India Literacy Project

05/12/2026

𝗛𝗼𝘄 𝗱𝗼 𝗔𝗻𝗴𝗮𝗻𝘄𝗮𝗱𝗶𝘀 𝗵𝗲𝗹𝗽 𝗰𝗵𝗶𝗹𝗱𝗿𝗲𝗻 𝗯𝗲𝗰𝗼𝗺𝗲 𝘀𝗰𝗵𝗼𝗼𝗹 𝗿𝗲𝗮𝗱𝘆?

For many children, school readiness begins with small moments inside an Anganwadi — moments like Geetha proudly pointing at a red ball and shouting, “Red!” Earlier, she would quietly sit in a corner and simply observe everyone around her. Beside her, Anil carefully separates circles from squares, grinning proudly at his little victory.

In another corner, little Gayathri sings a rhyme loudly with full actions, while Harish sits wide-eyed through story time, quickly raising his hand each time the teacher asks a question. In these small moments, they are slowly getting ready for school.

At an Anganwadi, school readiness is not about textbooks or memorising lessons. It is about helping children feel comfortable learning, speaking, playing, sharing and asking questions.

Some children learn counting through beads and stones. Some identify fruits, animals, and body parts through songs and picture cards. While stacking blocks, tearing paper, and colouring, they build the hand control needed for writing and other classroom activities. Through games, they learn balance, coordination, sharing, and patience.

Even simple habits become important lessons like washing hands before meals, sitting together, waiting for a turn, and keeping things neatly.

Slowly, without pressure, these children become ready not just for formal schooling, but for the world beyond the Anganwadi walls.

If you would like to help Anganwadi children make this transition with confidence, you can partner with us by commenting on this post.

05/08/2026

Sharing an insightful article authored by ILP trustee, Pramod Sridharamurthy

This article reflects on the Karnataka government’s current effort to talk about government schools not just in the language of welfare, but also in the language of quality.

ILP had conducted a statewide parent survey (https://www.ilpnet.org/ninja-forms/6lszh/) to understand how families make school choices. It is encouraging to see the current focus touch on many of the concerns parents had raised.

Read the entire article here - https://www.deccanherald.com/opinion/path-from-welfare-to-quality-in-govt-schools-3989567

Rangarajan Asoori Lakshmi Narasimhan Manmohan Jain Archana Sali Victor Tauro Ravi Mani Harish Krishnappa

Public education: Karnataka’s focus shifts from welfare schemes to improving quality in government schools highlighting teacher presence, English-medium access, infrastructure and accountability as key to building parental trust and learning outcomes.

05/04/2026

𝗕𝗲𝗰𝗮𝘂𝘀𝗲 𝘀𝗵𝗲 𝘀𝗽𝗼𝗸𝗲 𝘂𝗽, 𝗮 𝗰𝗵𝗶𝗹𝗱 𝗺𝗮𝗿𝗿𝗶𝗮𝗴𝗲 𝘄𝗮𝘀 𝘀𝘁𝗼𝗽𝗽𝗲𝗱

This illustrated story is based on a real incident, where an underage marriage was just a couple of months away.

Thanks to the timely and sensitive intervention by our NGO partner ROSA and the courage of one young girl who refused to stay silent, the child marriage was stopped.

Here is how one girl’s voice protected another girl’s future.

* The names of the characters in the story have been changed to protect the privacy of the individuals.

05/01/2026

𝗖𝗵𝗶𝗹𝗱 𝗙𝗿𝗶𝗲𝗻𝗱𝗹𝘆 𝗟𝗶𝗯𝗿𝗮𝗿𝗶𝗲𝘀: 𝗪𝗵𝗲𝗿𝗲 𝗿𝗲𝗮𝗱𝗶𝗻𝗴 𝗯𝗲𝗰𝗼𝗺𝗲𝘀 𝗮 𝗵𝗮𝗯𝗶𝘁, 𝗻𝗼𝘁 𝗮𝗻 𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝘆

Sustainable change in education rarely comes from one-off interventions. It emerges when intent is backed by continuity, learning, and course correction.

The 𝗞𝗮𝗿𝗻𝗮𝘁𝗮𝗸𝗮 𝗠𝗼𝗱𝗲𝗹 𝗦𝗰𝗵𝗼𝗼𝗹 𝗣𝗮𝘁𝗵𝘄𝗮𝘆𝘀 𝗣𝗿𝗼𝗴𝗿𝗮𝗺 (𝗞𝗠𝗦𝗣𝗣), 𝘀𝘂𝗽𝗽𝗼𝗿𝘁𝗲𝗱 𝗯𝘆 𝗝𝗦𝗪 𝗙𝗼𝘂𝗻𝗱𝗮𝘁𝗶𝗼𝗻, is a strong example of this approach in action across 100+ schools in Chitradurga district of Karnataka.

Designed to strengthen foundational literacy and numeracy (FLN), improve enrollment and retention, and build stronger school ecosystems, the program brings together capacity building, infrastructure, holistic learning, and community engagement.

Within this, the Child Friendly Library (CFL) initiative by ILP offers an important insight: impact compounds when program are phased, not rushed.

𝗬𝗲𝗮𝗿 𝟭 focused on access and habit-building—ensuring children engage with books regularly and begin to see reading as enjoyable, not instructional.

𝗬𝗲𝗮𝗿 𝟮 moved from exposure to engagement—supporting emerging readers through guided activities and stronger teacher facilitation.

𝗕𝘆 𝗬𝗲𝗮𝗿 𝟯, the emphasis shifts to ownership—embedding these practices within schools so that teachers can independently sustain them.

What stands out is not just how the program was designed, but how it keeps improving. Learnings from the ground are regularly used to make changes, so the model stays relevant instead of remaining fixed.

Because in education ecosystem, scale may extend reach, but it’s sustainability that drives lasting outcomes.

Thank you Savita Mundhe and Sattva Consulting. Proud to partner with you.

04/29/2026

𝗙𝗿𝗼𝗺 𝗹𝗶𝗺𝗶𝘁𝗲𝗱 𝗰𝗮𝗿𝗲𝗲𝗿 𝗮𝘄𝗮𝗿𝗲𝗻𝗲𝘀𝘀 𝘁𝗼 𝗶𝗻𝗳𝗼𝗿𝗺𝗲𝗱 𝗰𝗮𝗿𝗲𝗲𝗿 𝗰𝗵𝗼𝗶𝗰𝗲𝘀 - 𝗔 𝘀𝗵𝗶𝗳𝘁 𝗳𝗮𝗺𝗶𝗹𝗶𝗲𝘀 𝗮𝗿𝗲 𝘀𝗲𝗲𝗶𝗻𝗴 𝘁𝗼𝗴𝗲𝘁𝗵𝗲𝗿

In Kiratpura, Rampur, Bond, Achatt, and Nayagaon villages of Madhya Pradesh, conversations about education and future careers are beginning to change.

Until recently, many parents said they didn’t know how to guide their children beyond school. Career choices felt distant and unclear, and decisions were often made with limited information. Today, that uncertainty is slowly giving way to awareness.

Through the 𝗖𝗼𝗺𝗺𝘂𝗻𝗶𝘁𝘆 𝗖𝗮𝗿𝗲𝗲𝗿 𝗚𝘂𝗶𝗱𝗮𝗻𝗰𝗲 𝗣𝗿𝗼𝗴𝗿𝗮𝗺, children are being introduced to different career paths, and just as importantly, parents are part of that journey.

Families speak about how these sessions have opened up new possibilities, helping them understand what lies ahead after school and what it takes to get there.

One parent shared that earlier, studies were seen as a routine. Now, there is a sense of direction.

Children are asking questions, setting small goals, and are showing more interest in their education. Parents, too, feel more confident supporting them, even if they didn’t have the same opportunities themselves.

Across these villages, the change is not dramatic, but it is steady. There is more awareness, a little more confidence, and a growing belief that children can make informed choices about their future, with their families walking alongside them.

04/27/2026

𝗦𝗲𝗲𝗶𝗻𝗴 𝗲𝗮𝗿𝘁𝗵 𝘁𝗵𝗿𝗼𝘂𝗴𝗵 𝘆𝗼𝘂𝗻𝗴 𝗲𝘆𝗲𝘀

On April 22, Earth Day, students from government schools expressed what the Earth means to them through their drawings.

Their posters showed how they see the planet today and how they want it to be. Some drew a happy Earth with trees, clean water, and birds. Others showed a sad Earth affected by pollution and deforestation.

Many chose to show both sides, highlighting that the future depends on our actions.

Through simple messages like “Save Earth,” “Save Water,” and “Plant Trees,” students shared their thoughts clearly.

At a young age, they already understand how important it is to protect the environment.

These drawings are more than just artwork. They reflect awareness, care, and a quiet sense of responsibility for the world around them.

04/24/2026

𝗪𝗵𝗮𝘁 𝗱𝗼𝗲𝘀 𝗿𝗲𝗮𝗹 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗹𝗼𝗼𝗸 𝗹𝗶𝗸𝗲 𝗶𝗻 𝗮𝗻 𝗔𝗻𝗴𝗮𝗻𝘄𝗮𝗱𝗶?
Simple materials. Small hands. Big curiosity.

Walk into any Anganwadi, and you’ll often find children gathered around simple, colorful objects—sorting, stacking, matching, and laughing as they learn.

𝗧𝗲𝗮𝗰𝗵𝗶𝗻𝗴 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗠𝗮𝘁𝗲𝗿𝗶𝗮𝗹𝘀 (𝗧𝗟𝗠𝘀) are at the heart of this experience. They help young children make sense of the world by turning ideas into something they can see and touch. At that age, learning isn’t abstract—it’s physical, playful, and deeply interactive.

What makes TLMs in Anganwadis meaningful is that almost all of them are 𝗵𝗮𝗻𝗱𝗺𝗮𝗱𝗲 𝗯𝘆 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀. Using everyday materials like cardboard, color papers, fabric scraps, seeds, sticks, and bottle caps, teachers create tools that reflect the child’s environment. A counting activity might use tamarind seeds; a color lesson might come from pieces of old saree or cloth. Learning becomes familiar, relatable, and easier to grasp.

These materials also carry 𝗶𝗻𝘁𝗲𝗻𝘁 𝗮𝗻𝗱 𝗮𝗱𝗮𝗽𝘁𝗮𝗯𝗶𝗹𝗶𝘁𝘆. Teachers observe how children respond and keep refining what they create. Each piece is shaped by real classroom needs, not a standard template.

At a time when so much around us is machine-made and mass-produced, these handmade TLMs stand out. They bring learning back to touch, interaction, and human connection where curiosity isn’t rushed, but allowed to grow.

In many ways, these humble materials reflect an important truth: Sometimes, the most effective learning tools are not the most advanced but the most thoughtful.

𝗦𝗽𝗲𝗰𝗶𝗮𝗹 𝘁𝗵𝗮𝗻𝗸𝘀 𝘁𝗼 𝗼𝘂𝗿 𝗡𝗚𝗢 𝗣𝗮𝗿𝘁𝗻𝗲𝗿 𝗦𝗡𝗘𝗛𝗔 for their on-ground, hands-on support in helping Anganwadis create these TLMs.

04/22/2026

𝗚𝗼𝘃𝗲𝗿𝗻𝗺𝗲𝗻𝘁 𝘀𝘆𝘀𝘁𝗲𝗺𝘀 𝗮𝗻𝗱 𝗡𝗚𝗢𝘀 𝗷𝗼𝗶𝗻 𝗵𝗮𝗻𝗱𝘀 𝘁𝗼 𝗱𝗿𝗶𝘃𝗲 𝗰𝗵𝗮𝗻𝗴𝗲 𝘁𝗼 𝘁𝗵𝗲 𝗹𝗮𝘀𝘁 𝗺𝗶𝗹𝗲

For a long time, 𝗣𝗮𝗹𝗹𝗮𝗵𝗮𝗿𝗮 𝗧𝗲𝗵𝘀𝗶𝗹 𝗶𝗻 𝗢𝗱𝗶𝘀𝗵𝗮 has remained on the margins. An isolated tribal pocket in Odisha where access to quality education has not always kept pace with ground realities.

Over the past few years, ILP, along with its NGO partner UAC, has been working in this context—strengthening the way learning unfolds for children in government schools in this tribal hamlet.

When this work was recently shared with 𝗥𝗮𝗯𝗶𝗻𝗱𝗿𝗮 𝗞𝘂𝗺𝗮𝗿 𝗣𝗮𝘁𝗲𝗹, 𝗦𝘂𝗯-𝗖𝗼𝗹𝗹𝗲𝗰𝘁𝗼𝗿 𝗼𝗳 𝗣𝗮𝗹𝗹𝗮𝗵𝗮𝗿𝗮, it was presented not as a one-time effort, but as a connected journey.

It begins in the Anganwadi, where early exposure helps children build the confidence to step into *𝗦𝗶𝘀𝗵𝘂 𝗩𝗮𝘁𝗶𝗸𝗮𝘀. It continues in classrooms, where Teaching at the Right Level (TaRL) shifts the focus from grade levels to actual learning levels—meeting each child where they are. Alongside, the Multi-Dimensional Learning Space (MDLS) approach brings in simple but meaningful changes: science experiments that make concepts tangible, child-friendly libraries that encourage reading, and ICT that opens up new ways of learning.

And for high school students, something equally important—direction. The Odia version of the Career Guidance Book is helping them see possibilities beyond their immediate surroundings.

As the conversation unfolded, what stood out was not just the range of efforts, but how closely they responded to the realities of Pallahara.

The response was immediate.

Sub-Collector Patel recognised both the relevance and the intent behind the work. In a subdivision that has long been overlooked, he moved beyond appreciation— 𝗶𝘀𝘀𝘂𝗶𝗻𝗴 𝗱𝗶𝗿𝗲𝗰𝘁𝗶𝗼𝗻𝘀 𝘁𝗼 𝘁𝗵𝗲 𝗕𝗹𝗼𝗰𝗸 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗢𝗳𝗳𝗶𝗰𝗲𝗿 (𝗕𝗘𝗢) 𝗮𝗻𝗱 𝗖𝗵𝗶𝗹𝗱 𝗗𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁 𝗣𝗿𝗼𝗷𝗲𝗰𝘁 𝗢𝗳𝗳𝗶𝗰𝗲𝗿 (𝗖𝗗𝗣𝗢) to extend full departmental support for the ILP-UAC initiative.

In Pallahara, this alignment is beginning to take shape where efforts on the ground are now supported by administrative intent, creating the conditions for this work to go further and sustain over time.

* Sishu Vatika refers to the 𝗽𝗿𝗲𝗽𝗮𝗿𝗮𝘁𝗼𝗿𝘆 𝘀𝘁𝗮𝗴𝗲 𝗼𝗳 𝘀𝗰𝗵𝗼𝗼𝗹𝗶𝗻𝗴 (𝗲𝗮𝗿𝗹𝘆 𝗰𝗵𝗶𝗹𝗱𝗵𝗼𝗼𝗱 𝗰𝗹𝗮𝘀𝘀𝗲𝘀) introduced under India’s 𝗡𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗣𝗼𝗹𝗶𝗰𝘆 (𝗡𝗘𝗣 𝟮𝟬𝟮𝟬). In simple terms, it’s the bridge between early childcare and primary school, helping children start Grade 1 with better readiness and confidence.

04/20/2026

𝗙𝗿𝗼𝗺 𝗧𝗲𝗹𝗮𝗻𝗴𝗮𝗻𝗮 𝘁𝗼 𝗛𝗮𝗿𝘆𝗮𝗻𝗮: 𝗘𝘅𝗰𝗵𝗮𝗻𝗴𝗶𝗻𝗴 𝗯𝗲𝘀𝘁 𝗽𝗿𝗮𝗰𝘁𝗶𝗰𝗲𝘀 𝗶𝗻 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻

As part of the *𝗘𝗸 𝗕𝗵𝗮𝗿𝗮𝘁 𝗦𝗵𝗿𝗲𝘀𝗵𝘁𝗵𝗮 𝗕𝗵𝗮𝗿𝗮𝘁 𝗽𝗿𝗼𝗴𝗿𝗮𝗺, Ms. Bindu Sharma from the 𝗛𝗮𝗿𝘆𝗮𝗻𝗮 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗕𝗼𝗮𝗿𝗱, along with her team, visited ZPHS Raidurg School in Telangana where ILP is implementing its 𝗦𝗰𝗵𝗼𝗼𝗹 𝗧𝗿𝗮𝗻𝘀𝗳𝗼𝗿𝗺𝗮𝘁𝗶𝗼𝗻 𝗣𝗿𝗼𝗴𝗿𝗮𝗺 (𝗦𝗧𝗣).

During their visit, the Haryana Education Board was introduced to how multiple ILP initiatives come together within the school—science kits that make concepts tangible, experiential learning that moves beyond rote methods, and ICT integrated into everyday teaching to make learning more interactive and accessible. This is complemented by structured career guidance that helps students explore pathways ahead and make informed choices about their futures, along with ongoing teacher training, classroom resources, and mentoring support.

The delegation engaged closely, asking detailed questions about ILP’s transformational initiatives and how they are implemented on ground. The conversation moved from “what is being done” to “how it can be made to work elsewhere.”

The Haryana Education Board team noted the relevance of the approach in their own context and indicated that they would explore the possibility of adapting similar interventions in Haryana.

What stood out in the visit was not just interest, but intent—the willingness to learn, adapt, and collaborate across states to strengthen public education.

* Ek Bharat Shreshtha Bharat programme aims to enhance interaction & promote mutual understanding between people of different states/UTs through the concept of state/UT pairing. The states carry out activities to promote a sustained and structured cultural connect in the areas of language learning, culture, traditions & music, tourism & cuisine, sports and sharing of best practices, etc.

04/16/2026

𝗪𝗵𝗲𝗻 𝗮 𝘀𝗰𝗵𝗼𝗼𝗹 𝗯𝗲𝗰𝗼𝗺𝗲𝘀 𝗲𝘃𝗲𝗿𝘆𝗼𝗻𝗲’𝘀 𝗿𝗲𝘀𝗽𝗼𝗻𝘀𝗶𝗯𝗶𝗹𝗶𝘁𝘆

At a government lower primary school in Bagalkot district, Karnataka, responsibility doesn’t rest with the school alone—it is shared by the entire community.

With 69 children enrolled, the school reflects what happens when parents and the School Development and Monitoring Committee (SDMC) stay consistently involved, not just in moments of need, but in everyday functioning.

SDMC members regularly engage with parents, encourage enrolment, and keep track of attendance, mid-day meals, teacher presence, and school resources. Parents, in turn, stay in touch with teachers to understand how their children are progressing.

This consistent involvement led to the school being recognized by the government as the best-performing SDMC, along with an award of ₹50,000.

Over time, the school has also become a place others learn from, with SDMC members from nearby schools visiting and contributing small amounts—support that helped the school purchase a laptop and printer.

Building on this strong base, ILP’s NGO partner SNEHA supported the start of a Village Learning Centre (VLC). The SDMC encouraged parents and provided space within the school, while teachers ensured children continued attending even during holidays.

Twenty-five children from classes 5 to 8 joined the centre, which was inaugurated in the presence of teachers, SDMC members, and parents, led by a Vidya Saathi.

It is this kind of steady, collective effort that keeps learning going day after day, both inside and beyond the classroom.

𝗗𝗼 𝗰𝗼𝗺𝗺𝗲𝗻𝘁 𝘄𝗵𝗮𝘁 𝘄𝗼𝘂𝗹𝗱 𝗰𝗵𝗮𝗻𝗴𝗲 𝗶𝗳 𝗲𝘃𝗲𝗿𝘆 𝗴𝗼𝘃𝗲𝗿𝗻𝗺𝗲𝗻𝘁 𝘀𝗰𝗵𝗼𝗼𝗹 𝗵𝗮𝗱 𝘁𝗵𝗶𝘀 𝗸𝗶𝗻𝗱 𝗼𝗳 𝗰𝗼𝗺𝗺𝘂𝗻𝗶𝘁𝘆 𝗼𝘄𝗻𝗲𝗿𝘀𝗵𝗶𝗽?

04/14/2026

𝗪𝗵𝗮𝘁 𝗵𝗮𝗽𝗽𝗲𝗻𝘀 𝘄𝗵𝗲𝗻 𝘆𝗼𝘂 𝗽𝘂𝘁 𝗜𝗟𝗣 𝗦𝗰𝗶𝗲𝗻𝗰𝗲 𝗞𝗶𝘁𝘀 𝗶𝗻 𝘁𝗵𝗲 𝗵𝗮𝗻𝗱𝘀 𝗼𝗳 𝟱𝟳𝟮 𝗽𝗮𝘀𝘀𝗶𝗼𝗻𝗮𝘁𝗲 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀?

Across 38 districts in Tamil Nadu, we began to see the answer come alive in classrooms, in conversations, and in the way, science started to feel more real.

572 science teachers from 253 government higher secondary schools came together for a training led by the ILP, in collaboration with the Department of Education, Tamil Nadu, and aligned with 𝗜𝗜𝗧 𝗠𝗮𝗱𝗿𝗮𝘀’ 𝗔𝗻𝗮𝗶𝘃𝗮𝗿𝘂𝗸𝗸𝘂𝗺 𝗜𝗜𝗧𝗠 𝘃𝗶𝘀𝗶𝗼𝗻.

But what truly stood out wasn’t how the Science Kit was introduced but how the teachers engaged with it.

They didn’t just listen.
They explored.
They experimented.
They asked questions, made observations, and discovered how simple concepts could be turned into powerful learning moments.

We could see the shift happen in real time—when a concept moved from theory to understanding.
What followed was even more encouraging.

Teachers began using the science kit in their classrooms almost immediately. District groups came alive with shared experiences—photos, experiments, and stories of students engaging more actively with science.

The feedback was simple and honest: 𝘁𝗵𝗶𝘀 𝘄𝗼𝗿𝗸𝘀.

And more importantly, we want more of this.

Because when science becomes experiential, it stops being a subject to memorize and becomes something students genuinely understand.

And once that shift happens, there’s no going back.

Want to help transform science learning in government schools? Get in touch with ILP.