This is a sample description for education. For the purpose of testing I will use the word EducationEducationEducationEducation.

Education

“I now know what good schools should be like, and I know I don’t want a mediocre education anymore”. This is what I was told by a 14-year-old boy in a rural government school after finishing an exercise of evaluating the quality of his school. A typical government schools consists of 1 or 2 teachers teaching multiple grades of students all in one classroom. Oftentimes these schools have very small grounds, infrastructure that leaves much to be desired and rows of silent children copying things off the board, followed by choral recitation of the text in their book. The National Education Policy, 2020 states that classrooms should be places where students develop skill such as communication, collaboration and critical thinking. In order to realise this vision, we need teachers who can facilitate such classrooms. But this is not possible if the leadership of schools is not equipped to support teachers to create a vibrant learning experience for students. There are approximately 113 million children studying in Government schools in India for whom education could singularly dramatically transform life chances. 
 The World Bank predicts that India seeks to lose $420 billion in future earnings due to reduced learning levels as a result of school closures this past year. This crisis needs to be addressed at scale and fast- this is a large systemic issue that requires a systemic solution. At Adhyayan, we support state governments in bringing about improvement in the quality of government schools through evidence-based capacity building. We build the capacity of school principals and government personnel in education within a state to: 1) Develop a shared and measurable language around school quality using a quality framework to review schools2) Create an action plan based on the evidence of the review3) Make targeted decisions around support needed by teachers using the evidence4) Continuously monitor improvement across schools with a focus on teaching and learning5) Create an enabling environment and support systems in the form of Peer Learning Communities of leaders We ensure that students, parents and teachers also participate in the process of evaluation of schools so that everyone can play a role in school improvement. Now that states are gradually resuming schools post COVID-19, the need to focus on quality education is now more than ever. We are currently seeking funding to be able to resume our program in Goa (824 government schools and 34000 students) and support the work that we have begun in Tripura (1400 government schools) and Arunachal Pradesh (10 schools). 
 In the two years of our program in Goa, 70% of the 824 government schools have demonstrated measurable improvement of one level against the state's quality measurement framework.Watch a video of a hub leader share the impact of the program: https://www.youtube.com/watch?v=qyybAWsbqRs&amp;t=26sWatch a video of a student share the impact of the program: https://www.youtube.com/watch?v=qQnBPwGqifo With our continued intervention in Goa and newly begun interventions, we will be able to amplify our impact across the following: 1) All stakeholders understand school quality in terms of active and engaged classrooms, and as measured against the State's quality framework.2) Leaders at district and state levels are actively using data to determine the needs of teachers/school leaders to provide them with the right training and resources3) School principals and other government personnel are regularly visiting schools to extend support and share best practices4) Schools continue to show measurable improvement in their teaching and learning practices that moves away from rote learning towards discussion-based and engaged learning Let’s eradicate the idea of a mediocre school and give each child in this country the opportunity to go to a good school that they deserve. It is time that we re-emerge from COVID-19 stronger, and with a robust mission to ensure a good school for every child.

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Keeping Focus on Quality as Schools Re-open Post Covid-19

Adhyayan Foundation

In today’s digital world, does reading books still hold the same importance that they once did? The answer is a resounding YES. For many government schools and public libraries in our country, a library is nothing more than just a storehouse of books and periodicals or even just a pile of books collecting dust. "If we teach a child to read but fail to develop a desire to read, we will have created a skilled non-reader, a literate illiterate." - Kylene BeersAdhyayan Foundation began the read-aloud program in Goa in 2021, just as schools reopened post-COVID after 18 months. With the Read Aloud Programme piloted in 2 districts of Karnataka from May 2022 to April 2023, we have seen the following impact:426% rise in number of children visiting the libraries daily120% rise in children visiting the libraries 3 - 4 times a week100% of students say they are excited and look forward to the sessions96% of students say they have started reading more books after attending the RA sessionsThe NEP 2020 has stressed the need for mobilising the library so that it can support schools in providing children with holistic education. In line with this cause, the Rural Development and Panchayat Raj Department of Karnataka commissioned Adhyayan to start the Read-Aloud programme in Kodagu and Bengaluru Urban in 2022. Given the success of the programme in Bengaluru Urban and Kodagu, we are expanding this programme to 4 additional districts.If you are someone who firmly believes in the power of books and stories to change children’s lives for the better, join us in this endeavour. We are actively looking for individuals and organisations to support this programme.

Reading Out Loud with Adhyayan Foundation

This is a sample description for Children. For the purpose of testing I will use the word Childrenchildrenchildren.

Children

<blockquote>‘Studying at home has been really challenging as there are too many distractions and very little support. I really wanted to study well this year and get a better percentage. I dream of pursuing science in the future and I wish to reach a place in life where my parents are proud of me. I dearly miss school and I worry about my exams a lot.’ -Priya Soni, Grade 10, GHS Dhaushire, Ponda.</blockquote><blockquote> </blockquote>113 million children in India study in government schools. These children come from some of the most vulnerable communities in India wherein their parents serve as migrant workers, farmers and daily wage earners. For the past 18 months, while affluent communities have managed to transition to online learning, children from lower-income communities in India have had compromised or no formal learning. Further,  have had parents lose livelihoods and some have even lost parents and caregivers. With continued disruptions, schools may not reopen in a sustainable manner any soon. If we don’t intervene now, they stand to lose their future and will have no way to recover from these losses. Quality education is their only hope for survival. There’s an invisible and long term impact of the COVID-19 pandemic. The World Bank predicts that India seeks to lose $420 billion in future earnings due to reduced learning levels as a result of school closures this past year. This crisis needs to be addressed at scale and fast- this is a large systemic issue that requires a systemic solution. 
 With your contribution to this fundraiser, we plan to take the following steps: <ul><li> Immediate: Enable students to become safety champions in their families and communities to ensure that Covid safety protocols are followed strictly. Enable younger children to have a sense of routine and catch up on their literacy and reading through ‘read alouds’ and storytelling. </li><li>In the near future: We are planning with the states regarding their strategy and capacity building that includes enabling leadership in the states of Goa, Tripura and Arunachal Pradesh to adopt the "school readiness-to-re-open plan" so that they can continue engaging with learners through the pandemic and any other future disruptions. We are also working to provide support to high schools students for career awareness and readiness as they navigate the ever-changing job market.</li><li>In the long term: We are focusing on setting mechanisms to track student abilities in reading and math as well as measuring and enhancing the career readiness of secondary students so the transitions from school to professional spaces is smooth. We are working with State governments to develop their school complexes as the site for quality assurance.</li></ul> 
 Immediate: <ul><li>Children will have a sense of agency over their own health and wellbeing when it comes to Covid safety.</li><li>Younger children will have a sense of community, joy and learning that they missed out on and this will support their learning and overall wellbeing.</li></ul> In the near future: <ul><li>Schools begin functioning at the earliest, either in person or through meaningful remote learning and Goa, Arunachal Pradesh and Tripura’s strategy to continue education for their students becomes resilient to future waves of the pandemic or other disruptions.</li><li>High school students have a clear career action plan.</li></ul> In the long term: <ul><li>We are able to support the states we work with ensuring that student learning is tracked and improved and the quality of education is improved and maintained in a sustainable way.</li></ul> A glimpse of our work so far: In 2 years working with Goa, we were able to support them to improve the quality of 70% of the 824 schools prior to school closures. Hear from our stakeholders directly:<a href="https://www.youtube.com/watch?v=UOu6RyJhtiY" rel="noopener noreferrer nofollow" target="_blank">https://www.youtube.com/watch?v=UOu6RyJhtiY</a> <a href="https://www.youtube.com/watch?v=BllQTzsszPY" rel="noopener noreferrer nofollow" target="_blank"> </a><a href="https://www.youtube.com/watch?v=BllQTzsszPY" rel="noopener noreferrer nofollow" target="_blank">https://www.youtube.com/watch?v=BllQTzsszPY</a>

Only One Childhood;  With 18 Months of Disrupted School Due to Covid, Indian Children Stand To Lose Their Future.

I , Iti Sasane am raising funds for Adhyayan Foundation’s Read-Aloud

Sitting in a remote corner of Goa, Satish and Aneesha, 14 years old, like all of us are on their phone. They look engrossed. It's not a video game - he is asking his teacher to explain a problem he was not able to understand. Yes, India has made considerable progress in furthering educational access, and teachers and leaders have been leading the change from the frontlines even during a pandemic. Yet there are many others like Satish and Aneesha, who wanted to learn but did not have an invested school. For them, the pandemic took away 2 years of their learning and some more. Kavita Anand, the founder of Adhyayan says that a "Good quality education is available even in adversity, lays the groundwork for societal fairness, is the foundation of sustainable development and therefore all other sustainable development goals, and is the most essential tool for the betterment of human society." The pandemic has proved that only proactive government schools in India can provide ‘good quality’ education to the 113 million+ children. 
 The National Education Policy, 2020 states that classrooms should be places where students develop skills such as communication, collaboration and critical thinking."In order to realize this vision, we need teachers who can facilitate such classrooms. School leaders create a supportive ecosystem that enables teachers to make learning a vibrant experience for students." emphasizes Kavita.  At Adhyayan, we have been working with leaders in government schools of Goa, Arunachal Pradesh and Tripura to: <ol><li>Set up groups of schools (school complexes) to learn together and share resources so that no school has to work in isolation. </li><li>Create a common understanding of what a ‘good’ school is so everyone can have a common goal they aspire towards.</li><li>Develop action plans so they can systematically work towards improving their schools and receive the support they need to be able to do that.</li><li>Set up professional learning communities for teachers and leaders where they can share best practices in their lesson planning and delivery. </li></ol> 
 With our work in 824 Schools in Goa, 210 Schools in Tripura, and 46 Schools in Arunachal Pradesh, we have seen: <ol><li>Students, teachers, parents, and school leaders review their own schools together.</li><li>Students, teachers, parents and school leaders being able to identify what they are doing well and what they can do better.</li><li>All stakeholders coming together to build a shared vision of a ‘good’ school.</li><li>Teachers and leaders with access to peer learning environments to learn from and support each other in becoming more effective.</li><li>Teachers and leaders feeling better equipped to make decisions that are rooted in data and evidence so they can make better decisions for their students.</li></ol> When India-wide only 37.6% of government school-going students were able to access learning material during the pandemic school closures (ASER2021), more than 80% of children in Goa received access to learning material and support consecutively for 18 months. This happened because the school leaders and teachers were able to work together and had support from the State. "As an organization, we have seen the impact of quality education in more than 1000+ schools. We strongly believe it can be catalyzing and transformational for India and its children if more than 100,000+ schools were able to provide quality education." shares Kavita on the impact Adhyayan has seen in the past 5 years of its operations. We request your support and your contribution to our cause and work. The donations made by you will be part of the unrestricted funds for Adhyayan. You will help us to build capacity, empower our teams, and provide responsive programmes that support government schools across the country.

This Is What Happens When India Has Good Government Schools

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SAISHARIKA SRIRAM

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I, Rayhan Sunagad am raising funds for Reading Out Loud with Adhyayan Foundation

“I now know what good schools should be like, and I know I don’t want a mediocre education anymore”-Student, Government School, Age 14113 million children in India study in government schools because government schools are free and therefore the chance at education. Education that their lives’ independence depends on. Most of these children come from some of the most vulnerable communities in India wherein their parents serve as migrant workers, farmers and daily wage earners. For the past 2 years, while most of us have managed to transition to online learning/work, children from lower-income communities in India have had compromised or no formal learning. Further, have had parents lose livelihoods and some have even lost parents and caregivers. It is time they get back to learning and not just any learning, but a good and holistic education! An education that will set them free. An education that will make or break their lives.We are at a pivotal moment in time in our country. With more than 50% of the population being younger than 25, we need to invest in education. Good education. And for all.  
 “Good management consists in showing average people how to do the work of superior people.” – John RockefellerA typical government school consists of 1 or 2 teachers teaching multiple grades of students all in one classroom. Oftentimes these schools have very small grounds, infrastructure that leaves much to be desired and rows of silent children copying things off the board. The National Education Policy, 2020 states that classrooms should be places where students develop skills such as communication, collaboration and critical thinking which will support them in becoming independent, obtaining real-world skills and having careers that can support them in the future. For this to happen, we need teachers who can facilitate such classrooms. But this is not possible if the leadership of schools is not equipped to support teachers to create a vibrant learning experience for students.At Adhyayan, help schools become the best version of themselves. We do this by directly working with State governments, school leaders and government personnel who hold the school system upon their shoulders. We support them in the following ways:<ol><li>We encourage students, teachers, parents, school leaders to together review their own school.</li><li>We help them see what they are doing well and what they can do better.</li><li>We support every stakeholder to share their vision of a good school.</li><li>We enable peer learning environments for teachers and leaders to learn from and support each other in becoming more effective.</li><li>We equip them to make decisions that are rooted in data and evidence so they can make better decisions for their students. </li></ol> 
 With our work with the Department of Education in Goa for the past 3 years and newly begun interventions in Arunachal Pradesh and Tripura, we are able to notice the following shifts.1) Students, teachers, parents, leaders understand school quality in terms measured against a quality framework which means they do just believe attendance and grades to be a marker of a good education, they want students to work in teams, build critical thinking, have social-emotional learning and learn real-world skills. 2) Leaders at district and state levels are actively using data to determine the needs of teachers/school leaders to provide them with the right training and resources. Department of East Kameng in Arunachal Pradesh has mobilised resources to support schools with infrastructural needs.3) School principals and other government personnel are regularly visiting schools to extend support and share best practices. Complex heads are organising meetings to encourage school leaders to share best practices.4) Schools continue to show measurable improvement in their teaching and learning practices that moves away from rote learning towards discussion-based and engaged learning.5) Students in Goa have been able to experience career awareness, read-aloud sessions, a learning navigator app tracking their learning outcomes and many more opportunities that impact and measure their learning.Watch a video of a hub leader share the impact of the program: https://www.youtube.com/watch?v=qyybAWsbqRs&amp;t=26sWatch a video of a student share the impact of the program: https://www.youtube.com/watch?v=qQnBPwGqifoThere’s an invisible and long term impact of the COVID-19 pandemic. The World Bank predicts that India seeks to lose $420 billion in future earnings due to reduced learning levels as a result of school closures in 2020-21. This crisis needs to be addressed at scale and fast- this is a large systemic issue that requires a systemic solution and we are working day and night to address it. YOU can help us keep this going by becoming a funder and making your contribution! Every drop counts. Thank you for your time.

Back to School: Enabling Government Schools to be the Best Schools for Students In India

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I, Vihaan Shah, am raising funds for Adhyayan Foundations’s Read Aloud

Prachi Jain

I , Prachi Jain, an raising funds for Adhyayan Foundation's Read Aloud Programmme

I , Prachi Jain, am raising funds for Adhyayan Foundation's Read Aloud Programmme

Imagine being 5 and having no one read out a book to you? You love the picture of the elephant on it but you are little so you can’t read the big words yet. You want to know what he is saying to the tree. You could read some of it but now have forgotten those words since school has been closed for 18 months now. You don’t have a phone or TV. You cannot meet your friends. You feel stuck and bored and can’t see a way out. You are only 5, you see? And this is a very complex problem. Nearly 247 million primary and secondary school children across India have been impacted due to school closures. Children are stuck at home. They have had little to no learning for 18 months and for primary age students even lesser as device penetration is very rare for this age group in lower socio-economic communities. Therefore, they also have little means to learn, have fun or discover new things. Younger children have not just faced disruptions in their academic learning but also in social interactions, routine, a sense of well-being and safety. With continued disruptions, schools may not reopen in a sustainable manner any soon.The government school-going children in Goa come from some of the most vulnerable communities in India. Their parents serve as migrant workers, farmers or daily wage earners who do not have the luxury to spend time with them as they have to step out to work every day. There are not many alternative community spaces where children could continue to access socialising, learning and opportunities to discover, grow and have fun! 
 "Sometimes reality is too complex. Stories give it form." --Jean Luc GodardWe want to harness the power of communities and storytelling to support children, their wellbeing and learning.Why?Simply put, our children deserve this. They deserve much more but this is definitely what they need right now. They need the adults to show up for them and there’s no better way than storytelling. Storytelling is known to create a sense of community and wellbeing. It helps children make meaning of life and creates purpose. It establishes a routine and engages their brain and senses. Above all, it inspires them to discover and lets them have fun without holding them accountable! It sets them free when everything around them is restrictive. What?Read alouds!A read-aloud session is an activity where a storybook is read out loud to a group of kids by an adult. Read-aloud sessions are a recommended form of engaging children as they allow them to develop an interest in reading. They help them discover new things, instil a sense of hope and encourage imagination. Read alouds don’t expect anything from them but are entertaining and can also help them learn new words and sounds.Reading aloud has been proven to enhance understanding of sounds, enhancement of vocabulary and increased listening skills thus paving the way for independent learning. A 2017 read-aloud program - Words Alive, conducted with over 4,300 students from kindergarten to grade 3, resulted in better foundational literacy skills in students, with over 96% of teachers reporting vocabulary development and increased knowledge of literary terms and approximately, 95% of the teachers reported an increase in student interest in reading. How?Step 1: AQEF team will identify volunteers and interested schools in Goa. Sessions will be conducted to prepare the volunteers on how to facilitate read-alouds in a safe and effective manner by Liferarians Association team. Work will also be undertaken to ensure that the right kind of books are available for the read aloud sessions to be conducted which will be collected and transported to and within Goa. Step 2: Connecting volunteers with children in schools and/or village community spaces and getting them started with their sessions. Steps will be taken to ensure that safety protocols are adhered to.Step 3: The AQEF team will monitor progress and support the volunteers through weekly check-ins to ensure the read alouds are having their intended impact on students. A peer learning community of volunteers will also be developed through this process. 
 Students who have missed out on schooling for more than 18 months will be engaged in their education and continue learning through read-alouds and mentoring, thus supporting their language skills and providing a source of social-emotional well-being for students.Your contribution to the  read-aloud sessions will impact children’s learning and well-being in the following ways:Children will - understand written language read aloud- learn to read with understanding by themselves - tell stories to each other - increase their vocabulary - become independent learners

Read Out Loud! Empowering Children, One Story at a Time.

While Private schools in Goa have transitioned seamlessly to virtual learning in the past month, Government and Government aided schools have struggled due to:<ol><li>Students having limited/no access to internet and devices</li><li>Teachers and system level leaders do not know how to leverage technology to reach their students</li></ol>Government and Government aided schools in Goa serve some of the most marginalised populations of students in the State, including children of migrant and agricultural workers. If this crisis in education is not addressed, they stand to lose months of schooling which will reinforce the cycle of increased drop outs, unemployment and poverty. 
 Adhyayan Foundation has been working with the Directorate of Education, Goa for the last 2 years to enable the entire system to monitor school quality using data and address the gaps in the system to improve teaching and learning across Government Schools. Since May 5th we have been supporting the State to transition 10,000 teachers as well as school and system leaders to virtual and distance learning. This is so that as restrictions around opening up of schools and physical distancing continue, each and every child in the most remote parts of the State has access to a meaningful education. Adhyayan is supporting in 2 ways:<ol><li>Designing and delivering the training to master trainers focuses on virtual and distance learning</li><li>Building the capacity of the State's personnel to be able to train its teachers for this new reality and setting up an internal panel of experts for the same</li><li>Providing the State with access to data on the effectiveness of the training and needs of teachers</li><li>Supporting the State's personnel to set up a monitoring mechanism to ensure that these learnings are implemented once the school year starts and support is provided to schools in real time</li><li>Working with the State to set up the content required offline options for students who do not have access to internet, through Radio/TV/IVR</li><li>Supporting the State in finding ways to bridge the device gap for students</li></ol> 
 So far, 336 Master trainers, 336 Computer teachers and 5000 teachers across have been trained. The impact we hope to see is:<ol><li>Prior to reopening of schools in mid- june, 10,000 teachers across the State are trained to support 2,40,000 students through distance and virtual learning.</li><li>The state has a strong mechanism of monitoring implementation across schools through the academic year and enabling schools to work together to support each other. Refresher and support training will be conducted throughout the year.</li><li>Offline options are set up for students who do not have access to internet and interactive content is continuously curated.</li></ol>

Virtual and Distance Learning for 2,40,000 students across Goa

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You may not like reading. But that’s because you have the privilege of being literate. You can choose to read or not to read. An underprivileged child studying in an understaffed school doesn’t have this choice. Reading aloud is an art which has benefits for all age groups. But it can truly change the lives of schoolchildren. It can help them develop intonation, improve their comprehension and building vocabulary. But for many government schools and public libraries in our country, a library is nothing more than just a storehouse of books and periodicals or even just a pile of books collecting dust."If we teach a child to read but fail to develop a desire to read, we will have created a skilled non-reader, a literate illiterate." - Kylene BeersAdhyayan Foundation began the read-aloud program in Goa in 2021, just as schools reopened post-COVID after 18 months.With the Read Aloud Programme piloted in 2 districts of Karnataka from May 2022 to April 2023, we have seen the following impact:426% rise in number of children visiting the libraries daily120% rise in children visiting the libraries 3 - 4 times a week100% of students say they are excited and look forward to the sessions96% of students say they have started reading more books after attending the RA sessionsThe NEP 2020 has stressed the need for mobilising the library so that it can support schools in providing children with holistic education. In line with this cause, the Rural Development and Panchayat Raj Department of Karnataka commissioned Adhyayan to start the Read-Aloud programme in Kodagu and Bengaluru Urban in 2022. Given the success of the programme in Bengaluru Urban and Kodagu, we are expanding this programme to 4 additional districts.If you are someone who firmly believes in the power of books and stories to change children’s lives for the better, join us in this endeavour. We are actively looking for individuals and organisations to support this programme.

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In today’s digital world, does reading books still hold the same importance that they once did? The answer is a resounding YES.For many government schools and public libraries in our country, a library is nothing more than just a storehouse of books and periodicals or even just a pile of books collecting dust."If we teach a child to read but fail to develop a desire to read, we will have created a skilled non-reader, a literate illiterate." - Kylene BeersAdhyayan Foundation began the read-aloud program in Goa in 2021, just as schools reopened post-COVID after 18 months.With the Read Aloud Programme piloted in 2 districts of Karnataka from May 2022 to April 2023, we have seen the following impact:426% rise in number of children visiting the libraries daily120% rise in children visiting the libraries 3 - 4 times a week100% of students say they are excited and look forward to the sessions96% of students say they have started reading more books after attending the RA sessionsThe NEP 2020 has stressed the need for mobilising the library so that it can support schools in providing children with holistic education. In line with this cause, the Rural Development and Panchayat Raj Department of Karnataka commissioned Adhyayan to start the Read-Aloud programme in Kodagu and Bengaluru Urban in 2022. Given the success of the programme in Bengaluru Urban and Kodagu, we are expanding this programme to 4 additional districts.If you are someone who firmly believes in the power of books and stories to change children’s lives for the better, join us in this endeavour. We are actively looking for individuals and organisations to support this programme.  I am fundraising for a cause close to my heart, to bring a lasting change in the lives of the underprivileged. To help me create more impact and touch more lives, I need your support and contribution. Please back my fundraiser so that together we can build a better India for all of us.Pledge your support, donate now!

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Maatara Academy

I am fundraising for a cause close to my heart, to bring a lasting change in the lives of the underprivileged. To help me create more impact and touch more lives, I need your support and contribution. Please back my fundraiser so that together we can build a better India for all of us. Pledge your support, donate now!

Digital Education for Poor People

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“I now know what good schools should be like, and I know I don’t want a mediocre education anymore”. This is what I was told by a 14-year-old boy in a rural government school after finishing an exercise of evaluating the quality of his school. A typical government schools consists of 1 or 2 teachers teaching multiple grades of students all in one classroom. Oftentimes these schools have very small grounds, infrastructure that leaves much to be desired and rows of silent children copying things off the board, followed by choral recitation of the text in their book. The National Education Policy, 2020 states that classrooms should be places where students develop skill such as communication, collaboration and critical thinking. In order to realise this vision, we need teachers who can facilitate such classrooms. But this is not possible if the leadership of schools is not equipped to support teachers to create a vibrant learning experience for students. ﻿India has made considerable progress in furthering educational access, with an enrollment of nearly 98%. The past decade has also witnessed a consistent increase in public and private spending on education. Despite this, our educational outcomes continue to be dismal. 40% of students in Class 1 cannot recognise alphabets, while only 16% can read a Class 1 text. A recent AICTE-UN report shows that 54% of India’s youth are not job-ready adults.In Goa there are 824 government schools and Adhyayan is the state's partner for the Systemic School Improvement Program. The aim of the program is ensure that each child in these schools gets access to a good quality education by strengthening the abilities of leaders and teachers. 
 The World Bank predicts that India seeks to lose $420 billion in future earnings due to reduced learning levels as a result of school closures this past year through Covid. This crisis needs to be addressed at scale and fast- this is a large systemic issue that requires a systemic solution.At Adhyayan, we support state governments in bringing about improvement in the quality of government schools through evidence-based capacity building. We have been supporting the government of Goa since 2018 through the Systemic School Improvement Program. The program builds the capacity of school principals and government personnel (those who are decision makers) in education to:1) Develop a shared and measurable language around school quality: What this means is that every school in the state of Goa was assessed using a set of metrics known as "Shaala Siddhi (Link: http://14.139.60.151/sse/doc/THREE.pdf)". Schools self-assessed across various aspects like infrastructure, the quality of teaching and learning, the quality of teachers and leaders, the participation of parents, inclusion and safety. The school teams consisted of students, parents, teachers, the principal and education officials from the government. 2) Create an action plan: Every school in Goa has created an action plan to improve its school quality based on its report card from the evaluation. Schools chose various areas of quality like making their classrooms more interactive, using a wide range of learning material beyond the textbook, tracking each child's progress beyond just academics etc.3) Continuously monitor improvement across schools with a focus on teaching and learning: Since 2018, AQEF has been working closely with leaders at the level of the school, district and state to visit schools regularly and gather evidence of their progress. The purpose of these visits is also to provide support to the schools where they are struggling. You can watch a video of how a support visit is conducted in a school: https://www.youtube.com/watch?v=X2I0kHzOnCc&amp;t=3sLeaders at the level of the district and state who oversee several hundred schools are supported in reviewing data of school quality regularly to extend support where schools are struggling (ex: teacher shortages, infrastructure needs etc.).5) Providing needs-based support: Based on the needs that emerge schools are provided with support like specific trainings. Some projects that have been ongoing through Covid, and have been developed based on the needs that emerged through the data available, have been providing teachers with the training to transition to an online environment, high school students were given access to a career awareness program to help them make informed choices about their future, linkages are being created between schools and local industry to provide resources to schools like computers. 
 In the two years of our program in Goa, 70% of the 824 government schools have demonstrated measurable improvement of one level against the state's quality measurement framework.Watch a video of a hub leader share the impact of the program: https://www.youtube.com/watch?v=qyybAWsbqRs&amp;t=26sWatch a video of a student share the impact of the program: https://www.youtube.com/watch?v=qQnBPwGqifoWith our continued intervention in Goa, we will be able to amplify our impact across the following:1) All stakeholders understand school quality in terms of active and engaged classrooms, and as measured against the State's quality framework.2) Leaders at district and state levels are actively using data to determine the needs of teachers/school leaders to provide them with the right training and resources.3) School principals and other government personnel are regularly visiting schools to extend support and share best practices.4) Schools continue to show measurable improvement in their teaching and learning practices that moves away from rote learning towards discussion-based and engaged learning.Let’s eradicate the idea of a mediocre school and give each child in this country the opportunity to go to a good school that they deserve. It is time that we re-emerge from COVID-19 stronger, and with a robust mission to ensure a good school for every child.

Heritage School Campaign: to Enable Children in Goa's 824 Government Schools to have a Good Quality Education

At the Adhyayan Foundation, we uphold a vision of 'a good school for every child'. A good school is a place that encourages happy, independent and collaborative learners, facilitated by teachers who are supported by their leaders. At Adhyayan, we believe that working in collaboration with leaders and owners of schools on stakeholder-inclusive self-review is a way of ensuring regular effort and practice toward constantly improving schools. This review is done against a framework that provides evidence of "where your school is" and also the route for your "next best step" as a school, a leader, and a teacher to make your school the best it can be for your students. Keeping the child at the center, we support leaders to improve and sustain school quality through systemic, data-driven governance. Our approach focuses on four cornerstones of effective leadership and governance: <ol><li>Working with system leaders to build a common vocabulary and vision of what 'good' schools look like. </li><li>Involving all stakeholders from the student level to the State level to co-create this vision and plan of improvement. </li><li>Developing and embedding strong tech-based systems to ensure continuous evidence collection, analysis, and evidence-based decision-making at all levels.</li><li>Creating spaces that let leaders and teachers learn from each other, and problem-solve together in the form of 'professional learning communities'</li></ol>

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Anushri Alva

Bhavna Shah

Chelsea D'souza

Adhyayan Quality Education Foundation

This nonprofit is registered as a charitable trust under section 12A of India's Income Tax Act, 1961.

This nonprofit is registered under section 80G of India's Income Tax Act, 1961. This means you can deduct 50% of the donation you made through your tax return.

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