Education thrives on partnership and collaboration—within schools, between schools, and with other groups and organisations.
Continuous Professional Development (CPD) of Teachers and System officials
Training modules are developed through a consultative process, considering user needs and informed by research and good practices. The design is mutually agreed upon with the State and tailored interventions are created for effective dissemination, aligning with the needs of the education system.
The focus is on developing capacity of teachers and defining the role of the Block Resource Centre Coordinators (BRCCs) and Cluster Resource Centre Coordinators (CRCCs).
Foundational Literacy and Numeracy
Foundational Literacy and Numeracy (FLN) is defined as a child's reading and basic mathematics skills, crucial for future learning. Our state-specific interventions align with the National Mission on FLN and include School Readiness Programme, FLN learning/recovery and content creation. We emphasise teacher training and age-appropriate teaching strategies to enhance FLN outcomes.
Programme Design and Delivery
Baseline to identify and prioritise needs
Develop a CPD
plan embedding MEL
Accreditation objectively evaluates school performance using qualitative and quantitative indicators, assessing teaching and learning outcomes, infrastructure, enrolment, attendance, retention and pupil-teacher ratio. The tool enables data-driven decision-making, supports school improvement, maintains consistency through a binary format and generates report cards to ensure homogeneity and fidelity in the accreditation process.
The process includes extensive consultations, documentation of SOPs and guidelines, training of system officials, data gathering and analysis, and generation of school report cards.
School Leadership Development
The school leadership programme provides Head Teachers with training in leadership, governance, budget planning and community engagement. It emphasises continuous school improvement and teacher development through coaching and mentoring. The programme design is contextualised in consultation with the State, addressing the unique needs of the education system.
The focus is on developing capacity of head teachers to drive school improvement and developing teacher capability.
Learning Enhancement Programme
The Learning Enhancement Programme is intended to strengthen school and classroom processes to significantly improve learning achievement and prepare students to acquire advanced knowledge and skills. The LEP aims to enhance grade-level learning and help students attain expected learning outcomes.
School Readiness Programme
The School Readiness Programme (SRP) aims to help students settle into their school routine through six weeks of preparatory activities. It is designed to take place during the first six weeks of the academic year, helping students readjust to the routine of coming to school, interacting with peers, participating in classroom activities, and resuming their learning. Covering classes 1-5, the SRP activities are focused on social and emotional learning (SEL), English and Mathematics, and are culturally contextualised.
Composite Service Offering
Comprehensive School Transformation Programme
To enhance the teaching and learning outcomes in Government schools, we have designed a Comprehensive School Transformation Programme that focuses on learning enhancement across Classes 1 to 12. This is carried out by engaging with all stakeholders in the education ecosystem of the state. The interventions are in alignment with the recommendations of the National Education Policy (NEP 2020).
Learning Recovery Programme
The Learning Recovery Programme is aimed at bridging students’ learning gaps, enabling them to participate in learning at their appropriate grade-level. Spanning Classes 1 to 12, the LRP focuses on equipping students with the pre-requisite skills (aligned with critical learning outcomes) they must have to be able to meet the rigour of the class they are in. The aim is for students to acquire these pre-requisite skills rapidly to avoid chances of them lagging further in their academic achievement. To facilitate this process, the material developed has elements of experiential and activity-based learning and is contextualised to the local needs.