Author: Pratham Education Foundation

As schools open, teaching should focus primarily on the existing learning abilities of children rather than grade-level curriculum.

The pivot from every child in school to every child learning requires a new mind-set

Acknowledging that provision of schooling is not translating into improvements in learning is a big step forward. Working actively to find ways to raise learning is another key shift and a welcome change.

The Anganwadi model has been struggling to deliver quality ECE, but the potential of Anganwadis remains enormous

समझ के साथ पढ़ना, अपनी बात को व्यक्त करना, साधारण गणित करना– ये बच्चों का हक होना चाहिए। हम बड़ों को यह प्रयास करना चाहिए कि हम बच्चे को इन दक्षताओं को हासिल करने में मदद करें।

Rukmini Banerji’s pioneering work on learning outcomes has triggered a rethink in education policymaking

स्कूल में सीखने के लिए अंक और अक्षर की पहचान, बुनियादी क्षमताओं के साथ-साथ सर्वांगीण विकास की आवश्यकता है

Dr Rukmini Banerji on balancing inputs with outcomes, engaging the wider community, and the importance of partnerships in delivering systemic change.

A glimpse into Dr Rukmini Banerji’s childhood, what inspired her to work for children’s education and the main focus areas that she thinks would remedy the learning situation

स्कूल के लिए तैयार होना केवल अक्षर और अंक पहचानने से नहीं होता है। सर्वांगीण विकास जरूरी है।