Foundational Literacy and Numeracy

Framework for Community Engagement

Home Learning

Disaster Preparedness and Response

Theory of Change

We take a systems approach to strengthen education service delivery. Our technical support and programmes are consultative, evidence-based and data-driven. Through continuous monitoring and evaluation, we ensure that learning from our programmes is at the centre of programme design. Our approach is bolstered with fit-to-purpose and contextually relevant technologies that amplify the intended outcomes of system reform.

We envisage a system where all stakeholders understand their roles and carry them out to ensure children acquire necessary skills which equips them to lead productive lives.

Our work is aligned with

National Educational Policy 2020

United Nations Sustainable Development Goals

The four pillars that underlie our work

We develop effective strategies for engaging parents, SMCs and other community stakeholders to strengthen their ownership for overall school improvement processes.

We engage with school leaders to build capacity on school improvement processes, strengthening teacher capacity and focussing on good governance. 

We design bespoke training modules after consultatively assessing needs of head teachers, teachers and other system actors to strengthen teaching practices and school governance. 

We support State Education Departments to objectively measure school performance and critical areas of improvement through robust indicators.

We develop learning and training content and toolkits for delivering home learning for out of school children.

In consultation with all relevant stakeholders, we design state specific FLN/remedial interventions and carry out training for efficient delivery of the programme. 

We design responsibility matrices to define role of community at the time of disaster and create activity packs to keep children engaged and visible. 

Leadership Development

Continuous Professional Development

Accreditation

Foundational Literacy and Numeracy

Framework for Community Engagement

Home Learning

Disaster Preparedness and Response

Reach to Teach works in partnership with State Governments with the aim to make learning joyful.

Reach to Teach works in partnership with State Governments with the aim to make learning joyful.

Our work is aligned with

Theory of Change

We take a systems approach to strengthen education service delivery. Our technical support and programmes are consultative, evidence-based and data-driven. Through continuous monitoring and evaluation, we ensure that learning from our programmes is at the centre of programme design. Our approach is bolstered with fit-to-purpose and contextually relevant technologies that amplify the intended outcomes of system reform.

We envisage a system where all stakeholders understand their roles and carry them out to ensure children acquire necessary skills which equips them to lead productive lives.

The four pillars that underlie our work

United Nations Sustainable Development Goals

National Education Policy 2020

Home Learning

We develop learning and training content and toolkits for delivering home learning for out of school children.

Framework for Community Engagement

We develop effective strategies for engaging parents, SMCs and other community stakeholders to strengthen their ownership for overall school improvement processes.

Leadership Development

We engage with school leaders to build capacity on school improvement processes, strengthening teacher capacity and focussing on good governance. 

Continuous Professional Development

We design bespoke training modules after consultatively assessing needs of head teachers, teachers and other system actors to strengthen teaching practices and school governance. 

Accreditation

We support State Education Departments to objectively measure school performance and critical areas of improvement through robust indicators.

Foundational Literacy and Numeracy

In consultation with all relevant stakeholders, we design state specific FLN/remedial interventions and carry out training for efficient delivery of the programme. 

Disaster Preparedness and Response

We design responsibility matrices to define role of community at the time of disaster and create activity packs to keep children engaged and visible. 

Service Offerings

Our service offerings follow a modular approach. This keeps our interventions agile, whilst giving us the wherewithal to align with the asks of the Governments/

stakeholders we work with.