Events

Every morning, before the children settle down for the day’s activities, 58-year-old Sharada Rathod is already at the Anganwadi Centre, making sure everything is ready.

For the children at the SNEHA-ILP supported Anganwadi Centre in Vijayapura, Karnataka, she is simply “Sharada Amma”, someone who sings with them, dances with them, and never misses a chance to encourage them.

Though she is due to retire in two years, Sharada brings the same enthusiasm to work that she did years ago. Whether it is helping children learn through songs, guiding them during activities, or creating simple teaching-learning materials from locally available resources, she is

Every community has children who are trying their best to learn. And every community needs someone who refuses to let them struggle alone.

𝗧𝗵𝗮𝘁 𝗶𝘀 𝘄𝗵𝗼 𝗮 𝗩𝗶𝗱𝘆𝗮 𝗦𝗮𝗮𝘁𝗵𝗶 𝗶𝘀.

At a recent orientation programme organized by our 𝗡𝗚𝗢 𝗣𝗮𝗿𝘁𝗻𝗲𝗿 𝗚𝗮𝗻𝗲𝘀𝘄𝗮𝗿 𝗖𝗹𝘂𝗯, 𝗢𝗱𝗶𝘀𝗵𝗮, Vidya Saathis came together not just to learn new teaching techniques, but to strengthen their ability to support children who need a little more encouragement, attention, and guidance.

Through discussions, demonstrations, and hands-on activities in Odia and Mathematics, they explored ways to make learning simpler, more engaging, and more meaningful. The 𝗧𝗲𝗮𝗰𝗵𝗶𝗻𝗴 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗠𝗮𝘁𝗲𝗿𝗶𝗮𝗹𝘀 (𝗧𝗟𝗠𝘀) they received were not just

𝗝𝘂𝗻𝗲 𝟭𝟮 𝗶𝘀 𝗼𝗯𝘀𝗲𝗿𝘃𝗲𝗱 𝗯𝘆 International Labour Organization 𝗮𝘀 𝘁𝗵𝗲 𝗪𝗼𝗿𝗹𝗱 𝗗𝗮𝘆 𝗔𝗴𝗮𝗶𝗻𝘀𝘁 𝗖𝗵𝗶𝗹𝗱 𝗟𝗮𝗯𝗼𝘂𝗿, raising awareness about the urgent need to eliminate child labour in all its forms. The 𝟮𝟬𝟮𝟲 𝘁𝗵𝗲𝗺𝗲, “𝗥𝗲𝗱 𝗖𝗮𝗿𝗱 𝘁𝗼 𝗖𝗵𝗶𝗹𝗱 𝗟𝗮𝗯𝗼𝘂𝗿: 𝗙𝗮𝗶𝗿 𝗽𝗹𝗮𝘆 𝗳𝗼𝗿 𝗰𝗵𝗶𝗹𝗱𝗿𝗲𝗻, 𝗱𝗲𝗰𝗲𝗻𝘁 𝘄𝗼𝗿𝗸 𝗳𝗼𝗿 𝗮𝗱𝘂𝗹𝘁𝘀,“ calls for collective action to ensure that every child has the opportunity to learn, grow, and thrive.

𝗢𝗻𝗲 𝗼𝗳 𝘁𝗵𝗲 𝗸𝗲𝘆 𝗳𝗼𝗰𝘂𝘀 𝗮𝗿𝗲𝗮𝘀 𝗼𝗳 𝘁𝗵𝗶𝘀 𝘆𝗲𝗮𝗿’𝘀 𝗼𝗯𝘀𝗲𝗿𝘃𝗮𝗻𝗰𝗲 𝗶𝘀 𝗤𝘂𝗮𝗹𝗶𝘁𝘆 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻: Investing in free, inclusive, and well-resourced public education systems that keep children in classrooms and out of hazardous work environments.

Quality education is one

When the grade 10 and 12 results were announced, students went to schools to collect their certificates. Some excited, some anxious, and many carrying questions about what comes next.

For families too, this moment was about more than just marksheets. It was about choices, uncertainty, and their children’s dreams waiting for direction.

Instead of letting result day become just another routine visit to collect certificates, our 𝗡𝗚𝗢 𝗣𝗮𝗿𝘁𝗻𝗲𝗿 𝗖𝗥𝗘𝗘𝗗 saw it as an opportunity to engage with students and families in a more meaningful way. Across government schools in Ariyalur, Tamil Nadu, where they support ILP’s Career Guidance initiative, the team made

Over four months, that dream slowly took shape through meetings, ideas, contributions, and people coming together. And what emerged at Middle School Kachhupani in Simdega, Jharkhand, under the *PALASH Multilingual Education Programme, became much more than a school museum and library. It became a space where children could see themselves and their world reflected in learning — through their language, culture, and stories.

What makes this journey meaningful is not just what was built, but how it was built. It grew through the collective efforts of the school, community, government, and Language and Learning Foundation (LLF), with local

𝟮𝟮,𝟬𝟬𝟬+ 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀, 𝟮𝟬𝟴 𝗴𝗼𝘃𝗲𝗿𝗻𝗺𝗲𝗻𝘁 𝘀𝗰𝗵𝗼𝗼𝗹𝘀, 𝟯𝟴 𝗱𝗶𝘀𝘁𝗿𝗶𝗰𝘁𝘀.

These are not just numbers on paper, but the beginning of a larger story, one of curiosity, confidence, and hands-on learning unfolding across Tamil Nadu.

Organized between January and February 2026, the 𝗘𝗹𝗲𝗰𝘁𝗿𝗼𝗻𝗶𝗰𝘀 𝗮𝗻𝗱 𝗦𝗰𝗶𝗲𝗻𝗰𝗲 𝗙𝗮𝗶𝗿𝘀 were conducted under the Department of School Education,Govt of TN, Handson Science and Electronics Project, in collaboration with the vision of Anaivarukkum IITM by Indian Institute of Technology, Madras bringing experiential learning out of textbooks and into classrooms.

As the fairs unfolded, schools began to feel

For many children, school readiness begins with small moments inside an Anganwadi — moments like Geetha proudly pointing at a red ball and shouting, “Red!” Earlier, she would quietly sit in a corner and simply observe everyone around her. Beside her, Anil carefully separates circles from squares, grinning proudly at his little victory.

In another corner, little Gayathri sings a rhyme loudly with full actions, while Harish sits wide-eyed through story time, quickly raising his hand each time the teacher asks a question. In these small moments, they are slowly getting ready for school.

At an Anganwadi, school readiness is not about

Sustainable change in education rarely comes from one-off interventions. It emerges when intent is backed by continuity, learning, and course correction.

The 𝗞𝗮𝗿𝗻𝗮𝘁𝗮𝗸𝗮 𝗠𝗼𝗱𝗲𝗹 𝗦𝗰𝗵𝗼𝗼𝗹 𝗣𝗮𝘁𝗵𝘄𝗮𝘆𝘀 𝗣𝗿𝗼𝗴𝗿𝗮𝗺 (𝗞𝗠𝗦𝗣𝗣), 𝘀𝘂𝗽𝗽𝗼𝗿𝘁𝗲𝗱 𝗯𝘆 𝗝𝗦𝗪 𝗙𝗼𝘂𝗻𝗱𝗮𝘁𝗶𝗼𝗻, is a strong example of this approach in action across 100+ schools in Chitradurga district of Karnataka.

Designed to strengthen foundational literacy and numeracy (FLN), improve enrollment and retention, and build stronger school ecosystems, the program brings together capacity building, infrastructure, holistic learning, and community engagement.

Within this, the Child Friendly Library (CFL) initiative by ILP offers an important insight: impact compounds when programs are phased, not rushed.

𝗬𝗲𝗮𝗿 𝟭 focused on

In Kiratpura, Rampur, Bond, Achatt, and Nayagaon villages of Madhya Pradesh, conversations about education and future careers are beginning to change.

Until recently, many parents said they didn’t know how to guide their children beyond school. Career choices felt distant and unclear, and decisions were often made with limited information. Today, that uncertainty is slowly giving way to awareness.

Through the Community Career Guidance Program, children are being introduced to different career paths, and just as importantly, parents are part of that journey.

Families speak about how these sessions have opened up new possibilities, helping them understand what lies ahead after school and

Walk into any Anganwadi, and you’ll often find children gathered around simple, colorful objects—sorting, stacking, matching, and laughing as they learn.

𝗧𝗲𝗮𝗰𝗵𝗶𝗻𝗴 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗠𝗮𝘁𝗲𝗿𝗶𝗮𝗹𝘀 (𝗧𝗟𝗠𝘀) are at the heart of this experience. They help young children make sense of the world by turning ideas into something they can see and touch. At that age, learning isn’t abstract—it’s physical, playful, and deeply interactive.

What makes TLMs in Anganwadis meaningful is that almost all of them are 𝗵𝗮𝗻𝗱𝗺𝗮𝗱𝗲 𝗯𝘆 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀. Using everyday materials like cardboard, color papers, fabric scraps, seeds, sticks, and bottle caps, teachers create tools that reflect the child’s environment. A counting

𝗚𝗼𝘃𝗲𝗿𝗻𝗺𝗲𝗻𝘁 𝘀𝘆𝘀𝘁𝗲𝗺𝘀 𝗮𝗻𝗱 𝗡𝗚𝗢𝘀 𝗷𝗼𝗶𝗻 𝗵𝗮𝗻𝗱𝘀 𝘁𝗼 𝗱𝗿𝗶𝘃𝗲 𝗰𝗵𝗮𝗻𝗴𝗲 𝘁𝗼 𝘁𝗵𝗲 𝗹𝗮𝘀𝘁 𝗺𝗶𝗹𝗲

For a long time, 𝗣𝗮𝗹𝗹𝗮𝗵𝗮𝗿𝗮 𝗧𝗲𝗵𝘀𝗶𝗹 𝗶𝗻 𝗢𝗱𝗶𝘀𝗵𝗮 has remained on the margins. An isolated tribal pocket in Odisha where access to quality education has not always kept pace with ground realities.

Over the past few years, ILP, along with its NGO partner UAC, has been working in this context—strengthening the way learning unfolds for children in government schools in this tribal hamlet.

When this work was recently shared with 𝗥𝗮𝗯𝗶𝗻𝗱𝗿𝗮 𝗞𝘂𝗺𝗮𝗿 𝗣𝗮𝘁𝗲𝗹, 𝗦𝘂𝗯-𝗖𝗼𝗹𝗹𝗲𝗰𝘁𝗼𝗿 𝗼𝗳 𝗣𝗮𝗹𝗹𝗮𝗵𝗮𝗿𝗮, it was presented not as a one-time effort, but as a

As part of the *𝗘𝗸 𝗕𝗵𝗮𝗿𝗮𝘁 𝗦𝗵𝗿𝗲𝘀𝗵𝘁𝗵𝗮 𝗕𝗵𝗮𝗿𝗮𝘁 𝗽𝗿𝗼𝗴𝗿𝗮𝗺, Ms. Bindu Sharma from the 𝗛𝗮𝗿𝘆𝗮𝗻𝗮 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗕𝗼𝗮𝗿𝗱, along with her team, visited ZPHS Raidurg School in Telangana where ILP is implementing its 𝗦𝗰𝗵𝗼𝗼𝗹 𝗧𝗿𝗮𝗻𝘀𝗳𝗼𝗿𝗺𝗮𝘁𝗶𝗼𝗻 𝗣𝗿𝗼𝗴𝗿𝗮𝗺 (𝗦𝗧𝗣).

During their visit, the Haryana Education Board was introduced to how multiple ILP initiatives come together within the school—science kits that make concepts tangible, experiential learning that moves beyond rote methods, and ICT integrated into everyday teaching to make learning more interactive and accessible. This is complemented by structured career guidance that helps students explore pathways ahead and make