From Telangana to Haryana: Exchanging best practices in education
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
When a school becomes everyoneโs responsibility
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
What happens when you put ILP Science Kits in the hands of 572 passionate teachers
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
When Vidya Saathis start with the child, not the syllabus
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
What happened when a village decided to invest โน22 lakh in its children
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
Hereโs how 39 students found the courage to try science experiments for the first timeโฆ
At Ekalavya Model Residential School in Tamil Nadu, where many students come from tribal communities with limited academic exposure, a simple but important question emergedโhow do we create an opportunity where they can explore