For many children, school readiness begins with small moments inside an Anganwadi โ moments like Geetha proudly pointing at a red ball and shouting, โRed!โ 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,
Sustainable change in education rarely comes from one-off interventions. It emerges when intent is backed by continuity, learning, and course correction.
The ๐๐ฎ๐ฟ๐ป๐ฎ๐๐ฎ๐ธ๐ฎ ๐ ๐ผ๐ฑ๐ฒ๐น ๐ฆ๐ฐ๐ต๐ผ๐ผ๐น ๐ฃ๐ฎ๐๐ต๐๐ฎ๐๐ ๐ฃ๐ฟ๐ผ๐ด๐ฟ๐ฎ๐บ (๐๐ ๐ฆ๐ฃ๐ฃ), ๐๐๐ฝ๐ฝ๐ผ๐ฟ๐๐ฒ๐ฑ ๐ฏ๐ ๐๐ฆ๐ช ๐๐ผ๐๐ป๐ฑ๐ฎ๐๐ถ๐ผ๐ป, 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),
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 didnโt 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
Walk into any Anganwadi, and youโll often find children gathered around simple, colorful objectsโsorting, stacking, matching, and laughing as they learn.
๐ง๐ฒ๐ฎ๐ฐ๐ต๐ถ๐ป๐ด ๐๐ฒ๐ฎ๐ฟ๐ป๐ถ๐ป๐ด ๐ ๐ฎ๐๐ฒ๐ฟ๐ถ๐ฎ๐น๐ (๐ง๐๐ ๐) 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 isnโt
๐๐ผ๐๐ฒ๐ฟ๐ป๐บ๐ฒ๐ป๐ ๐๐๐๐๐ฒ๐บ๐ ๐ฎ๐ป๐ฑ ๐ก๐๐ข๐ ๐ท๐ผ๐ถ๐ป ๐ต๐ฎ๐ป๐ฑ๐ ๐๐ผ ๐ฑ๐ฟ๐ถ๐๐ฒ ๐ฐ๐ต๐ฎ๐ป๐ด๐ฒ ๐๐ผ ๐๐ต๐ฒ ๐น๐ฎ๐๐ ๐บ๐ถ๐น๐ฒ
For a long time, ๐ฃ๐ฎ๐น๐น๐ฎ๐ต๐ฎ๐ฟ๐ฎ ๐ง๐ฒ๐ต๐๐ถ๐น ๐ถ๐ป ๐ข๐ฑ๐ถ๐๐ต๐ฎ 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,
As part of the *๐๐ธ ๐๐ต๐ฎ๐ฟ๐ฎ๐ ๐ฆ๐ต๐ฟ๐ฒ๐๐ต๐๐ต๐ฎ ๐๐ต๐ฎ๐ฟ๐ฎ๐ ๐ฝ๐ฟ๐ผ๐ด๐ฟ๐ฎ๐บ, Ms. Bindu Sharma from the ๐๐ฎ๐ฟ๐๐ฎ๐ป๐ฎ ๐๐ฑ๐๐ฐ๐ฎ๐๐ถ๐ผ๐ป ๐๐ผ๐ฎ๐ฟ๐ฑ, along with her team, visited ZPHS Raidurg School in Telangana where ILP is implementing its ๐ฆ๐ฐ๐ต๐ผ๐ผ๐น ๐ง๐ฟ๐ฎ๐ป๐๐ณ๐ผ๐ฟ๐บ๐ฎ๐๐ถ๐ผ๐ป ๐ฃ๐ฟ๐ผ๐ด๐ฟ๐ฎ๐บ (๐ฆ๐ง๐ฃ).
During their visit, the Haryana Education Board was introduced to how multiple ILP initiatives
๐ช๐ต๐ฒ๐ป ๐ฎ ๐๐ฐ๐ต๐ผ๐ผ๐น ๐ฏ๐ฒ๐ฐ๐ผ๐บ๐ฒ๐ ๐ฒ๐๐ฒ๐ฟ๐๐ผ๐ป๐ฒโ๐ ๐ฟ๐ฒ๐๐ฝ๐ผ๐ป๐๐ถ๐ฏ๐ถ๐น๐ถ๐๐
At a government lower primary school in Bagalkot district, Karnataka, responsibility doesnโt rest with the school aloneโit is shared by the entire community.
With 69 children enrolled, the school reflects what happens when parents and the School Development and Monitoring Committee (SDMC) stay consistently involved, not just in moments of need,
Across 38 districts in Tamil Nadu, we began to see the answer come alive in classrooms, in conversations, and in the way, science started to feel more real.
572 science teachers from 253 government higher secondary schools came together for a training led by the ILP, in collaboration with the Department of Education, Tamil Nadu, and
Across 40 village learning centres in Odisha, children begin their day with a small but important step, showing up to learn.
Most come from nearby hamlets, often with gaps in their foundational skills. Some struggle to read simple text in Odia, others find basic math difficult. Before they can keep up with their grade-level curriculum, they
In Bairawadgi village in Karnataka, an Anganwadi has quietly come a long way.
Not long ago, it ran out of a rented space, with just 7โ8 children attending. For many families, it didnโt feel like something they needed to prioritise. Awareness was low, and the centre was simply thereโbut not fully valued.
The change didnโt come overnight.