SOCIAL RELEVANCE PROJECT ON

STUDY OF PRE-SCHOOL EDUCATION PROGRAM BY PRATHAM EDUCATION

FOUNDATION

Submitted in partial fulfilment for the award of the degree of

MASTER OF MANAGEMENT STUDIES (M.M.S.)
MARKETING
(Under University of Mumbai)

SUBMITTED BY
SHIRIN ISTEKHAR AHMED SHAIKH
REG: 2101921020

Under the Guidance of

PROJECT MENTOR: DR. BERNADETTE D’SILVA

M.M.S 2019-2021

ALLANA INSTITUTE OF MANAGEMENT STUDIES

BADRUDDIN TAYABJI MARG, OFF 92,
DR. D.N. ROAD, OPP. C.S.T. STATION, MUMBAI-400010
 CERTIFICATE

This is to certify that project titled “Study of Pre-school education program by

Pratham education foundation” is successfully completed by Ms. Shirin Istekhar Ahmed
Shaikh during the IV semester, in partial fulfilment of the Master’s Degree in Management
Studies recognized by the University of Mumbai for the academic year 2019-2021 through
Anjuman-I- Islam’s Allana Institute of Management Studies. This project work is original and
not submitted earlier for the award of any degree / diploma or associate ship of any other
University orInstitution.

Name: SHIRIN SHAIKH

Date: (Signature of Guide)

2
 DECLARATION

I hereby declare that this Project Report on “Study of Pre-school education program by Pratham
education foundation” submitted by me to the two-year MMS programme at Anjuman -I- Islam’s
Allana Institute of Management Studies (AIAIMS) is a bonafide work undertaken by me and it
is not submitted to any other University or Institution for the award of any degree/diploma certificate
or published any time before.

Name: SHIRIN SHAIKH

(REGISTRATION NO: 2101921020) (Signature of the student)

3
 ACKNOWLEDGEMENT

It gives me immense pleasure to present this project report on “Study of Pre-school education
program by Pratham education foundation”. No work could be carried out without the help and
guidance of various persons.

I am grateful to Allana Institute of Management Studies (AIAIMS) for giving me an opportunity to

work on this project. I wish to thank Dr. Bernadette D’Silva, Director, Allana Institute of
Management Studies, who has been a perpetual source of inspiration and offered valuable
suggestions to improve this project work.

I would fail in my duty if I do not express my deep sense of gratitude towards Dr. Bernadette
D’Silva, without her guidance it wouldn’t have been possible for me to complete this project.

I would like to express my gratitude towards my parents for their kind cooperation and
encouragement which overall helped me in completion of this project.

Name: SHIRIN SHAIKH

(REGISTRATION NO: 21019020) (Signature of the student)

4
 INDEX

SR.NO PARTICULAR PAGE

1. INTRODUCTION 6

1.1. STATEMENT OF PROBLEM 9

1.2. OBJECTIVES OF STUDY 9

1.3. SCOPE OF STUDY 10

1.4. LIMITATION OF STUDY 10

2. REVIEW OF LITERATURE 11

3. PRE-SCHOOL EDUCATION IN INDIA 16

3.1 NEED OF PRE-SCHOOL EDCATION IN INDIA 18

3.2. PRE-SCHOOL EDUCATION PROVIDERS 19

4. NGO’S CONTRIBUTION TOWARDS EDCATION IN INDIA 21

5. LEADER OF PRATHAM EDUCATION FOUNDATION 25

6. INITIATIVES OF PRATHAM EDUCATION FOUNDATION 26

7. PRE-SCHOOL EDUCATION PRGRAM BY PRATHAM 30

FOUNCATION

8. PRATAM’S MODEL FOR PRE-SCHOOL EDUCTION 32

9. FINDING 40

10. CONCLUSION 41

11. BIBLOGRAPHY 42

5
 1. INTRODUCTION

GENERAL INTRODUCTION
Preschool is an early childhood program in which children combine learning with play in a
program run by professionally trained adults. Children are most commonly enrolled in
preschool between the ages of three and five. Preschools are different from traditional day care
in that their emphasis is learning and development rather than enabling parents to work or
pursue other activities.
Pre-school education is essential because of following:
➢ Helps in physical development.
➢ Helps in inculcating importance qualities like team-work, self-help and mental
development.
➢ Helps in physical and cognitive development.
➢ Helps the child in being confident, enjoying creative tasks, taking simple decisions
easily.
➢ Helps the child in learning process.
➢ Involve the practice of self-development.
➢ Explore in physical activities like running, sports etc.

Pre-school education is very important for the development of young children before they enter
formal school. It helps in cognitive development of children at the early grades of primary
education and it has strong bearing on attendance and participation of children once they enter
primary school. Pre-school education is considered to be very important for the child as it is
the first step towards entering the world of knowledge as well as a healthy and purposeful life.
Pre-school education helps children become more independent and confident as well as
promoting the all-round development of the children. Children who have been to pre-schools
tend to learn more rapidly through an organized curriculum, learning aids and by interacting
with other children. The main purpose of this education is to prepare children physically,
emotionally, socially and mentally for formal schooling and to prevent poor performance and
early drop out. It also helps older children, particularly girls, to attend their schools making
them free from responsibility of sibling care. Thus, it can be said that pre-school education is
necessary for all children of 3-6 years old irrespective of their socio-economic background.
With increasing numbers of nuclear families and a lack of family support, pre-school education

6
is gaining importance. Availability of quality education will promote inclusive education and
meaningful access to school education by increasing enrolment and reducing the vulnerability
of children to failure and drop out at later stages of education.

Pre-school climate offers a social-educational environment that is safe and supportive,

equalitarian and aesthetic, encouraging children’s development. The preschool climate is
comprised of various elements:
➢ Physical and emotional security and a pleasant atmosphere.
➢ Quality interactions both individually and in groups.
➢ Optimal opportunity for each child to develop in every area.
➢ Individual attention to the needs of each child at his/her own ability level.
➢ Active involvement in preschool activities and a feeling of belonging in each child.
➢ Equal unbiased attention towards those that is “different”.
➢ Cooperation between preschool, parents and the community.
➢ Respect for different cultures.
➢ Environmental and aesthetic awareness in the preschool.
➢ Clearly defined organization, procedures and daily routine.

Such an environment provides the children with a sense of security and safety and allows
focusing on each child’s personal development.

Preschool children learn constantly, everywhere. They learn from experiences, either
spontaneous or directed, and every experience contributes to their development. During their
daily activities’ children acquire intellectual and social skills, knowledge and learning skills.
The preschool education work program:
➢ Sets targets that reflect the pre-school staff’s professional views and their education
division policy outlined by the learning programs.
➢ Reflects the expertise of each member of staff.
➢ Allows activities initiated on by adults and also by the preschool children themselves.
➢ Contains pre-planned activities and those generated following events in the preschool
and local community.
➢ Designs working methods based on prior children’s knowledge and helps construct new
knowledge.

7
Pre-school Education is in a state of ferment today. The education of the preschool children
has never assumed greater importance in the eyes of the general public. Projects and other
programmers for preschool children initiated by the government and by the private bodies have
put a measure of urgency upon the extension of the educational opportunities for the young
children. National Policy on Education 1986 has taken the lead in suggesting that all children
benefit from education in the early years. Pre-school education has assumed special
significance in the National Policy on Education, 1986. It has rightly mentioned that the
National Policy on Children (1974) specially emphasized investment in the development of the
young children, particularly children from sections of the population in which first generation
learners predominate. Child development has been taken in a holistic view recognizing all the
aspects like nutrition, health, social, mental, physical, moral and emotional development. Pre-
school education has received high priority and been properly integrated with the Integrated
Child Development Services Programme (ICDS) as far as possible. Day care Centers, as
suggested by the NPE 1986, would be provided as a support service for universalization of
primary education, to enable girls engaged in taking care of siblings to attend school and as a
support service for working mothers belonging to poor sections of our society.

8
1.1 STATEMENT OF PROBLEM

Today, Education for children is one of the biggest concerns in our society. Age-group of 6 to
8 years of a child’s life is known to be the most critical years for children. This stage in life is
also important as a foundation for the inculcation of social values and personal habits are
known to last a lifetime. Learning reading, writing, and other basic learning skills during
primary education is essential for a child's success in higher education and ensures a reduction
in drop-out rates. Many children especially the underprivileged do not receive proper education
during this stage. There is need for action to be taken against illiteracy issues in our society.

Even pre-school Education is in a state of ferment today. The education of the preschool
children has never assumed greater importance in the eyes of the general public. Projects and
other programmes for preschool children initiated by the government and by the private bodies
have put a measure of urgency upon the extension of the educational opportunities for the
young children.

Certain issues that need to be addressed are as follow:

• What are the boundaries of illiteracy issue in our society?

• How illiteracy will impact on people in the society?
• Why it is important to fix illiteracy issue in our society?
• Who should be more responsible for contribution of literacy issues in our society?

1.2. OBJECTIVES OF STUDY

➢ To know in detail about Pratham Education Foundation as a whole organization.
➢ To know about various initiatives taken by Pratham foundation for the education of
underprivileged people.
➢ To study Pratham foundation’s programs aim with regards to number enrolment in
schools, attendance in school and dropout rate at schools.
➢ To know how Pratham programs has affected the performance of students in terms of
academic progress.
➢ To study Pratham foundation’s contribution toward healthy environment to the
children

9
 1.3. SCOPE OF STUDY

The scope of the project is limited to only one non-government organization and focuses on
pre-school education programme. The organization considered for the project is Pratham
education foundation, a non-government organization working for the noble cause of providing
high-quality, low-cost education and replicable interventions to address gaps in the education
system. Pratham is an innovative learning organization created to improve the quality of
education in India. Pratham works with the mission of 'Every Child in School and Learning
Well’.

The Pratham Education foundation started pre-school education as a means to universalize

primary education. Pratham’s defined objective is to ensure that all children in the age group
of 3-10 years are enrolled in pre-school centres or primary schools. Addressing the total lack
of pre-school facilities for the urban areas, Pratham education foundation started balwadis
(pre-school centres). Pratham has developed a low-cost and effective model for early
childhood education that is community based.

1.4. LIMITATIONS OF THE STUDY

The number of active respondents in organization where the survey was done is LESS, so
sample size limited by 60.

The information collected by the field survey method.

➢ The result would be varying according to the individual as well as time.

➢ Some respondent hesitated to give the actual situation.

➢ The finding and conclusion are based on knowledge and experience of the respondent
sometimes may subject to bias.
➢ The respondent fell uncomfortable in filling up the questionnaire.

➢ The sample were taken only in scattered localities and not from the throughout city.
➢ Absence of the respondents at home may have resulted in another member of the family
giving in accurate answers.
➢ Some of the respondents are non-co-operative because of their unwillingness
not being the part of survey.

10
 LITERATURE REVIEW

NCERT (1998) studies conducted by various institutions of higher learning and national
technical and academic bodies have suggested that though AWWs are making efforts for
bringing children to utilize preschool education activities, however, due to absence of
systematic curriculum and infrastructure and lack of skill-based training to workers it becomes
difficult to deliver the required results.

(EFA Report, 2007) emphasizes that India has a wealth of traditional practices in early
childhood care and education that date back almost 5000 years. It was the changing social
context, over the years which laid the seeds for the introduction of the concept of early
childhood education or preschool education in the country. Till India became independent of
the British rule in 1947, the need for early childhood education particularly in the form of
preschool education was primarily fulfilled by voluntary agencies and private institutions. This
initiative in India has been documented formally in the later half of the nineteenth century. The
value of this education lies in the recognition and acceptance of it as vital for the developmental
need of all children, and that every child has a right to preschool education of equitable quality.
The National Policy of Education (1986) has given a great deal of importance to this aspect
and views it as a crucial input in the strategy of human resource development as a feeder and
support programme for primary education.

According to the (PRC Report, 2009), the scheme of Integrated Child Development Services
(ICDS) was evolved to make a coordinated effort for an integrated programme to deliver a
package of services and was formally launched on October 2, 1975 with only 33 projects. Out
of these 33 projects, 19 were rural, 10 were tribal, 4 and 4 were urban, spread over in all the
states and Union Territory of Delhi. Integrated Child Development Services Programme
continues to be world’s most unique early childhood development programme which is being
satisfactorily operated for more than three decades of its existence. The uniqueness of this
programme lies in the fact that it has introduced and includes preschool education component
for the children whereas other components have existed earlier in various national programmes
and have been routed through ICDS to reach the larger population. ICDS is now operating
6,719 projects in the country, with 1,241,749 operational anganwadi centers. Out of the 14 lac

11
habitations in India with living population, anganwadi centers are already available in 12 lac
habitations.

(NIPCCD, 2006) in its report analyzed that the universalization of ICDS is an opportunity for
meeting the growing need of early childhood education in the country. The nodal agency for
coordination and monitoring of the scheme at the central level is the Department of Women
and Child Development, Ministry of Human Resource Development and its counterpart
departments at the state level, the scheme 5 is centrally funded (www.education.nic.com).
ICDS conceptually embodies a unique integrated, cost effective approach for holistic
development and provides a package of services to children, expectant and nursing mothers
and lately introduced services for adolescent girls.

(Kaul, 2009) globally acknowledged that the first six years are the most crucial in human
development. There is no other time in human life when so much is learned in such a brief
period. In India this awareness is reflected by large number of preschool services run by
government and private efforts.

(Gopal, 2006) examined that Government of India appointed a committee to work on ICDS
and preschool education for the Eleventh Five Year Plan. This report found that on an average,
37% children were registered for preschool education activities in anganwadi centres. The
study also found that the gap has reduced between the children registered for preschool
education and those actually attending the centers. Children attending preschool education
activities under ICDS have continuously increased from about 17 million in March 2002 to
nearly 19 million in 2003, 20 million in 2004 and 23 million in 2005. The working group
calculated that preschool education will have to be provided for 70 million children by the end
of 2011 and 73 million by 2016.

(Shabnam, 2003) Preschool education is a very crucial component of the package of services
envisaged under ICDS as it seeks to lay the foundation of physical, psychological, cognitive
and social development of children. Its programme for children in the anganwadi centers are
directed towards providing and ensuring a natural, joyful and stimulating environment, with
emphasis on necessary inputs for optimal growth and development. The main objective of
preschool education component is to stimulate and satisfy the curiosity of child, rather follow

12
any rigid learning curriculum. Preschool education in a non- formal setting forms the backbone
of ICDS programme as its all services converge at the anganwadi.

(Mathew, 1994) in his study sponsored by NIPCCD 1992 reported that the pre-school
education focused on formal method of learning, majority of children could count up five
objects but the cognitive and manipulation competencies were found to be weak. The time
spent on non-formal preschool 8 educations was very low and participation of children was not
punctual and regular. Observations at AWCs indicated that the physical activities were not
popular and very few AWCs conducted activities for the development of finer-muscle
coordination with low participation. Learning through outdoor examples and interaction with
the environment are noticed only in very few AWCs; play and outdoor activities were not found
to be stimulating.

(Barnett, 2008) The preschool education component of early childhood care and education has
demonstrated a positive impact on retention rates, language abilities and achievement level in
primary grades. It provides stimulating experience to children and facilitates optimal cognitive
development and quality aspects such as healthy environment, stimulating activities,
encouraging care-giving teachers are imperative to ensure all round development of children.
It is now undisputedly acknowledged that systematic provision of early childhood education
provides sound foundation for later development. Recent meta-analysis found that preschool
education has significant and lasting effects on children’s cognitive and language abilities and
school progress. Participation of children in various learning-based activities helps them to
develop advance skills in areas such as following direction, problem solving and attainment in
early learning.

Mishra (1993) assessed the effect of quality preschooling on the perceptual abilities among
nursery going children in comparison of anganwadi group. Nursery school children were found
to be more skillful than anganwadi children, not only in terms of arranging pictures in their
logical sequence but also in terms of coherence and organized description of events in pictures.
All the cognitive and language-based tasks were significantly fostered by quality school
attendance.

(Kimberly, 2009) There is no denying that parents are crucial to a child’s basic care and well-
being, but parents are also essential for early childhood education. The kindergarten years are

13
integral to 12 the success of early childhood education. This is the time when children’s brain
is developing at a rapid rate and they learn language skills and patterns that will stay with them
throughout their lives. Both mother and father should be centre stage in their child’s learning
as evidence underlines that this is vital to educational success.

(Pellergini, 1995) Parents are the prime educators until the child attends nursery or start school
and remain a major influence on their children’s learning through preschool period. Early
reading experience with their parents prepare children for the benefits of formal literacy
instruction, indeed parental involvement in their child’s reading has been found to be the most
important determinant of language and emergent literacy.

(Das, 1999) Physical environment of anganwadi centers is not very conducive to conduct
preschool education activities and accommodation continues to be a major problem. Preschool
education activities which would cater to the holistic development of children is found to be
lacking at AWCs. Low priority is given to activities which can promote physical, motor,
aesthetic and social skills among children in preschool years.

It is found that AWWs received training in absence of quality supervision/feedback and lack
of community involvement in ICDS. Due to such reasons the workers do not put to use that is
learned and the children have to make do with a very limited range of activities, this negatively
affects not only their ability to undertake all tasks required but also impacts the community
perception towards anganwadi centers. Non- 9 availability of teaching aids or funds to purchase
teaching-learning material is a serious constraint and consequently the communities largely
perceive the anganwadi as food distribution centre which has an effect on attendance and
conduct of effective preschool education.

(Mathew, 1994) Preschool education under ICDS programme has been quite disappointing and
devoid of the real emphasis on child centered activities, which nurture the joy and develop
creativity among children as stress is laid on formal learning process. ICDS functionaries
reported that parents lay stress on formal learning process for their children as they did not
have correct perception towards preschool education activities.

(Sachar et al, 1996) It is believed that non-formal preschool education component of ICDS
plays a vital role in enhancing cognitive abilities among children. Similar findings have been

14
reported by researchers that children who attended anganwadi centre in early childhood years
had significantly better mental status than those who did not attend or receive any form of
preschool education. This improved mental status of the ICDS beneficiaries was attributed to
the non-formal preschool education provided through ICDS scheme.

Yadav et al (2010) that nursery school children performed better on all parameters of cognitive
and language development than anganwadi children. The preceding studies bring out the fact
that preschool education proves a better start to formal education. Children show attainment in
pre-reading, early number, language, non-verbal reasoning and spatial awareness at formative
stage

(Arthur and Reynold, 2004) Decades of research have shown that quality preschool programme
helps to enhance cognitive, literacy and social skills which are necessary for school success as
well as promoting school achievement in the elementary grades and increasing level of
educational attainment. It has positive effects and facilitates improved developmental
outcomes in children. It nurtures the various abilities such as language, literacy skills,
knowledge of various concepts, oral communication, school readiness and general cognitive
skills that contribute to better scholastic development.

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 2. PRE-SCHOOL EDUCATION IN INDIA

CHALLENGES FACED BY INDIA

Even after 68 years of independence, India is beset by serious problems with its education
system. Numerous research studies and surveys have substantiated these problems and prove
that immediate attention and action is required. Students spend most of their time memorizing
a syllabus with no thought given to learning or playing. Students are focused more on textbook
knowledge, rigid ideas, and test scores where the idea of open debates and logical reasoning
are left behind. They are given very little room left for creativity. There are also cases of
children drop out of school before even completing five years of primary education.
Most resources and research are directed towards improving quantifiable factors such as
enrolment, dropout rates, teacher-to-student ratios, etc. while not enough has been done to
examine the quality of education given to India's children. Lack of literacy is the most
significant factor behind India’s rapid population growth. Breaking this vicious cycle of
illiteracy is key to helping India’s future.

Some of the key issues that need to be addressed in India are:

• 40% of India’s population is illiterate.

• Over 70 million children are out of school.
• Drop-outs are pushed into the workforce in the form of child labour.
• Lack of literacy also inhibits the kind of jobs they can get in their lives, further limiting
their growth.
• Drop-out children are highly likely to get married earlier.

In 2010, the Right to Education Act (RTE) was passed by the Indian government, recognizing
the importance of education and making it a 'fundamental right' for every child. The RTE made
education free and compulsory for all children between 6 and 14 years old. Though the RTE
has increased enrolment rates, its effects on learning are up for debate. The relaxed classroom
rigour and no-exam format it encourages may be an obstacle to achieving desirable learning
levels. The act also focuses more on infrastructure, teacher qualifications and compensation,
standardized textbooks, curricula, etc. than on important outcomes such as the quality of
education. While the former is certainly required, it is not enough to address the problems

16
within India's education system. Some aspects of the RTE are applauding, but there are many
limitations that prevent it from being fundamentally effective.

According to UN data, India is home to the largest number of illiterate adults on the planet.
With a population of about 1.21 billion, India has 40% of its population below the age of 18
and is estimated to have 55% of its population under 20 by 2015. To secure India's future,
providing a better education to India's youth is imperative.

Some education related issues that needed to be addressed:

• Lack of parental support for pre-schooling puts children at a disadvantage.

• Lack of on-going support hampers development of school-going children too.
• No-ongoing support widens the gap between the children and peers.
• Limited access to education often results in children drop out of school.
• Lack of education support is entrusted with other domestic responsibilities.

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3.1. NEED FOR PRE-SCHOOL EDUCATION IN INDIA

Pre-school education provides an indispensable foundation for lifelong learning and

development. Transition to school for child and for the family becomes easier if the child has
been to pre-school. The pre-school advantage is visible even in later years. Going to Pre School
is ‘A small step for a giant exposure in a child’s life’. Learning reading, writing, and other basic
learning skills during primary education is essential for a child's success in higher education
and ensures a reduction in drop-out rates. This plays a pivotal role in laying a strong foundation
for a child's intellectual, physical, and social development.

Pre-schooling in India plays an important role in preparing children emotionally, mentally,

socially and physically for higher education and proper understanding of different subjects.
India follows a systematic process of preschool education to impart knowledge in the best
possible way for better understanding of the young children. By following an easy and
interesting curriculum, teachers strive hard to make the entire learning process enjoyable for
the children.

Pre-primary education in India provides:

➢ Culturally sound environment.

➢ Instils the right values to help them grow both mentally and physically.
➢ Facilitates in grooming young minds.
➢ Provides dynamic and complete development of children.
➢ Helps children to understand the importance of learning and discipline.
➢ Provide the appropriate environment and opportunities to cultivate young minds.
➢ Encourages children to realize their true potential.

Preschool education in India can help foster creative thinking, but it is important as a parent to
encourage similar methods of learning once your child is home. Parent to child communication
also plays a pivotal role in a child's preschool education.

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3.2. PRE-SCHOOL EDUCATION PROVIDERS

In order to meet the diversified demands for pre-school education, various organizations across
public, private and non-governmental sectors are providing pre-school education programs.

1. GOVERNMENT ORGANIZATIONS

The Ministry of Women and Child Development (MWCD) plays a central role in pre-school
activities in India. The MWCD has been providing free-of-charge integrated child development
services (ICDS) in the areas of health, nutrition, and education to children in rural areas,
minority groups, slums, and underdeveloped areas through pre-school centres called
"Anganwadi". Anganwadi centres also provide education on childcare and nutrition for infants
and toddlers to 18.4 million women who are pregnant or breast-feeding mothers, in order to
prevent detrimental effects of these mothers' poor health and literacy on the development of
their babies. By 2011, about 38 million people participated in ICDS education programs, and
about 78 million people took part in health and nutrition programs at Anganwadi centres, the
largest numbers in the world.

The Indian government has implemented initiatives using budgets for the elementary school
universalization project, focusing on a smooth transition from preschool education to
elementary education.

2. NON- GOVERNMENT ORGANIZATION`

In India, non-government organizations (NGOs) are established and run by individuals,

religious organizations, and private companies. These NGOs provide pre-school education
programs as part of their social contribution activities for protecting the socially vulnerable.
According to government estimates, NGOs provide approximately 3 to 20 million pre-school
education programs to children. Some NGOs perform a complementary role to the government
by providing pre-school education programs in areas where the government cannot, while other
NGOs are working in the spirit of entrepreneurship to improve the quality of pre-school
education provided by the government.

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3. PRIVATE EDUCATIONAL INSTITUTIONS

Against the backdrop of active educational investment along with rising household income in
India, the number of private schools is rapidly increasing in every stage of education.
According to government estimates, private organizations provide about 10 million pre-school
education programs to children. Although the actual number is uncertain as the government
does not organize and regulate these educational activities.

Some of these organizations are private schools that provide pre-school education programs
through to upper-secondary education targeting children from elite and middle-class families,
or provide only pre-school education programs for children of poor families, or low-fee
schooling through to elementary education. There are also some private preschool franchises
including Euro Kids and Kidzee, both of which are offering services overseas also.

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 4. NGO’s CONTRIBUTING TOWARDS EDUCATION IN
INDIA

1. Pratham:

Established in the year 1994, Pratham is dedicated to provide education to children belonging to the
slums of Mumbai. Team Pratham comprises of civil servants, PhDs, social workers, educationists
and many other educated personnel who are working for a common dream of developing the future
of children of the country. With an aim to offer every child their fundamental right to education,
Pratham has slowly grown into a larger organization covering 19 states of India.

2. Teach for India:

‘One day all children will attain an excellent education’- a vision that defines Teach For India, a
Teach To Lead project that encourages young college graduates and professionals to take up two
years of full-time teaching sessions in under resourced schools. In an effort to provide quality
education to all, Teach For India currently works in 5 main cities of India- Mumbai, Delhi, Pune,
Hyderabad and Chennai and is well equipped with some 700 Fellows who are working towards
eradicating the high inequality present in Indian education system.

3. Make A Difference (MAD):

Along with education partner, Cambridge University Press, Make A Difference or MAD has
initiated a unique project ‘The English Project’ to educate children from poor homes, orphanages
and street shelters with English. Currently, some 1200 volunteers are working hard to teach 4000
children in some of the major cities of India including Mangalore, Chennai, Bangalore, Mysore,
Delhi, Dehradun, Kolkata, Vellore, etc. A winner of the prestigious Ashoka Staples Youth Social
Entrepreneur Competition in the year 2008 and also a Noble Laureate of the Karamveer Purashkar
awarded by ICongo, global fellow of YouthActionNet and Cordes Fellow 2010, MAD also runs a
Placements project running that aims to place underprivileged children on the same platform with
the children from regular homes.

21
4. CRY:

‘Child rights and you’ or CRY is an NGO in India working for children and their rights. CRY has
undertaken a lot of initiatives to improve the condition of underprivileged children and one of them
is the ‘Chotte Kadam-Pragati ki Aur’, a literacy drive that has reached out to more than 35000
children in 10 states of India. ‘Mission Education’ is another very popular campaign from CRY to
make sure that ‘education is every child’s right’ and that proper education reaches to more children
in every new academic year.

5. Child help foundation:

Child Help Foundation is a non-profit organization operating all over India. Their approach
focuses on children’s basic education, holistic personality development, health and hygiene,
timely intervention and treatment of the sick and personal care. They firmly believe that every
responsible citizen of our great Country can bring about a positive change in the society, only
by paying back to the society, for his/her lifetime’s borrowings from it. Child Help Foundation
are doing exactly that, and in the process, assisting all those who want to be a part of a huge
social movement. They actively run and manage numerous grass root level initiatives that
facilitate basic education, health services and awareness amongst the underprivileged.

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 5. PRATHAM EDUCATION FOUNDATION

5.1 OVERVIEW OF PRATHAM EDUCATION FOUNDATION

Pratham Education foundation was established as a public charitable trust by the Commissioner
of Municipal Corporation of Greater Mumbai, UNICEF, and several prominent citizens of the
country in 1995 to provide education to children in the slums of Mumbai. The journey was
started to eliminate the cycle of poverty by eradicating illiteracy from India. Thus, the
organization started its mission to educate on a large scale with the view that education facilities
must reach as many children as possible and quickly as possible. Over the years, Pratham
network has expanded to 21 states in India. Direct programs and affiliated organizations
reached thousands of children each year. The catalysts for this success have been the innovative
methods used to approach the problem of education in India. The implementation of these
unique programs aims to create a national impact.

Pratham understood the root of the literacy problem in India. Thus organization recognized the
first step to achieve universal preschool education, and has worked towards this goal through
the Balwadi (pre-school) programs. It began by providing preschool education to children in
the slums of Mumbai. Soon, the Pratham Balwadi’s multiplied and this successful model was
adopted in other states across the nation. The next step was towards Balsakshi or bridge classes.
While setting up Balwadi’s, Pratham came in contact with children who were lagging behind
academically and were at a risk of dropping out. Pratham took steps to bring them up to a
minimum learning level so that they do not drop out of school.

23
Between 1999 and 2001, Pratham expanded its work to cover 19 cities with unique teaching
models. Simultaneously, they began working in the sphere of child rights by tackling the
problem of child labour through an outreach programs that eventually gave birth to the Pratham
Council for Vulnerable Children (PCVC). The 'Learn to Read' program was a breakthrough at
Pratham. It demonstrated that learning can be improved over a short time span and at a low
cost. The model was ready to be replicated on a national scale.

By 2005, Pratham realized that the world did not understand the severity of illiteracy in India
and its consequences. Thus 'The Annual Status of Education Report' (ASER) was established
to quantify the problems of education that could lead to focused action. The massive nationwide
study is today the largest non-governmental, household survey undertaken in rural India and
covers over 16,000 households and more than 600,000 children each year.

The findings of ASER 2005 and 2006 revealed that in spite of having been in school for over
4 years, a significant percentage of children could not read, write, or do basic arithmetic. To
address this issue Pratham launched the ‘Read India campaign’ in 2007 which aimed to
improve reading, writing and basic arithmetic skills of children between 6-14 years. The
Second Chance program gives dropout students, especially girls, a chance to complete their
education and acquire skills for employment. This particularly helps girls in small towns and
villages.

Pratham understood the growing importance of technology. They started Pratham InfoTech
foundation (PIF) to achieve e-education for all. The PIF works to facilitate the adoption of
Information Technology (IT) in education and boost digital literacy to bridge the digital divide
in India and to aid inclusive growth. Today, Pratham is the largest NGO working in the Indian
education sector.

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LEADERS OF PRATHAM EDUCATION FOUNDATION

These are Pratham's visionaries, dedicated towards providing quality education to India's
children and youth. Together they engage with governments, business houses, other civil
organizations to push Pratham's mandate and to create positive change in our education
policies. They are the pillars of Pratham.

❖ Dr. MADHAV CHAVAN (CEO)

Originally trained as a chemist at Ohio State University and later a faculty member in
chemistry at the University of Houston and University of Mumbai, Madhav Chavan has
spent the last twenty years pioneering large-scale innovative programs in the field of
education in India. After several years of work in adult literacy, in 1994, Madhav
Chavan along with Farida Lambay founded Pratham in Mumbai. Madhav’s efforts have
led to long-term partnerships with government at different levels and sustained
commitment from the corporate sector and non-resident Indians for supporting the
movement to bring every Indian child to school and to help every child to learn well.
He was also awarded the 2012 WISE Prize for Education instituted by the Qatar
Foundation at the World Innovation Summit for Education, which is equated with a
“Nobel for work done in education”.

❖ Dr. RUKMINI BANERJI (Director- ASER centre)

Dr. Rukmini banerji has been with Pratham since 1996, working in urban programs of
Mumbai and Delhi, as well as in the large-scale rural programs in Uttar Pradesh, Bihar
and Assam. She has led Pratham’s research and assessment efforts. Since 2005,
Rukmini has been a lead member of the team that designs and implements ASER
(Annual Status of Education Report) and is a director of the newly formed ASER
Centre. A Rhodes scholar at Oxford University, she did her doctoral work at the
University of Chicago. In 2008, Rukmini was awarded the Maulana Abul Kalam
Shiksha Puraskar by the Government of Bihar, India. She was the first recipient of this
award. Over the years, she has represented Pratham and the ASER Centre in various
national and international forums and is a member of committees both in India and
abroad. Rukmini writes frequently on education in both Hindi and English dailies in
India and enjoys writing books and stories for children.

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6. INITIATIVES OF PRATHAM EDUCATION FOUNDATION

Pratham began with mission of “Every child in school and learning well”. Pratham runs
programs for underprivileged children, mainly in slum areas. Program is designed to support
the pre-schooling system and focus on providing education services. Pratham India’s work can
be broadly divided into 5 verticals:

1. READ INDIA INITIATIVE:

There are 3 ways by which Pratham education foundation enhance the quality of education that
primary school-going children receive today:

Block Excellence in rural districts:

Pratham’s flagship programme is the Read India campaign, currently active in 251 rural
districts across 19 states. The campaign aims to catalyze existing resources and energize
structures to generate large-scale improvement in children’s ability to read fluently and
confidently, and do basic arithmetic.
Typically, Pratham foundation members take a set of 100 villages in a “block” and work with
government schools and village communities in these villages. In every village where Pratham
works, they mobilize village volunteers who contribute their time to teach children who need
extra help. By creating a ‘Demonstration’ area, they hope to convince the government and other
stakeholders to adopt and scale up the model. They work in these villages for a continuous
period of three years. In several states, they also work collaboratively with many state
governments to train and support teachers. In 2010-11, Pratham reached more than 2.4 million
children through Read India.

Urban Learning Programmes:

Pratham’s urban programmes are run in communities where there is a critical need for quality
education. The type of programme introduced in a specific area is based on the needs of that
community, such as pre-school programmes, learning support classes, urban-learning centres,
and libraries. Given Pratham’s focus on sustainability in educational development, it is vital
that the teachers, students, parents and community members have an active stake in the

26
program. Therefore, while the fee collected from each student is minimal, the collection goes
towards giving the community ownership of the program.
Pratham services children largely between the ages of 3 to 14, through in-school and
community-based interventions.

Education for Education Program:

Education for Education program was introduced to strengthen the read India program. Village
volunteers in Read India are not paid; instead they are given “education” in return for the time
they spend with children and for building their own skills and capacities.
Most village volunteers are young people who also need to build their own skills that will be
useful in today’s economy. Village volunteers are offered a 72-hour digital literacy course over
a period of 3-4 months in a location close to their home. Once they successfully complete the
course they receive a joint Intel-Pratham certificate. Pratham EFE program reached more than
60,000 volunteers. More than 46,000 volunteers given computer course as a part of the EFE
program.

PRATHAM INSTITUTE:

Pratham institute is a backbone of vocational skilling and employment readiness programs.

Over the years, Pratham has built strong expertise in training youth in a wide range of
vocational skills, and in helping to place them in new and improved livelihood opportunities.
Pratham Institute builds a high-quality workforce which is ready to be absorbed into the
workplace, at both entry-level and higher-level skilled positions.
Pratham provide skilling courses to Read India volunteers at a district level, to bridge the gaps
left by inadequate secondary school programs, and to bring students up to a base level of ability.
Curricular include work in English, basic computers, soft skills and communications. Higher-
level courses are offered at more advanced facilities, providing industry-specific skilling,
targeting specific sectors, including hospitality, construction, and agriculture. Students
graduate from Pratham Institute programs prepared to pursue further higher-level skilling, to
join an on-the-job training program, or to directly enter the workplace as a skilled candidate.
In India, thousands of young people between the ages of 18-30 remain trapped in a cycle of
poverty and unemployment. Most are unable to complete their formal education; they lack the
necessary qualifications and training to find long-term employment.

27
Through PACE (Pratham Arora Centre for Education), Pratham partners with corporate
organizations to train these disadvantaged youngsters. Through programs conducted in rural
and semi-urban areas, they now have a chance to:
• Receive training in skill-sets that will build careers in hospitality, automotive, bed-side
assistant and other vocations.
• Develop a spirit of entrepreneurship to help them start their own business.
• Benefit from know-how partnerships with industry leaders.
• Earn independently or increase their present income.
• Strengthen basic literacy and IT skills.
• Obtain employment including with prominent corporate organizations.

• Improve their abilities and opportunities for the future with greater access to
information.

SOME RECENT AWARDS AND RECOGNITIONS

➢ Mumbai Changemaker Award by HT title under the 'Education' category by the jury
and the 'Popular' category on 12th January, 2016.
➢ The CSR Leader Award 2015 by CEO INDIA on 12th March, 2015
➢ The BBVA Foundation Frontiers of Knowledge Award – 2014 through its work
towards providing quality education to millions of disadvantaged children in India by
coordinating voluntary and government efforts and evaluating the results.
➢ Sahyadri Navratna Award by Doordarshan Kendra, Mumbai for outstanding
contribution in social work and for taking up the issue of child labor and education of
underprivileged children.
➢ AIMA Public Service Excellence Award 2013 for contribution to the education sector.
➢ The TOI Social Impact Award 2013 in the category International Contribution to India.
➢ Qimpro Award for Excellence 2012, for world class quality practices in an education
institution. Qimpro is recognized as India's premier quality citations.
➢ Skoll Award for Social Entrepreneurship at Oxford on March 30, 2011.
➢ Indian Business Leader Award by CNBC TV 2010

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 ➢ EMPI-Indian Express Indian Innovation Award for Read India 2009, in the education
sector via the "Read India" program.
➢ CNN-IBN Indian of the Year Award 2009 for its contributions in the field of literacy.

OTHER RECOGNITIONS

➢ Pratham received 'Medal for Distinguished Service' the highest honor by Columbia
University, New York, at the Convocation May 2017.
➢ Pratham has been named one of the 'TOP 100 NGOs' in the world by The Global Journal
for a second year in a row.
➢ Pratham foundation received the prestigious WISE Prize for an outstanding, world-
class contribution to the field of Education 2012.
➢ Claremont McKenna College chose Pratham as the recipient of the fifth annual Henry
R. Kravis Prize in Leadership 2010.
➢ Pratham was recognized for its innovation in the education sector via the "Read India"
program.

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 7. PRE-SCHOOL EDUCATION PROGRAM BY PRATHAM
FOUNDATION

PRATHAM’S CONTRIBUTION TOWARD PRE-SCHOOL PROGRAM

Pratham’s work in Mumbai started with pre-school activities. Since its inception in 1994,
Pratham has successfully involved community volunteers in pre-school education and has run
programs on large scale in cities and rural areas. In recent years, Pratham has partnered with
government’s programs like ICDS (Integerated Child Development Scheme) to ensure that the
pre-school education component in the scheme is implemented.
Pratham believes that pre-school years are key foundational years. This should be regarded as
continum and this age group needs to be given special and focused attention. Pratham
recognizes that the first step towards universal primary education is universal enrollment and
participation in pre-school. Pratham has continued to work towards this goal through the
Balwadi (pre-school) and other early childhood programs. The approach is to minimize start-
up and recurring costs and involve community members to enable access to pre-school
education for even the most socio-economically disadvantaged communities.
Although the Balwadi program has evolved in the last 20 years, the basic element remains the
same. Classes are conducted in community spaces or homes. Teachers are always from the
same community as the children so as to maintain familiarity and comfort. After selection, and
the Pratham team trained them and provides teaching-learning material to use with children.

Key features:
• Simple Model, Replicable, Low cost.
• Innovations in reading readiness.
• Development of print material for pre-school.
• Engaging parents and families.
• Collaboration with government.
• Collaboration with other NGO’s.
• Building links with schools to enable transition from pre-school to formal school.
• Creating cadre of trained human resources for pre-school education at community level.
• Research, studies and documentation.
• Certification in pre-school education distance and other modes.

30
Pratham is the first major organization to achieve lasting, wide-scale success in educating
India's children and youth. Nearly 40% of the world's illiterate children live in India and
Pratham reached 34 million children between 2008 and 2009. This was achieved by being an
extremely effective and low-cost charity. Furthermore, the organization has grown in scope to
cover other peripheral issues such as child rights, digital literacy, inadequate technical skills
among the youth, dropout rates among girls, etc. This aims to strengthen the entire education
and development sector and shapes the lives of our children and youth at every step.

Pratham was established to target problems of pre-primary and primary education in India.
They offer answers to gaps in the education system. Pratham's experience in the education
sector shows that the first step towards universal primary education lies in universal pre-school
education. They envision higher learning levels for all students through an outcome-oriented
system that sets measurable learning goals. Pratham uses large scale demonstrations toadvocate
for change in government practice and policy in order to reach as many students as possible.
They believe that maximal impact can be achieved through government initiatives supported
by Pratham and similar organizations. Pratham works with the mission of 'Every Child in
School and Learning Well’.

Pratham hopes to improve its innovative teaching methods, directly reach a greater number of
children, and continue campaigning for institutional change across the nation. Strategy is to
demonstrate that setting these goals and designing teaching and delivery methods to achieve
these goals can directly enhance the learning outcomes of children. The next decade will be
crucial for India and resources will have to be used judiciously. If primary education system
are strengthen and ensure adequate literacy and numeracy skills, India and its children will
come to reap the benefits.

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8. PRATHAM’S MODEL FOR PRE-SCHOOL EDUCATION

Pratham has evolved various models to focus on pre-school education. These are done directly
by Pratham and also in partnership with government.

1. EARLY CHILDHOOD EDUCATION PROGRAM

Pratham’s pre-school program has evolved over time and developed according to the needs of
children and the contexts in which they live. Pratham believes that "Early Years" are the
foundational period in a child's life in terms of laying the base for future growth and
development. It is well known that exposure to early childhood education is an advantage that
children carry forward well into their school years.
The family is the first and the most important contributor to a child's development. In Pratham's
Early Years Program, It is also acknowledged that it is not just the children, but early childhood
programs that involve families, especially mothers, can lead to better learning outcomes and
life opportunities. It is essential to "teach children" but it is as important to "reach out", to
engage mothers in supporting children's readiness for school as well as in developing a
comprehensive understanding of what the child needs for growing up well.

The program operates in the following ways:

Partnership work with government:

Pratham also work in partnership with government through collaborations with the government
ICDS system (Integrated Child Development scheme that runs "Anganwadi" centre’s) for
children in the pre-school age group. Pratham's support extends to a variety of activities
including training of anganwadi instructors, mentoring, monitoring and providing on-site
support, sharing of materials and methods and initiating effective assessment and measurement
practices. In addition, in some locations like Bihar and Uttar Pradesh, Pratham has worked
together with the local anganwadi teams to mobilize young volunteers to assist with preschool
activities in the anganwadi for an hour a day. Further, in some Pratham locations, all full- time
staff from the Pratham side that provide training and monitoring support to the Anganwadis,
are enrolled in early childhood education certification courses.

Statistics of Program:

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No. STATE BALWADIS (DIRECT) NO. OF TOTAL COVERAGE
ANGANWADIS
SUPPORTED IN
PARTNERSHIP MODE

Count of units NUMBER CHILDREN NUMBER CHILDREN NUMBER CHILDREN

OF UNITS REACHED OF REACHED OF REACHED
UNITS UNITS

1 BIHAR - - 1,131 45,240 1,131 45,240

2 UTTAR PRADESH 20 512 450 12,825 470 13,337

3 RAJASTHAN 115 2,293 - - 115 2,293

4 DELHI 312 7,058 150 2,500 462 9,558

5 UTTARAKHAND 20 448 - - 20 448

6 HIMACHAL 20 417 - - 20 417

PRADESH

7 MAHARASHTRA 290 5,880 140 2,940 430 8,820

8 GUJARAT 34 401 - - 34 401

9 ANDHRA 40 730 - - 40 730

PRADESH

10 TELANGANA 36 929 - - 36 929

11 KARNATAKA 107 2,240 - - 107 2,240

12 TAMILNADU 41 812 - - 41 812

13 WEST BENGAL 69 759 - - 69 759

NATIONAL 1,104 22,779 1,871 63,505 2,975 86,284

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 2. PRATHAM-GOVERNMENT PARTNERSHIP PROGRAMME

Pratham's teaching-learning approach is strengthening government school systems in different

parts of the country. Partnerships with state, district and city governments have been
instrumental in spreading. The ability to work collaboratively and demonstrate progress has
been key element of collaboration with the government. Activities include training of
Anganwadi workers, developing materials, mobilizing and training volunteers who help in
Anganwadis and demonstrating learning activities at Anganwadis.
Pratham approaches governments at different levels to explore the possibility of partnerships.
In this type of program, Pratham acts as a "catalyst", introducing, incorporating and integrating
its techniques for assessment as well as teaching-learning methods and materials into
government school teachers' everyday practice.
To improve the system's ability to deliver better learning, the elements outlined below ideally
need to come together under strong government leadership. The following elements are:
• Learning Goals
• Basic Assessment
• Creating leaders of practice
• Learning by doing
• Teacher training
• Grouping Level

Statistics of program:

In order to ensure that children in India learn to read, write and do basic math, Pratham has
worked in collaboration with various levels of governments in 16 states across the country since
2011, with partnerships continuing for multiple years in many locations. Today Pratham-
government partnership are active for Grades 1-2, for Grades 3-5 and also in some locations
for upper primary schools.

34
 Total Districts Total Blocks
Total Focus
Sr.no States and UT’s (part of (part of
Schools Grades
partnership) partnership)
Major Partnerships

1 Madhya Pradesh 51 311 83917 I-II

2 Himachal Pradesh 12 123 14877 III-VIII

3 Bihar 15 111 1929 III-V

4 Jharkhand 15 66 10781 III-V

5 Kashmir 10 91 9294 III-V

6 Karnataka 3 21 4429 IV-V

7 Andhra Pradesh 3 151 7703 III-V

8 Uttar Pradesh 5 29 3995 III-V

Other Partnerships

9 Chhattisgarh - Dhamtari 1 4 880 I-V

10 Gujarat 4 12 686 III-V

11 West Bengal – Malda 1 11 846 I-II

Pilots

12 Assam – Kamrup 1 2 334 III-V

Telangana –
13 1 3 45 III-V
Mahbubnagar
Partnerships in Union Territories

14 Daman & Diu 2 - 192

III-V
15 Dadar Nagar & Haveli 1 -

Total 125 935 139908

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 3. SCIENCE LEARNING PROGRAM

Pratham's Science Learning Program attempts to bridge the gap in learning by providing a
platform for children to learn by doing experiments on their own, handle various kinds of
apparatus and tools and explore the natural environment. The intervention is designed to
stimulate curiosity and help develop a scientific temper not only among children but the
community at large.
Science Exploratory Centres have been set up in multiple locations around the country. These
centres integrate technology with learning, by using tablets and LED TVs with digital content
and are equipped with several models to facilitate learning. These centres serve as resource hub
for the schools and communities in the vicinity. Science Park, butterfly garden, vermin compost
pits etc. have been developed in the Science centres and schools from the nearby villages get
their children here for visits and workshops. The centres also reach in the nearby schools and
communities by forming Science Clubs.
Young people are trained by Pratham to organize Science Fairs which cover different concepts
from upper primary curriculum. Science Clubs are then formed to conduct topic based
workshops and sky watching camps. These activities are integrated into Pratham's direct
interventions in upper primary grades.

Statistics of programme:

In 2016-17, a total of 302,711 children were reached through science programs running in
5,059 units.

Program Bucket Count of units Children reached

Vertical Direct 214 9430

Standalone Direct 243 8081
Standalone and Vertical
435 45200
Indirect
Government Partnership 4167 240000
Total 5059 302711

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 4. SECOND CHANCE PROGRAM

Pratham's Second Chance program focuses on providing school drop-outs, especially women,
another chance at education. Second Chance program aims to support those who could not
complete their secondary education. The program focuses on completion of Grade 10. The
Second Chance program uses innovative teaching methods, to provide accessible and
affordable learning opportunities very close to where the students live. Some of the Second
Chance programs are residential and others are non-residential. Currently, Pratham has Second
Chance centre’s in the states of Andhra Pradesh, Bihar, Chhattisgarh, Gujarat, Maharashtra,
Madhya Pradesh, Odisha, Rajasthan and Telangana.

The Second Chance program prepares and supports students to take the Grade 10 - Secondary
Board/Open School examinations. The program runs in two phases.

1. FOUNDATION COURSE:

When the students first enroll in the program, they go through a Foundation Course as a part
of the preparation for the Secondary School exam curriculum. The Foundation course lasts for
3-4 months. It addresses the need to catch up with fundamentals, to enable the student to cope
with the syllabus for Grade 10 exams. Subjects like English, Mathematics, Language (State
specific), and Science/Home Science and Life skills are covered. Assessment in form of a Pre-
test, at the onset of FC and Post-test, at the end of FC are conducted to track the learning’s
levels of the students and their growth during the Course.

2. MAIN COURSE:

After the Foundation course, students move to the Main Course. Students study in an
interactive environment that includes: discussions, debates and presentations through group
learning and peer learning activities.

3. VOCATIONAL SKILLS AND EXPOSURE TO OTHER SUBJECTS:

Second Chance program encourages exposure and awareness of various employability and
personal development concepts by organizing vocational courses for current and past students

37
and community members. Modules on topics such as health and hygiene, child care,
development and nutrition and digital learning (in selected centre’s) are also offered.

Statistics of program:

Over the years, close to 18,000 students have benefited from Pratham's Second Chance
program. The number of students who appeared for the Board examinations till now are 11,134.
Overall, the pass percentage of students is 75%.

5. HYBRID LEARNING PROGRAM

The Hybrid Learning program is a tablet based digital intervention for children. The program
aims to integrate technology with activity-oriented learning. It is used by community-based
groups of children in three rural locations in Maharashtra, Uttar Pradesh and Rajasthan. The
program encourages learners to navigate their own learning pathways. Groups of children are
given access to high quality content in local language and local context, made available offline
on tablets, without requiring the mediation of schools or teachers. The aim of the program is to
make learning fun, interesting and useful. In 2016-17, this intervention was active in 400
villages. In 2017-18, it is likely to spread to 1000 villages.
The Pratham app, installed on every tablet, provides an interface for the learners with which
they can browse Pratham's learning resources. Math, Science and English language learning
resources are provided in the form of videos, texts, games and simulations. The content is
deployed in phases with children receiving a fresh batch of resources every three months. This
sustains the children’s interest and gives them enough time to assimilate previously learnt
information.
Online resources can supplement school-based instruction, but children in rural areas are
disadvantaged by severely limited access to computers and Smartphone’s. Although the
government has attempted to leverage information technology in the field of education, most
digital initiatives are school based and largely dependent on the skills and motivation of
teachers for implementation.

38
Statistics of program:

The H-Learning program is currently active in 400 villages in 3 major Indian states of
Maharashtra, Rajasthan and Uttar Pradesh. Around 26000 children participated in 2016-17.
The program is likely to be expanded to 1000 villages in 2017-18.

39
 FINDINGS

It was found that that illiteracy is a significant problem in our society. There has been increasing
number of cases of children being illiterate every month as per survey conducted. NGO’s have
contributed towards literacy issue for underprivileged children. Along with NGO’s, there
should also be contribution from Government as well as public toward literacy issues.
Pratham Education Foundation is one of the NGO whose contributions are great in providing
education to underprivileged children. As per survey, good number of respondents says that
NGO’s like Pratham foundation are very much needed in our society for better education to
needy ones. Pre-school initiatives by Pratham foundation are very helpful for the children.
Many people believe that Pratham foundation provide good pre-schooling facilities to needy
ones. Pre-school programs initiated by Pratham give ability for every child to explore the world.
Major contributions are given to the underprivileged people. Pre-school education centres
should be widely spread so that even poor people will also get benefit from it

40
 CONCLUSION

Thus, it was seen that the number of children aged six or younger in India, is approximately
160 million, which exceeds the entire population of Japan. Children who received Pre-school
education are more likely to continue elementary education and have better abilities of writing,
sound recognition, object matching and classification compared to those who did not. The
demand for Pre-school education is increasing and diversifying in India due to reduced child
mortality and maternal mortality, both of which were once very high in the country, as well as
increased investment in education along with improved family income, and emerging trends of
nuclear and double-income families. In response to these circumstances, Pre-school education
programs offered by Pratham Education Foundation have a great contribution towards
underprivileged people.

Along with the Pratham foundations support for children’s rights, however, the Indian
government is now working to establish a sufficient regulatory system to ensure Pre-school
education so as to provide appropriate standards of Pre-school education to all children.

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 BIBLOGRAPHY

PRATHAM EDUCATION FOUNDATION:

DR. MADAVCHAVAN (CEO)

EFFECTIVE PRACTICE IN EARLY CHILDHOOD EDUCATION

DR. SUE BREDEKAMP

WWW.PRATHAM.PRG
WWW.PRATHAMINSTITUTE.ORG
WWW.PRATHAMWIKI.COM

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