Systemic reforms

Archana R and Rishikesh B. S., in their perceptive piece, share with us the work of Azim Premji Foundation in Teacher Professional Development, by focusing on the interventions undertaken in its Teacher Learning Centres.

In her essay titled “Our journey toward collective growth,” Nisha Subramaniam reflects on how the process of capacity building for the teachers her organization works with, has been built on the foundation of the deep relationships sustained over the years with the teacher community.

In this piece, they show how a data-driven approach can play a key role in reforming the public education system with respect to CPD.

What does continuous professional development (CPD) for teachers entail While discussing continuous professional development (CPD) for teachers, one often begins with the question, “What is continuous professional development?”. A simple online search or a textbook will throw up many answers, one of them being – CPD is a set of learning experiences that help you […]

Keerti Jayaram, in her essay, shows how effective partnerships can be built with the government for supporting the learning needs of children from low-literate backgrounds, especially in the context of early literacy.

In the essay titled “Working with the government as a nobody,” Ashish Shrivastava discusses his organization’s journey in serving underserved children’s educational needs in a geography that has seen intense conflicts. He shows how active listening, building hyper-local partnerships, collaborating with a shared vision, and keeping a resolute focus on the field, can help in building credibility and effective partnerships with people and institutions in the government system.