In the book “Powering a Learning Society During an Age of Disruption”, Dr. Rukmini Banerji’s chapter highlights how community-based learning assessments can help to raise awareness at the local level, and influence policies at the macro level. Drawing from 20 year’s of Pratham’s experience in India and the recent pandemic crisis, she discusses the possible…
Read MoreDr. Rukmini Banerji was quoted in this Forbes India article that talks about the flip side of digital learning regarding children who have been unable to access the most basic forms of online education in this pandemic. The article titled ‘India’s schools ‘cannot pick up where they left off’ after Covid’ focuses on the impact…
Read MorePratham’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 decades…
Read MorePratham 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.…
Read MorePratham’s vocational training program, Pratham Institute, has won the Indian Chamber of Commerce Social Impact Award 2021 in the ‘Employment-enhancing Vocational Skills’ category. The award was given to Pratham Institute for its new ‘Hybrid Skilling’ model which employs a mix of digital and in-person vocational training. Pratham Institute has implemented this model across youth communities…
Read MoreThis blog was originally posted on the UNICEF blog website and can be found here: https://blogs.unicef.org/evidence-for-action/how-can-assessment-foster-learning-as-schools-reopen/ During COVID-19 related school closures, at least 463 million children had no access to remote learning (digital or TV/Radio). This crisis not only affects overall learning levels, but increases gaps, with the learning of children from disadvantaged households more…
Read MoreDuring my six months interning with the Program Management Group, I had the opportunity to work with just a few of the smart, passionate and inspiring people who make Pratham the organization it is. While I got to explore many aspects of what PMG does, I mainly worked on research and evaluation components of Pratham’s…
Read MoreOriginally Published : NCAER, 2020 Introduction Starting with Rabindra Nath Tagore’s quote from Gitanjali, “We have no time to lose, and having no time we must scramble for a chance.” The NCAER report- “Skilling India” offers insights into the skilling challenge faced by India. Policy makers in India face this three- fold challenge of creation…
Read MoreOriginally published: United Nations (2020) Introduction In the time of COVID-19 pandemic, UN’s latest report titled The World’s Women 2020 exhaustively covers the latest trends and statistics that aim to reveal the state of gender equality all over the world. It categorises its findings into 100 distinct data stories that are represented on an interactive…
Read MoreOriginally published: International Labour Organisation (2020) Introduction In the time of the COVID-19 pandemic, International Labour Organization, World Bank and UNESCO report titled “Skills development in the time of COVID-19” earnestly covers how COVID-19 pandemic has disrupted technical and vocational education and training (TVET). The report is based on the findings of the survey developed…
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