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),

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

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

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,

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

𝗪𝗵𝗲𝗻 𝗮 𝘀𝗰𝗵𝗼𝗼𝗹 𝗯𝗲𝗰𝗼𝗺𝗲𝘀 𝗲𝘃𝗲𝗿𝘆𝗼𝗻𝗲’𝘀 𝗿𝗲𝘀𝗽𝗼𝗻𝘀𝗶𝗯𝗶𝗹𝗶𝘁𝘆

At a government lower primary school in Bagalkot district, Karnataka, responsibility doesn’t rest with the school alone—it 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 7–8 children attending. For many families, it didn’t feel like something they needed to prioritise. Awareness was low, and the centre was simply there—but not fully valued.

The change didn’t come overnight.

At Ekalavya Model Residential School in Tamil Nadu, where many students come from tribal communities with limited academic exposure, a simple but important question emerged—how do we create an opportunity where they can explore science and feel confident enough to present it on their own?

Three teachers: Rajalakshmi, Nandhini, and Sowndharya chose to move forward with