Pratham’s Teaching at the Right Level (TaRL) approach was recently featured in The Economist. The article titled ‘Covid-19 creates a window for school reform in Africa‘ covers the TaRL programs being run in African nations to strengthen children’s learning levels. Citing Botswana’s example, the article says, “They borrow from a technique pioneered over two…
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स्कूल खुलते ही हमारा पहला उद्देश्य होना चाहिए पुरानी कमजोरियों को दूर करना। नई शिक्षा नीति 2020 का भी कहना है कि बुनियादी कौशल अनिवार्य है। – डॉ रुक्मिणी बनर्जी
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Pratham Education Foundation and Liver Foundation have collaborated for an initiative called Pora Lekha (পড়া-লেখা) to strengthen the primary education system in 22 villages of Nagari Gram Panchayat (GP), targeting about 800 children aged 5 to 10 years. The plan entails employing the mothers in Self-Help Groups (SHGs) and equipping them to support children’s learning.
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Pratham’s vocational training program, Pratham Institute, has won the Indian Chamber of Commerce Social Impact Award 2021 in the ‘Employment-enhancing Vocational Skills’ category.
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शिक्षा का स्तर कोरोना के पहले भी संतोषजनक नहीं, अब किताबें दूर रख बुनियादी पढ़ाई मजबूत करनी होगी:
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बच्चे एक चुनौतीपूर्ण समय के बाद स्कूल जा रहें हैं| हर कक्षा में इस नई शुरुआत का जश्न मनाना ज़रूरी है!
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During COVID-19 related school closures, at least 463 million children had no access to remote learning (digital or TV/Radio).
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Pratham’s remote learning work during lockdown has been featured as a case study in a recent guide by the World Bank.
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Conflict-affected areas are often marked by great uncertainty. In India, the Jammu and Kashmir region is one such area which has been impacted by conflict for decades.
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The first ASER report. For the first time, a number was put to status of basic learning in the country. ASER is linked with a constructive satyagraha to insist on the right of the citizens to participate in the functioning of the government. We believe that good work done by governments, and there is a lot of it, deserves to be applauded. But governments must also take outcome oriented steps to improve performance of schools.
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