Partnership and collaboration

Education thrives on partnership and collaboration—within schools, between schools, and with other groups and organisations.

Ken Robinson

Service Offerings

  1. Leadership Development

  2. Continuous Professional Development

  3. Accreditation

  4. Foundational Literacy and Numeracy

  5. Home Learning

  6. Framework for Community Engagement

  7. Disaster Preparedness and Response

Accreditation is an independent, objective validation of quantitative and qualitative parameters that define school quality leading to continuous school improvement.

We support State Education Departments to objectively measure school performance and critical areas of improvement through robust indicators. This enables the creation of School Development Plans (SPD) underwritten by report cards for each school.

accreditation

Agree performance
standards

Baseline to identify and prioritise needs

Develop a CPD
plan embedding MEL

Implement CPD

The NEP recommends that teachers participate in at least 50 hours of continuous professional development (CPD) every year that will enhance their skills and learning.

Continuous Professional Devleopment  (CPD)

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

continuous professional development

foundational literacy and numeracy

Foundational Literacy and Numeracy are pre-requisite skills for any child to be able to access future learning. 

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

framework for community engagement

The NEP 2020 has emphasized greater engagement between schools and communities to develop school-community partnership and mutual accountability for student progress and to positively influence student learning outcomes.

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

disaster preparedness and response

Learning is disrupted during disasters. Teachers are as affected as other residents. In such circumstances, creating activities that help children engage with each other serves the dual purpose of creation of safe spaces and visibility.

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

home learning

Home Learning addresses the lack of physical access to schools at all times and is a crucial intervention during emergencies. 

Reach to Teach develops both learning and training content and toolkits for enabling home learning. The model engages both children and parents. The design is informed by our extensive insights gained during the COVID-19 pandemic.

Agree performance
standards

Baseline to identify and prioritise needs

Develop a CPD
plan embedding MEL

Implement CPD

School leaders are expected to participate in 50 hours or more of continuous professional development (CPD), covering leadership and management, as well as content and pedagogy.

Continuous Professional Devleopment  (CPD)

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

leadership development

Programme Design and Delivery