Schools2030 India

Schools2030 India operates in the northern state of Bihar in the districts of Bhojpur, Muzaffarpur, Patna, Samastipur and Saran.

India – with a population of more than 1.3 billion, 
over 1.5 million schools, over 8.7 million primary 
and secondary teachers and more than 260 million enrolments each year – is home to the largest and most complex education system in the world. India 
is a massive country in size, geography and diversity, and is also the world’s largest democracy. It is home to internationally renowned universities and scholars but is also characterised by high rates of poverty and income inequality which means that many students receive poor quality education.

Jointly managed at the national and state levels, many initiatives have been undertaken to improve access to quality schooling – particularly for those who are economically or socially disadvantaged. This federalised structure leads 
to considerable diversity between and even within state education systems. Access to education has increased substantially, with about 93 percent of rural households having a primary school within a distance of 1km. 26% of India’s population is under 15, a figure that has dropped dramatically in recent decades. Girls and children from lower-caste families are more likely to face educational disadvantage and have lower secondary school transition rates than 
boys and those form upper castes.

In 2009, India passed the Right to Education Act, which provides free and compulsory education to all children between ages 6-14. The Annual Status of Education Report (ASER) in 2018 found that over 97% of students in this age group are enrolled in school. In 2020 the Indian government developed a new National Education Policy, which aims to ensure equitable access to high quality education for all learners, regardless of social and economic background, The focus 
of this new policy is to ensure universal access to high-quality ECCE across the country in a phased manner 
and improve universal foundational literacy and numeracy in primary school by 2025.

Bihar has some of the lowest indicators in all of India when it comes to literacy rates, dropout rates and amount spent 
on schooling (for example only 41% of children in Grade 5 are able to read text intended for Grade 2, compared with 
the average of 50% across other states). Children in Bihar are some of the most marginalised in the country and thus there is an urgent need for innovative solutions designed by teachers and communities.

Our Team in India

Trishala Singh

Trishala Singh

National Coordinator

Abhay Kumar

Abhay Kumar

Schools2030 Programme Coordinator

Rajlaxmi Kumari

Rajlaxmi Kumari

Schools2030 Programme Coordinator

Saty Prakash

Saty Prakash

District Project Facilitator

Atiya Murad

Atiya Murad

District Facilitator (Elementary)

Preety Kumari

Preety Kumari

District Facilitator (Elementary)

Raju Kumar

Raju Kumar

MIS Officer

Mamta Kumari

Mamta Kumari

District Facilitator (Elementary)

Akanksha Panday

Akanksha Panday

District Facilitator

Rahul Ranjan

Rahul Ranjan

District Facilitator (Elementary)

Amit Kumar

Amit Kumar

Procurement Officer

Saroj Mandal

Saroj Mandal

District Project Facilitator (Secondary)

Manish Pandit

Manish Pandit

District Facilitator (Secondary)

Bhanu Priya

Bhanu Priya

District Facilitator (Elementary)


ASSESS

Schools2030 India’s five focal domains were selected – in collaboration with teachers and the Learning Partner, Eklavya – to align to the National Education Policy 2020. Priorities 
for all age groups included more traditional areas like foundational literacy and numeracy, as well as non-academic 
skills like creativity.

Rapid assessment tools were developed 
to measure student ability in the chosen domains based on those used by ASER 
for their annual surveys in India. Using these tools will help teachers and the Schools2030 team gain a better understanding of both student needs in general, as well as the impact of COVID-19 school closures 
on learning losses.

The India team has worked alongside Eklavya, (recently recruited as National Assessment Partner), the Global Assessment Partner, Oxford MeasurEd, and Schools2030 
donor, Porticus, to continue to develop and refine the assessment tools, many of which have never before 
been created for use in the country.

 

 

Access examples of assessment tools
from across our programme countries.

All these tools are available free to download below and will continue 
to be refined and iterated to ensure robust psychometric validity.


INNOVATE

With schools in India remaining closed for much of the programme’s 
inception years, the team focused initial Human-Centred Design (HCD) efforts on supporting communities to learn at home. During this uncertain period, the Schools2030 team maintained regular communication with teachers, learners and parents through phone calls and text messages and engaged the wider community to design at-home learning innovations with a focus on the domains selected for each age group. The beauty of many of the innovations that were designed is that whilst the primary focus might be the selected domains, many of them have interdisciplinary benefits also.

As schools re-opened and public life resumed, the team in India have been able to conduct in-person workshops with teachers 
and school communities, drawing on evidence from the rapid assessments and other data to explore how to improve learning and teaching in schools. The first suite of teacher-led innovations is currently under development and will be piloted in schools in 2023.

Learning Walls

DESIGNED BY: Local learning communities facilitated by the Schools2030 team
TO IMPROVE: Creativity, collaboration, problem-solving
COST: all

Learning Walls (Bujho to Jaane or riddles) are simple whiteboards or chart paper set up in remote communities with no access to technology. Each day, a volunteer writes a puzzle or question, encouraging children and the whole community to work together to problem-solve.

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So far, there are 80 learning walls across Schools2030’s geography in India.

WATCH: Spotlight on the Learning Walls

Learning at Home Kit

DESIGNED BY: Local learning communities facilitated by the Schools2030 team
TO IMPROVE: Literacy and numeracy
AGE GROUPS: 5+ and 10+

The Learning at Home Kit (LAHK) was designed for communities without ready access to technology to support with distance learning during the height of the pandemic.

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 The boxes, named ‘Guraiaya’ (‘Sparrow’ in Hindi – an emblem of curiosity) were filled with coloured pens, picture and word cards and activity guides for families. The LAHK was distributed to over 1000 children between 6-10 years old to support their academic and non-academic learning and encourage parental engagement in their studies.

WATCH: Spotlight on the LAHK

Volunteer Learning Activity Centre (VLAC)

DESIGNED BY: Local learning communities facilitated by the Schools2030 team
TO IMPROVE: Self-awareness, leadership, self-esteem and creativity in the 15+ age group
AGE GROUP: all

80 Volunteer Learning Activity Centres were set up (50 in Samastipur and 30 in Patna) serving over 1,000 students.

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These centres are staffed by youth volunteers and provide a space for children to take part in meaningful and joyful learning experiences, as well as allow youth volunteers to develop important employable and “soft” skills as teachers and learning facilitators.

WATCH: Spotlight on the VLAC

Download our HCD Tools for India to start 
creating education innovations in your school.

Schools2030 Human-Centred Design Toolkit

Full version

Schools2030 Human-Centred Design Toolkit

Sprint version

Schools2030 Human-Centred Design Facilitator Guide

Schools2030 Human-Centred Design School Leader Guide

SHOWCASE

Coming Soon


partners

National Advisory Committee members

Mr. Sanjay Kumar
Principal Secretary, Department of Education | Govt. of Bihar

Dr. Usha Sharma
Professor, Department of Elementary Education | NCERT

Mr. Binodanand Jha
Director, Research and Training, OSD Additional chief Secretary, Education | Department of Education, Bihar

Ms. Rohini Nilekani
Founder – Chairperson, Arghyam, Co-Founder, EkStep | Arghyam

Mr. Dileep Ranjekar
Co-CEO – Azim Premji Foundation | Azim Premji Foundation

Ms. Nita Aggarwal
Program Manager Porticus | Porticus

Dr. Venita Kaul
Professor and Director of School of Education Studies, Founder DIrector – Centre for Early Childhood Education and Development (CECED) | Professor Emerita, Ambedkar University

Dr. Dhir Jhingran
Founder Director – Language Learning Foundation. Ex – Principal Secretary Education – Govt. of Assam | Language Learning Foundation

Mr. Raj Gilda
Co-Founder Lend a Hand India | Lend A Hand India

Dr. John Kurrien
Co-Founder, Centre for Learning Resources

Ms. Rama Rao
Founder Director – Rishi Valley Institute for Educational Resources (RiVER), Krishnamurti Foundation India | Rishi Valley Institute for Educational Resources (RiVER)

Ms. Abha Adams
Former Director, The Shri Ram School, currently Advisor to the Step by Step School | Step by Step School

Mr. Anant Gangola
Chief Purpose Officer and Head of Training – Root Bridge Academy of Giving, Ex APU Dean – University Field Connect | Root Bridge Academy for Giving

Mr. Arvind Sardana
Ex Director – Eklavya / Current Director Eklavya | Eklavya

Country Assessment Partners, Evaluation Partners and Learning Partners