Kavita Shah: Reimagining India’s Approach to Education

Mar 23, 2021 Posted by: Jill Jha India,  Kavita Shah,  SDG 4

Kavita: When we learn a language, especially English, we learn that “A is for apple, B for ball, C is for cat,” and so on. Why can’t our minds come up with anything other than an apple for “A”? The concepts we learn in school remain so deeply ingrained in our brains that we can seldom think beyond them. The education system does not encourage the development of inquisitiveness in young students. The 2019 ASER survey found that, in India, only 37.4% of kids below the age of six can recognize letters, and only 25.6% can do addition. The lack of age-appropriate skills in the early years is alarming as this can impact the entire education supply chain in India. This is an extremely alarming issue which we at Neev Shikshan Santha are aiming to resolve.

Namya Mahajan: Propelling Early Childhood Care and Education through Rocket Learning

Mar 12, 2021 Posted by: Jill Jha India,  Namya Mahajan,  SDG 4,  USA

Namya: Early childhood care and education (ECCE) is one of the “greatest and most powerful equalizers” according to India's National Education Policy. More than 90% of brain development occurs by this age, and research from all over the world shows that access to better ECCE is related to lower rates of dropout from school, increased earning potential, and better life outcomes. However, low-income children in India don't have access to any sort of ECCE, either through institutions or through their parents at home. Our work at Rocket Learning addresses this education gap by helping parents better support their children at home through age-appropriate learning, nudges, and reminders.

Manvi Arora: Providing Leadership Development for India’s School Leaders and Administrators

Mar 10, 2021 Posted by: Jill Jha India,  Manvi Arora,  SDG 4

Manvi: In India, school leaders have minimal opportunities to attend leadership training and are consequently ill-equipped for their roles. School leader surveys show that leaders lack the skills required to support teachers in improving their practice and measuring progress toward improved student outcomes. Most school leaders in government schools are promoted based on seniority. School leaders in affordable private schools have an understanding of their administrative duties, but limited knowledge about teaching-learning. Without leadership training, school leaders consider their role as an administrative one, and hence the quality of education in the school does not improve.