Working towards ensuring quality school education for all children in India

Assessment-Informed-Instruction (A-i-i) is critical for improving learning outcomes in the classroom. It helps teachers with real-time understanding of a child’s learning level and provides an immediate roadmap based on their learning needs

Shaveta Sharma-Kukreja

We launched a Practitioner’s Guide to Embedding Assessment-Informed Instruction (A-i-i) to support the effective integrating of A-i-i in the classroom

Published a report on the quality of pre-primary sections in government schools

Conducted school readiness pilot programs in Karnataka and Gujarat

Developed accessible and contextualized EdTech solutions in vernacular languages

Partnered with IIT-Bombay to develop EdTech Tulna to address the information asymmetry in EdTech

Supported the Ministry of Education to design and launch NIPUN Bharat, a national FLN Mission

Working with the governments of 12 states to design and implement system-led FLN programs

Published the State of the Sector Report on Private Schools to highlight the challenges in the sector

Pioneered a tablet-based assessment in Andhra Pradesh for 35,000+ students to ensure greater data reliability

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शिक्षा सिर्फ बच्चों की ज़रूरत नहीं होती, वह एक माँ की उम्मीद भी होती है। जब बच्चा पहला अक्षर सीखता है, तो उसके साथ माँ भी एक नई भाषा, एक नया सपना और एक नया विश्वास सीखती है। पहले के दौर में, जब माँ खुद अधूरी शिक्षा की झोली लेकर ज़िंदगी में आगे बढ़ती थी, तब वह चाहती थी कि उसका बच्चा उस अधूरेपन को न दोहराए।


<div class="wp-block-image">
<figure class="aligncenter size-large is-resized"><img decoding="async" loading="lazy" src="https://cms.foundationallearning.in/wp-content/uploads/2025/06/027_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5634_DSC5634-1024x681.jpg" alt="" class="wp-post-41583 wp-image-41584" width="493" height="327" srcset="https://cms.foundationallearning.in/wp-content/uploads/2025/06/027_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5634_DSC5634-1024x681.jpg 1024w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/027_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5634_DSC5634-300x200.jpg 300w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/027_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5634_DSC5634-768x511.jpg 768w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/027_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5634_DSC5634-1536x1022.jpg 1536w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/027_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5634_DSC5634-2048x1362.jpg 2048w" sizes="(max-width: 493px) 100vw, 493px" /><figcaption class="wp-element-caption">सुनिता अपनी बेटी ऋषिका के साथ</figcaption></figure></div>


आज जब देश में शिक्षा को लेकर गंभीर पहल की जा रही है — खासकर निपुण भारत कार्यक्रम के तहत — तो यह बदलाव सिर्फ बच्चों तक सीमित नहीं है। यह बदलाव माँ की संतुष्टि और आत्मविश्वास में भी झलकता है। ऐसी ही एक माँ हैं सुनीता यादव, जो उत्तर प्रदेश के गोरखपुर जिले के जूडियान गाँव के प्राथमिक विद्यालय में पढ़ने वाली बच्ची ऋषिका की माँ हैं।



<figure class="wp-block-table"><table><tbody><tr><td>&#8220;मेरी बच्ची ऋषिका अभी कक्षा एक में पढ़ती है। वो स्कूल बहुत मन लगाकर जाती है। घर आकर बताती है कि आज मैडम ने क्या सिखाया, क्या खेला और क्या नया जाना।”</td></tr></tbody></table></figure>



सुनीता यादव कहती हैं: पहले के स्कूलों में इतनी सुविधाएँ कहाँ थीं? अब तो कॉपी, किताबें, ड्रेस, जूते-मोज़े, सब कुछ मिलता है। बच्चा स्कूल में पढ़ भी रहा है, खेल भी रहा है, और टेक्नोलॉजी से भी जुड़ रहा है।



जब सुनीता यादव अपने बचपन को याद करती हैं, तो उनके स्वर में एक हल्की पीड़ा और साथ ही एक संतोष झलकता है. वे बताती हैं की हम जब पढ़ते थे, तो छठी कक्षा में जाकर ABCD सीखा। स्लेट पर ही लिखते थे। न कॉपी थी, न किताब। अब तो बच्चों को LKG-UKG से ही सब सिखाया जा रहा है।



<figure class="wp-block-table"><table><tbody><tr><td>यहाँ सुनीता यादव मौजूदा शिक्षा प्रणाली में आए मूलभूत बदलाव को रेखांकित करती हैं: “हमारे ज़माने में होमवर्क नहीं मिलता था, क्योंकि हम लोग &#8216;पटरी&#8217; यानी स्लेट पर लिखते थे। उस पर होमवर्क कैसे दिया जाता? लेकिन अब बच्चों को कॉपी पर लिखाया जाता है, जिससे वे स्कूल से होमवर्क लाते हैं और घर पर उसे पूरा करते हैं।”</td></tr></tbody></table></figure>



यह बदलाव सिर्फ सामग्री का नहीं, बल्कि शिक्षा को घर तक ले जाने के प्रयास का भी संकेत है। अब बच्चों की पढ़ाई केवल स्कूल की चारदीवारी तक सीमित नहीं, बल्कि घर तक पहुँच गई है। सुनीता यादव अपने अनुभव से एक और बदलाव की तरफ ध्यान खींचती हैं: हमारे पास घर में बड़ा मोबाइल नहीं है, लेकिन स्कूल में जब प्रोजेक्टर पर पढ़ाई होती है, तो बच्ची को बहुत मज़ा आता है। वो स्क्रीन पर चीज़ें देखकर जल्दी समझती है। इससे स्पष्ट होता है कि डिजिटल शिक्षा और सुनियोजित अधिगम अब गाँवों तक पहुँच चुका है। यह अब केवल शहरी बच्चों का विशेषाधिकार नहीं रहा।


<div class="wp-block-image">
<figure class="aligncenter size-large is-resized"><img decoding="async" loading="lazy" src="https://cms.foundationallearning.in/wp-content/uploads/2025/06/018_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5939_DSC5939-1024x681.jpg" alt="" class="wp-post-41583 wp-image-41585" width="541" height="359" srcset="https://cms.foundationallearning.in/wp-content/uploads/2025/06/018_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5939_DSC5939-1024x681.jpg 1024w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/018_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5939_DSC5939-300x200.jpg 300w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/018_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5939_DSC5939-768x511.jpg 768w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/018_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5939_DSC5939-1536x1022.jpg 1536w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/018_OfredStudios_CSF_Gorakhpur_Final-Selects_Rishika-5939_DSC5939-2048x1362.jpg 2048w" sizes="(max-width: 541px) 100vw, 541px" /><figcaption class="wp-element-caption">ऋषिका FLN सत्र के दौरान एक गतिविधि में भाग लेती हुई</figcaption></figure></div>


सुनीता यादव इस बात को लेकर भी जागरूक हैं कि माता-पिता की भूमिका अब पहले से ज़्यादा ज़रूरी हो गई है। वे मुस्कराते हुए बताती हैं: मैडम लोग जब पेरेंट्स मीटिंग में कहती हैं कि होमवर्क घर पर कराइए, तो हम ध्यान देते हैं। जब खाना बनाती हूँ, तब बच्ची को पास में बैठाकर होमवर्क कराती हूँ।



वे आगे जोड़ती हैं: शिक्षा से ही बच्चे आगे बढ़ेंगे, अच्छे इंसान बनेंगे। और यही तो हम माँ-बाप की सबसे बड़ी कमाई होती है। सुनीता यादव की कहानी केवल एक माँ की नहीं, बल्कि निपुण भारत की ज़मीनी सच्चाई की गवाही है। जब शिक्षा घर से होकर बच्चों की कॉपी तक पहुँचने लगे, तब समझिए — बदलाव सिर्फ नीति में नहीं, नियत में भी आया है।

सुनीता यादव कहती हैं: अब पढ़ाई घर तक आती है

शिक्षा सिर्फ बच्चों की ज़रूरत नहीं होती, वह एक माँ की उम्मीद भी होती है। जब बच्चा पहला अक्षर सीखता है, तो उसके साथ माँ भी एक नई भाषा, एक नया सपना और एक नया विश्वास सीखती है। पहले के दौर में, जब माँ खुद अधूरी शिक्षा की झोली लेकर ज़िंदगी में आगे बढ़ती थी, तब वह चाहती थी कि उसका बच्चा उस अधूरेपन को न दोहराए।

In Nilgiris district of Tamil Nadu, a teacher named Christina Sara is bringing new energy and joy into her classroom. Christina teaches Grades 1 to 3 at Panchayat Union Middle School. Christina believes that children learn best when they are happy and engaged. For the last 15 years, Christina has been teaching young children. Over time, she has seen big changes in how teaching and learning happen especially since the start of a new programme in Tamil Nadu called Ennum Ezhuthum (a government-led program in Tamil Nadu, India, aimed at improving foundational literacy and numeracy skills among primary school students, particularly in government schools)


<div class="wp-block-image">
<figure class="aligncenter size-full is-resized"><img width="446" height="402" decoding="async" loading="lazy" src="data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHdpZHRoPSI0NDYiIGhlaWdodD0iNDAyIj48cmVjdCB3aWR0aD0iMTAwJSIgaGVpZ2h0PSIxMDAlIj48YW5pbWF0ZSBhdHRyaWJ1dGVOYW1lPSJmaWxsIiB2YWx1ZXM9InJnYmEoMTUzLDE1MywxNTMsMC41KTtyZ2JhKDE1MywxNTMsMTUzLDAuMSk7cmdiYSgxNTMsMTUzLDE1MywwLjUpIiBkdXI9IjJzIiByZXBlYXRDb3VudD0iaW5kZWZpbml0ZSIgLz48L3JlY3Q+PC9zdmc+" alt="" class="wp-post-41581 wp-image-41582" data-public-id="hh/hh.png" data-format="png" data-transformations="f_auto,q_100" data-version="1749724264" data-seo="1" data-responsive="1" data-size="446 402" data-delivery="upload" onload=";window.CLDBind?CLDBind(this):document.body.appendChild(document.createElement(&#039;script&#039;)).src=&#039;https://cms.foundationallearning.in/?cloudinary_lazy_load_loader=1&#039;;this.onload=null;" data-cloudinary="lazy" /><figcaption class="wp-element-caption">Christina Sara, Secondary Grade Assistant Teacher, Panchayat Union Middle School in Melcowhatty, Ooty Block, The Nilgiris, Tamil Nadu</figcaption></figure></div>


A Teacher Who Loves What She Does



Christina has always loved teaching. She says, I enjoy trying different ways of teaching. I keep changing my methods until I find what works best for my students.  Her willingness to try new ideas has helped her make learning fun and effective for every child in her class. Since the Ennum Ezhuthum Mission began, classrooms in Tamil Nadu have changed a lot, instead of just desks and blackboards, there are now different corners or activity areas for storytelling, puppetry, reading, music, arts and crafts, quizzes and even yoga or dance. 



<figure class="wp-block-table"><table><tbody><tr><td>Christina says, &#8216;These corners help children enjoy school. They can read quietly, act out stories with puppets, sing songs, or paint with colours, it is not about memorising anymore—it’s about learning through fun.&#8217;</td></tr></tbody></table></figure>



Teaching Materials That Make Learning Easy



One of the big changes Christina appreciates is the use of Teaching-Learning Materials (TLMs). These are simple tools—like puppets, flashcards, stones, charts, or videos—that help explain topics in a way children can understand. Christina also uses a Teacher’s Handbook provided under the Ennum Ezhuthum programme. It gives her step-by-step ideas for lessons and activities, which saves time and helps her plan better.



Students Who Are Excited to Learn



Christina sees a clear change in her students, even students who were once shy or behind in class are now participating more and it is because now learning feels like a game, not a chore. Christina continues to try new teaching methods to make learning fun for her students.



<figure class="wp-block-table"><table><tbody><tr><td>She says, ‘I look at new tools with interest. I’m not afraid to try new things, the Teacher&#8217;s handbook helps, but I also like creating my own materials for my class.’</td></tr></tbody></table></figure>



Her creative and flexible teaching style has helped turn her classroom into a place where children feel safe, curious and excited to learn.

Christina Sara: Reimagining Classrooms for Deeper Learning

In Nilgiris district of Tamil Nadu, a teacher named Christina Sara is bringing new energy and joy into her classroom. Christina teaches Grades 1 to 3 at Panchayat Union Middle School. Christina believes that children learn best when they are happy and engaged.

At Government Upper Primary School in Dhenkanal, Odisha, education is not just a duty it’s a collective mission led by a determined and inspiring leader. Sujata Panda, the Head Teacher of the school, has transformed a once ordinary school into a thriving center of joyful learning and teacher collaboration.&nbsp;


<div class="wp-block-image">
<figure class="aligncenter size-large is-resized"><img decoding="async" loading="lazy" src="https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00086-1024x683.jpg" alt="" class="wp-post-41577 wp-image-41578" width="484" height="322" srcset="https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00086-1024x683.jpg 1024w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00086-300x200.jpg 300w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00086-768x512.jpg 768w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00086-1536x1024.jpg 1536w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00086-2048x1366.jpg 2048w" sizes="(max-width: 484px) 100vw, 484px" /><figcaption class="wp-element-caption">Sujata teaching a maths sum to her students during class</figcaption></figure></div>


A Journey Rooted in Inspiration and Resilience



Sujata’s calling to education began early, inspired by her uncle, a President’s award-winning teacher known for his passion for Math and Science. His dedication to teaching left a deep impression on Sujata. Following in his footsteps, Sujata pursued teaching with purpose, though the early years as a teacher were far from easy.



As a young woman entering the profession, Sujata faced doubts and resistance from peers who questioned whether she could create a real impact. But her commitment towards education and deep-rooted belief in its power kept her going. Over time, she not only proved her capabilities but also rallied the village around the cause of quality schooling, laying the foundation for a supportive and engaged school community.



Shifting Toward Joyful and Engaging Classrooms



Under Sujata’s leadership, classrooms at her school have become more welcoming and student-centered.&nbsp;



<figure class="wp-block-table"><table><tbody><tr><td>Sujata says, ‘Earlier, children were hesitant to talk to their teachers; now, they are more interactive, more open the fear they had is now vanishing.’ </td></tr></tbody></table></figure>



The shift toward joyful and engaging learning, supported by the state’s focus on Foundational Literacy and Numeracy (FLN), has improved classroom dynamics. Stronger student-teacher relationships and a friendlier environment have led to better participation and improved attendance, especially in the early grades.



Equipping Teachers to Lead the Change



As Headmistress, Sujata plays an active role in academic planning. She ensures that teachers begin each year with a clear action plan and encourages the use of Teaching-Learning Materials (TLMs) in lesson planning to make concepts more accessible and enjoyable.



To support the adoption of updated pedagogies, TLM workshops are regularly organised at the block, cluster and district levels. These workshops allow educators to learn from one another, share what’s working and adapt new methods to local contexts.



Sujata also emphasizes the value of Monthly Cluster Meetings (MCMs)—a state-mandated practice in Odisha. Held on the third saturday of every month, these meetings bring together Head Teachers and teachers of Grades 1 to 3 from all schools within the cluster.



These gatherings are not only focused on professional development but also celebrate teacher efforts. Recognition by the Cluster Resource Centre Coordinator (CRCC) helps boost morale and creates a culture of appreciation among peers.


<div class="wp-block-image">
<figure class="aligncenter size-large is-resized"><img decoding="async" loading="lazy" src="https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00113-1024x683.jpg" alt="" class="wp-post-41577 wp-image-41579" width="540" height="360" srcset="https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00113-1024x683.jpg 1024w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00113-300x200.jpg 300w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00113-768x512.jpg 768w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00113-1536x1024.jpg 1536w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/CSF-Odisha00113-2048x1365.jpg 2048w" sizes="(max-width: 540px) 100vw, 540px" /><figcaption class="wp-element-caption">Sujata explaning a story to her students</figcaption></figure></div>


Data-Driven Practice and Student Tracking



Sujata believes in the importance of tracking learning outcomes consistently. Her school maintains a weekly tracking system where learning progress is documented meticulously, right down to the date when a specific outcome is achieved by each child. This structured monitoring approach helps teachers identify learning gaps early and adjust their strategies. Over her 27 years of service, Sujata has seen a tangible impact.



<figure class="wp-block-table"><table><tbody><tr><td>‘The dropout rate has declined significantly, when schools are well-planned and children are supported, children stay, learn and grow.’ she says</td></tr></tbody></table></figure>



Sujata Panda’s leadership is a compelling example of how schools can thrive when Head Teachers guide with clarity, compassion and structure. Her story reflects the strength of Odisha’s systemic efforts in foundational learning, where collaboration, planning and accountability are helping every child move forward.

Sujata Panda: Pioneering Joyful Learning in Education

At Government Upper Primary School in Dhenkanal, Odisha, education is not just a duty it’s a collective mission led by a determined and inspiring leader. Sujata Panda, the Head Teacher of the school, has transformed a once ordinary school into a thriving center of joyful learning and teacher collaboration. 

In a small village of Bihar, a Government Primary School (GPS) teacher, Anita Devi is reimagining the classroom experience by infusing energy, creativity and purpose into foundational learning. Her work reflects the impact of Bihar’s focused efforts to strengthen Foundational Literacy and Numeracy (FLN), especially through the state’s flagship initiative, NIPUN Bihar.


<div class="wp-block-image">
<figure class="aligncenter size-large is-resized"><img width="383" height="510" decoding="async" loading="lazy" src="data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHdpZHRoPSIzODMiIGhlaWdodD0iNTEwIj48cmVjdCB3aWR0aD0iMTAwJSIgaGVpZ2h0PSIxMDAlIj48YW5pbWF0ZSBhdHRyaWJ1dGVOYW1lPSJmaWxsIiB2YWx1ZXM9InJnYmEoMTUzLDE1MywxNTMsMC41KTtyZ2JhKDE1MywxNTMsMTUzLDAuMSk7cmdiYSgxNTMsMTUzLDE1MywwLjUpIiBkdXI9IjJzIiByZXBlYXRDb3VudD0iaW5kZWZpbml0ZSIgLz48L3JlY3Q+PC9zdmc+" alt="" class="wp-post-41572 wp-image-41575" data-public-id="WhatsApp-Image-2025-05-23-at-8.49.57-PM_41575e72f5/WhatsApp-Image-2025-05-23-at-8.49.57-PM_41575e72f5.jpeg" data-format="jpeg" data-transformations="f_auto,q_100" data-version="1749712448" data-seo="1" data-responsive="1" data-size="383 510" data-delivery="upload" onload=";window.CLDBind?CLDBind(this):null;" data-cloudinary="lazy" /><figcaption class="wp-element-caption">Anita Devi transformed her saree into a creative TLM</figcaption></figure></div>


With alignment to the National Education Policy (NEP) 2020, NIPUN Bihar aims to ensure that all children in Grades 1 to 3 achieve basic reading and numeracy skills



A Journey into Purposeful Teaching



Anita Devi believes that education must feel relevant and joyful, especially for young learners in rural settings. Many of her students come from families where children are expected to contribute to domestic or farm work, which is why engaging them meaningfully in school has been a challenge.



<figure class="wp-block-table"><table><tbody><tr><td>‘Earlier, children used to stay outside, playing or helping in the fields, But when learning became more playful and interactive, they started coming to school on their own. Now they do not want to miss a day.’</td></tr></tbody></table></figure>



Teaching-Learning Materials That Spark Curiosity



A turning point in Anita’s classroom came with the structured use of Teaching-Learning Materials (TLMs). TLMs are activity-based tools that help simplify abstract concepts and support experiential learning. Through the training and guidance provided under NIPUN Bihar, Anita learned how to effectively use TLMs to build student interest and comprehension.



<figure class="wp-block-table"><table><tbody><tr><td>‘Our children love TLMs, they play and learn at the same time, It keeps them engaged and helps them understand better.’ she shares.&nbsp;</td></tr></tbody></table></figure>


<div class="wp-block-image">
<figure class="aligncenter size-large is-resized"><img width="383" height="510" decoding="async" loading="lazy" src="data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHdpZHRoPSIzODMiIGhlaWdodD0iNTEwIj48cmVjdCB3aWR0aD0iMTAwJSIgaGVpZ2h0PSIxMDAlIj48YW5pbWF0ZSBhdHRyaWJ1dGVOYW1lPSJmaWxsIiB2YWx1ZXM9InJnYmEoMTUzLDE1MywxNTMsMC41KTtyZ2JhKDE1MywxNTMsMTUzLDAuMSk7cmdiYSgxNTMsMTUzLDE1MywwLjUpIiBkdXI9IjJzIiByZXBlYXRDb3VudD0iaW5kZWZpbml0ZSIgLz48L3JlY3Q+PC9zdmc+" alt="" class="wp-post-41572 wp-image-41574" data-public-id="WhatsApp-Image-2025-05-14-at-12.30.03-PM-5/WhatsApp-Image-2025-05-14-at-12.30.03-PM-5.jpeg" data-format="jpeg" data-transformations="f_auto,q_100" data-version="1749712376" data-seo="1" data-responsive="1" data-size="383 510" data-delivery="upload" onload=";window.CLDBind?CLDBind(this):null;" data-cloudinary="lazy" /><figcaption class="wp-element-caption">Anita Devi conducting activities during NIPUN Bihar Mela</figcaption></figure></div>


What sets Anita apart is her creativity. She custom-designs TLMs using locally available materials, ensuring that learning is rooted in students’ everyday environments. In a particularly innovative gesture, she designed a saree featuring letters and numbers, turning it into a learning tool that sparked excitement among her students.



Strengthening Foundational Literacy and Numeracy



In line with NIPUN Bihar’s focus on comprehensive skill development, Anita uses TLMs and children-friendly strategies to build both language and numeracy skills. Her approach supports oral language development, vocabulary building, writing, reading comprehension and basic Math skills. The playful and inclusive nature of her classroom ensures that children with different learning needs feel supported and included.



Creating a Supportive School Culture



Beyond the classroom, Anita also strives to build trust within the community to further strengthen children’s educational journeys. In many rural areas, schooling is not always seen as essential. Through regular communication and visible changes in children’s enthusiasm, she has gradually shifted the mindsets of community members. Anita credits the regular training sessions under NIPUN Bihar for keeping her inspired.



Anita Devi’s classroom is a testament to what is possible when passion meets support. Through the effective use of TLMs, engaging strategies and ongoing training, she has created a space where learning is joyful, inclusive and impactful.



Her story is a testament to what NIPUN Bihar stands for, that with the right tools, training and mindset, every child can build strong foundational skills and every teacher can be a catalyst for change.

Anita Devi: Redefining Learning with Creative Teaching

In a small village of Bihar, a Government Primary School (GPS) teacher, Anita Devi is reimagining the classroom experience by infusing energy, creativity and purpose into foundational learning.

मध्य प्रदेश के सीहोर जिले के बुधनी ब्लॉक में स्थित सरकारी प्राथमिक विद्यालय में,पढ़ाई का माहौल अब पहले से कहीं ज़्यादा सहज और सकारात्मक हो गया है। इसका एक अहम कारण हैं यहां की शिक्षिका तलत बेग, जो बच्चों के साथ गहरा और भरोसेमंद रिश्ता बनाकर उन्हें सीखने के लिए प्रेरित करती हैं।


<div class="wp-block-image">
<figure class="aligncenter size-large is-resized"><img decoding="async" loading="lazy" src="https://cms.foundationallearning.in/wp-content/uploads/2025/06/038_SB_CSF-Sehore_TalatBeg_2023-3027_DSC3027-1024x681.jpg" alt="" class="wp-post-41567 wp-image-41568" width="521" height="346" srcset="https://cms.foundationallearning.in/wp-content/uploads/2025/06/038_SB_CSF-Sehore_TalatBeg_2023-3027_DSC3027-1024x681.jpg 1024w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/038_SB_CSF-Sehore_TalatBeg_2023-3027_DSC3027-300x200.jpg 300w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/038_SB_CSF-Sehore_TalatBeg_2023-3027_DSC3027-768x511.jpg 768w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/038_SB_CSF-Sehore_TalatBeg_2023-3027_DSC3027-1536x1022.jpg 1536w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/038_SB_CSF-Sehore_TalatBeg_2023-3027_DSC3027-2048x1362.jpg 2048w" sizes="(max-width: 521px) 100vw, 521px" /><figcaption class="wp-element-caption">तलत बेग अपनी कक्षा में FLN से जुड़ी गतिविधि कराते हुए</figcaption></figure></div>


शिक्षक बनने की प्रेरणा



तलत को बचपन में अपने शिक्षकों से जो सीख और प्रेरणा मिली, उसने उन्हें भी शिक्षा के क्षेत्र में आने के लिए प्रेरित किया। वे कहती हैं, बचपन से ही मन में था कि शिक्षक बनूं और कुछ अच्छा करूं।



तलत का मानना है कि बच्चों को सीखने के लिए पहले एक ऐसा माहौल चाहिए जहाँ वे सहज महसूस करें। इसलिए वे कक्षा की शुरुआत बच्चों से बात करके करती हैं—“आज क्या खाया?”, “घर पर सब कैसे हैं?” जैसे सवालों से। इससे बच्चों के साथ उनका जुड़ाव बनता है और वे अपनी बात खुलकर कह पाते हैं।



<figure class="wp-block-table"><table><tbody><tr><td>‘मैं कोशिश करती हूं कि स्कूल में बच्चों को घर जैसा माहौल मिले, ताकि वे स्कूल आना पसंद करें,’ तलत कहती हैं।</td></tr></tbody></table></figure>



मिशन अंकुर: शिक्षण को सरल और योजनाबद्ध बनाने की दिशा में कदम



मिशन अंकुर मध्य प्रदेश सरकार की एक पहल है, जिसका उद्देश्य है कि कक्षा 1 से 3 तक के सभी बच्चे बुनियादी साक्षरता एवं संख्यात्मकता (Foundational Literacy and Numeracy &#8211; FLN) हासिल कर सकें। यह मिशन राष्ट्रीय स्तर पर चल रहे निपुण भारत मिशन से जुड़ा हुआ है।


<div class="wp-block-image">
<figure class="aligncenter size-large is-resized"><img decoding="async" loading="lazy" src="https://cms.foundationallearning.in/wp-content/uploads/2025/06/020_SB_CSF-Sehore_TalatBeg_2023-2952_DSC2952-1024x681.jpg" alt="" class="wp-post-41567 wp-image-41569" width="513" height="341" srcset="https://cms.foundationallearning.in/wp-content/uploads/2025/06/020_SB_CSF-Sehore_TalatBeg_2023-2952_DSC2952-1024x681.jpg 1024w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/020_SB_CSF-Sehore_TalatBeg_2023-2952_DSC2952-300x200.jpg 300w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/020_SB_CSF-Sehore_TalatBeg_2023-2952_DSC2952-768x511.jpg 768w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/020_SB_CSF-Sehore_TalatBeg_2023-2952_DSC2952-1536x1022.jpg 1536w, https://cms.foundationallearning.in/wp-content/uploads/2025/06/020_SB_CSF-Sehore_TalatBeg_2023-2952_DSC2952-2048x1362.jpg 2048w" sizes="(max-width: 513px) 100vw, 513px" /><figcaption class="wp-element-caption"> तलत बेग ने बच्चों के साथ एक रोचक गतिविधि सत्र आयोजित किया</figcaption></figure></div>


तलत बताती हैं कि मिशन अंकुर शुरू होने के बाद शिक्षण में काफी मदद मिली है। अब उन्हें हर विषय और कक्षा के लिए एक स्पष्ट शिक्षक गाइड और पाठ योजना मिलती है, जिससे पढ़ाई की तैयारी आसान हो जाती है



सरल सामग्री से प्रभावी सीखना



तलत कक्षा में शिक्षण सहायक सामग्री (TLMs) का प्रयोग करती हैं—जैसे रंगीन चार्ट, कार्ड्स, चित्र या साधारण खेल। ये चीजें बच्चों को विषय को बेहतर समझने और याद रखने में मदद करती हैं।



तलत बच्चों की ज़रूरत के अनुसार पढ़ाने का तरीका अपनाती हैं—जो बच्चे तेज़ हैं उन्हें पहले काम देती हैं और फिर उन बच्चों पर ध्यान देती हैं जिन्हें अतिरिक्त मदद की ज़रूरत होती है। तलत बताती हैं कि मिशन अंकुर ने उनके खुद के काम करने के तरीके में भी बदलाव लाया है, अब कक्षा 1 और 2 के बच्चे आसानी से हिंदी बोल और पढ़ पा रहे हैं, और गणित में भी पहले से बेहतर प्रदर्शन कर रहे हैं।

तलत बेग: सहज और भरोसेमंद शिक्षा की ओर

मध्य प्रदेश के सीहोर जिले के बुधनी ब्लॉक में स्थित सरकारी प्राथमिक विद्यालय में,पढ़ाई का माहौल अब पहले से कहीं ज़्यादा सहज और सकारात्मक हो गया है। इसका एक अहम कारण हैं यहां की शिक्षिका तलत बेग, जो बच्चों के साथ गहरा और भरोसेमंद रिश्ता बनाकर उन्हें सीखने के लिए प्रेरित करती हैं।

In the heart of Amla Noabad village in Madhya Pradesh, Government Primary School (GPS) Bawdiya shines as a symbol of educational transformation. Devnarayan Verma, the teacher of this school, has a deep heartfelt relationship with the children.


<div class="wp-block-image">
<figure class="aligncenter size-full"><img width="1000" height="665" decoding="async" loading="lazy" src="data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHdpZHRoPSIxMDAwIiBoZWlnaHQ9IjY2NSI+PHJlY3Qgd2lkdGg9IjEwMCUiIGhlaWdodD0iMTAwJSI+PGFuaW1hdGUgYXR0cmlidXRlTmFtZT0iZmlsbCIgdmFsdWVzPSJyZ2JhKDE1MywxNTMsMTUzLDAuNSk7cmdiYSgxNTMsMTUzLDE1MywwLjEpO3JnYmEoMTUzLDE1MywxNTMsMC41KSIgZHVyPSIycyIgcmVwZWF0Q291bnQ9ImluZGVmaW5pdGUiIC8+PC9yZWN0Pjwvc3ZnPg==" alt="" class="wp-post-40859 wp-image-40863" data-public-id="Devnarayan-Verma-3/Devnarayan-Verma-3.jpg" data-format="jpg" data-transformations="f_auto,q_100" data-version="1749539236" data-seo="1" data-responsive="1" data-size="1000 665" data-delivery="upload" onload=";window.CLDBind?CLDBind(this):null;" data-cloudinary="lazy" /><figcaption class="wp-element-caption">39-year-old Devnarayan Verma engages in an activity with his students at GPS Semra Bheropura in Bhopal, Madhya Pradesh </figcaption></figure></div>


A person close to Devnarayan Verma advised him to pursue a Diploma in Elementary Education (D.El.Ed.) and so he did. After one and a half years, he got a job as a teacher. 39-year-old Devnarayan Verma&#8217;s career started from Government Primary School, Semra Bheropura in Bhopal&#8217;s Berasia, where he worked as a teacher for over nine years. In 2019, he was transferred to Sehore district and since then he has been inculcating the spirit of learning among his students in GPS Bawdiya in Sehore&#8217;s Ichhawar block. 



Devnarayan&#8217;s passion for teaching and his commitment to making learning an enjoyable experience has not only left an indelible mark on his students, but has also become a source of inspiration for educators across the region.



<blockquote class="wp-block-quote is-style-default has-medium-font-size" style="font-style:italic;font-weight:400">
“Teaching is not just a profession; it is a passion that brings unparalleled joy and satisfaction. I firmly believe that the pleasure derived from imparting knowledge to young minds is incomparable to any other pursuit. Mission Ankur is no less than a revolution for children. With the implementation of the FLN (Foundational Literacy and Numeracy) programme, teaching has taken on a new dimension, making the learning process more engaging and enjoyable for both students and educators.”
<cite>Devnarayan Verma</cite></blockquote>



Mission Ankur is an educational initiative launched by the Government of Madhya Pradesh with the primary objective of strengthening foundational literacy and numeracy (FLN) skills among young children. This mission is a part of the larger national initiative called the NIPUN (National Initiative for Proficiency in Reading with Understanding and Numeracy) Bharat Mission, which underlines the importance of ensuring that all children in India learn foundational literacy and numeracy skills by Grade 3.



Making Best Use of Teaching-Learning Materials as part of Mission Ankur



“Initially, I was a little concerned with the thick books that came with the FLN programme. However, my concerns were mitigated as I read in depth the teacher guide, which provided valuable insights and strategies for effective teaching. The introduction of teaching learning materials (TLM) has also been a game-changer, allowing children to experience the joy of learning in a practical and interactive way&#8221;, shares Devnarayan. 



Vaishnavi, a grade 3 student, shares, &#8220;At first, I was scared to come to school. But when Devnarayan sir began teaching through games, school began feeling like home. Now, I want to join the police when I grow up so that I can serve the country&#8221;. 



Devnarayan&#8217;s creativity knows no bounds when it comes to teaching. In Mathematics, he employs the use of pebble stones to strengthen the children&#8217;s understanding of numbers. The tactile experience of manipulating these stones not only enhances numeracy skills but also makes the learning process enjoyable and memorable. Additionally, matchsticks become tools of imparting learning in his classroom, providing a unique and effective way to convey mathematical concepts.



<figure class="wp-block-image size-full"><img width="1000" height="665" decoding="async" loading="lazy" src="data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHdpZHRoPSIxMDAwIiBoZWlnaHQ9IjY2NSI+PHJlY3Qgd2lkdGg9IjEwMCUiIGhlaWdodD0iMTAwJSI+PGFuaW1hdGUgYXR0cmlidXRlTmFtZT0iZmlsbCIgdmFsdWVzPSJyZ2JhKDE1MywxNTMsMTUzLDAuNSk7cmdiYSgxNTMsMTUzLDE1MywwLjEpO3JnYmEoMTUzLDE1MywxNTMsMC41KSIgZHVyPSIycyIgcmVwZWF0Q291bnQ9ImluZGVmaW5pdGUiIC8+PC9yZWN0Pjwvc3ZnPg==" alt="" class="wp-post-40859 wp-image-40864" data-public-id="Devnarayan-Verma-4-/Devnarayan-Verma-4-.jpg" data-format="jpg" data-transformations="f_auto,q_100" data-version="1749539228" data-seo="1" data-responsive="1" data-size="1000 665" data-delivery="upload" onload=";window.CLDBind?CLDBind(this):null;" data-cloudinary="lazy" /><figcaption class="wp-element-caption">Using pebble stones to teach numeracy skills in the classroom</figcaption></figure>



Language development forms a crucial aspect of education and Devnarayan ensures a comprehensive approach to it. By incorporating activities that focus on key competencies like Oral Language Development, Phonological Awareness, Alphabet Knowledge, Vocabulary, Fluent Reading, Comprehension, Writing and Independent Reading, he covers the eight dimensions of Hindi language education. Devnarayan&#8217;s innovative methods make these dimensions not only accessible but also fascinating for students.



One of the standout features of Devnarayan&#8217;s teaching methodology is the integration of resources provided as part of Mission Ankur. Reading corners adorn the walls of his classroom, providing students with a dedicated space to delve into the world of books. The introduction of ‘Gyaan Ka Khazana’, a teaching-learning material created by Devnarayan, has further enriched the learning experience for his students. This treasure trove encapsulates everything a student needs to know and serves as a visual aid to facilitate understanding.



<figure class="wp-block-image size-full"><img width="1000" height="665" decoding="async" loading="lazy" src="data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHdpZHRoPSIxMDAwIiBoZWlnaHQ9IjY2NSI+PHJlY3Qgd2lkdGg9IjEwMCUiIGhlaWdodD0iMTAwJSI+PGFuaW1hdGUgYXR0cmlidXRlTmFtZT0iZmlsbCIgdmFsdWVzPSJyZ2JhKDE1MywxNTMsMTUzLDAuNSk7cmdiYSgxNTMsMTUzLDE1MywwLjEpO3JnYmEoMTUzLDE1MywxNTMsMC41KSIgZHVyPSIycyIgcmVwZWF0Q291bnQ9ImluZGVmaW5pdGUiIC8+PC9yZWN0Pjwvc3ZnPg==" alt="" class="wp-post-40859 wp-image-40865" data-public-id="Devnarayan-Verma-5/Devnarayan-Verma-5.jpg" data-format="jpg" data-transformations="f_auto,q_100" data-version="1749539219" data-seo="1" data-responsive="1" data-size="1000 665" data-delivery="upload" onload=";window.CLDBind?CLDBind(this):null;" data-cloudinary="lazy" /><figcaption class="wp-element-caption">The Math Corner in Devnarayan Verma&#8217;s classroom</figcaption></figure>



The impact of Devnarayan Verma&#8217;s teaching extends beyond the classroom walls. His innovative methods have become a model for educators, illustrating that education can be both effective and enjoyable. The success of GPS Bawdiya under his guidance serves as a testament to the transformative power that dedicated and passionate teachers hold in shaping the lives of their students.



Fostering a Collaborative Learning Environment



In Devnarayan&#8217;s classroom, no child is left behind. He extends personalised assistance to those who struggle with their studies, ensuring that every student receives the attention they require. Moreover, he fosters a collaborative learning environment where students who excel in their studies contribute to the growth of their peers.



Devnarayan Verma&#8217;s journey as a teacher in GPS Bawdiya is an example to the positive changes that can be achieved in education when passion, creativity and commitment converge. His creative ways of using the teaching-learning material provided under Mission Ankur, Government of Madhya Pradesh&#8217;s flagship FLN progranme, have not only made learning more interesting but have also paved the way for students to become active and enthusiastic participants in their learning journeys. 



Devnarayan Verma is not just a teacher; but a hope for change, shaping the future of his students and leaving an indelible mark on the education landscape in Amla Noabad village, Madhya Pradesh.


<div class="wp-block-image">
<figure class="aligncenter size-large is-resized"><img width="768" height="511" decoding="async" loading="lazy" src="data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHdpZHRoPSI3NjgiIGhlaWdodD0iNTExIj48cmVjdCB3aWR0aD0iMTAwJSIgaGVpZ2h0PSIxMDAlIj48YW5pbWF0ZSBhdHRyaWJ1dGVOYW1lPSJmaWxsIiB2YWx1ZXM9InJnYmEoMTUzLDE1MywxNTMsMC41KTtyZ2JhKDE1MywxNTMsMTUzLDAuMSk7cmdiYSgxNTMsMTUzLDE1MywwLjUpIiBkdXI9IjJzIiByZXBlYXRDb3VudD0iaW5kZWZpbml0ZSIgLz48L3JlY3Q+PC9zdmc+" alt="" class="wp-post-40859 wp-image-40860" data-public-id="Devnarayan-Verma-2/Devnarayan-Verma-2.jpg" data-format="jpg" data-transformations="f_auto,q_100" data-version="1749583776" data-seo="1" data-responsive="1" data-size="768 511" data-delivery="upload" onload=";window.CLDBind?CLDBind(this):null;" data-cloudinary="lazy" /><figcaption class="wp-element-caption">Devnarayan Verma and his students post an engaging learning activity </figcaption></figure></div>

Transforming Education in Madhya Pradesh: The Inspiring Story of Devnarayan Verma

Devnarayan Verma's passion for teaching and his commitment to making learning an enjoyable experience has not only left an indelible mark on his students, but has also become a source of inspiration for educators across the region.

शिक्षिका रीना पाटेदार मिशन अंकुर के अंतर्गत बच्चों की बुनियादी शिक्षा को सुदृढ़ करने के महत्व पर प्रकाश डाल रही हैं। वो बताती हैं कि प्रारंभिक शिक्षा बच्चों के भविष्य की नींव होती है और इसे मज़बूत करना क्यों आवश्यक है। रीना पाटेदार अपने अनुभव साझा करते हुए बताती हैं कि कैसे बच्चों को सही दिशा में शिक्षित करके उनके शैक्षिक और मानसिक विकास में सुधार किया जा सकता है। मिशन अंकुर के माध्यम से वो शिक्षा के महत्व को समझाती हैं और इसके माध्यम से बच्चों को आत्मनिर्भर और सक्षम नागरिक बनाने के अपने प्रयासों का वर्णन करती हैं।


<div class="wp-block-image">
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कोई कहता है डॉक्टर बनना है, कोई इंजीनियर तो कोई वैज्ञानिक मगर मेरे ज़हन में बचपन से ही कोई स्पष्टता नहीं थी कि मुझे क्या बनना है। मैंने अपने मायके में 6 वर्षों तक प्राइवेट स्कूल में पढ़ाया। ऐसा कुछ सुनियोजित नहीं था कि मुझे टीचर ही बनना है, खाली थी इस वजह से पढ़ाने लगी।



मैं रीना पाटेदार, आष्ठा प्रखंड के शाशकीय माध्यमिक शाला, बरछापुरा में पिछले ग्यारह वर्षों से बतौर शिक्षिका कार्यरत हूं। जिस प्रकार से एक कुम्हार मिट्टी को आकार देने का काम करता है, ठीक वैसे ही बच्चों केो जीवन में एक टीचर की भूमिका होती है। बच्चे उस अबोध मिट्टी की तरह होते हैं, उन्हें जिस रूप में ढाला जाए, वे ढल जाते हैं। इसलिए एक शिक्षक का दायित्व है कि वो बच्चों को सही आकार दे ताकि वे ना सिर्फ अपने जीवन में शिक्षित बन पाएं, बल्कि वे संवेदनशील हों, उनमें अनुशासन हो और इन सबसे परे वे बेहतर इंसान बनें।



विद्यालय प्रांगण में पहुंचते ही हंसते-खेलते बच्चों को देखकर मन गुलज़ार हो जाता है और प्रतीत होता है कि एक दिन ज़रूर मेरा सपना साकार होगा ये बच्चे अपने-अपने क्षेत्र में कीर्तिमान स्थापित करेंगे, जिससे ना केवल उनके पेरेन्ट्स गौरवान्वित महसूस करेंगे, बल्कि गाँव, शहर के साथ-साथ हम शिक्षकों के हिस्से भी गर्व करने की अनुभूति होगी। मिशन अंकुर के आगाज़ के साथ ना केवल बच्चे शिक्षा को बेहतर तरीके से ग्रहण कर रहे हैं, बल्कि हम शिक्षकों के पढ़ाने का तरीका भी काफी रोमांचक हो गया है। पांच-सात वर्षीय बच्चों के संग हम इस कदर घुल-मिल जाते हैं जैसे हम कोई अजीज़ दोस्त हों।


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प्रार्थना सभा के बाद बच्चों को खिलखिलाकर कक्षा में प्रवेश करते देख मन में ख्याल आता है कि एक वो दौर था जब पाठ्यपुस्तक बच्चों के लिए उबाऊ बन जाता था और एक आज का दौर है जब बच्चों में खेल-खेल में सीखने की ललक परवान पर है। सबसे पहले कक्षा में प्रवेश कर बच्चों से पूछती हूं, “आपने आज क्या नाश्ता किया? घर में आपने कौन-सा गेम खेला? घर में कौन-कौन सदस्य हैं?” इन प्रश्नों का जवाब बड़ा ही दिलचस्प मिलता है। कोई बच्चा कहता है, “बुआ आई है, उनके बच्चों के साथ आंख मिचौली खेली। कोई कहता है कल मम्मी ने आलू की सब्ज़ी बनाई और हमसे पूछा गिनकर बताओ बेटा कितने आलू हैं ये और हमने झट से बता दिया, मम्मी खुश हो गईं।”



बच्चों के संग हम इस तरह की आत्मीय बातचीत इसलिए करते हैं, ताकि पढ़ाई उन्हें बोझ ना लगे और वे क्लास के दौरान खुलकर अपनी शंकाएं हमसे साझा करें। बच्चों के साथ जब हम घुलमिल जाते हैं, तब उनके मन में शिक्षा, शिक्षक और विद्यालय को लेकर अतिरिक्त दबाव नहीं रहता है, इसलिए ज़रूरी है कि हम दोस्त बनकर बच्चों के साथ इस कदर धुलमिल जाएं ताकि उनकी झिझक खत्म हो सके।



हमारे बच्चे अब घर जाकर पेरेन्ट्स से खिलौने खरीदने की ज़िद्द नहीं करते हैं, क्योंकि विद्यालय में खेल-खेल के माध्यम से उन्हें पढ़ाया जाता है और इस वजह से अब वे विद्यालय आने से डरते भी नहीं हैं। हमने बच्चों को बड़े सपने दिखाकर उनको साकार करने की ज़िद्द करना सिखाया है। जब ये बच्चे स्कूल यूनिफॉर्म पहनकर खेल के ज़रिये पढ़ाई की चीज़ें सीखते हैं, तो मुझे अपना बचपन याद आ जाता है जब ना तो मिशन अंकुर था और ना ही दिलचस्प टीएलएम (टीचिंग लर्निंग मटेरियल) जैसी कोई चीज़। मिशन अंकुर मध्य प्रदेश में एक राज्य स्तरीय मिशन है, जिसका उद्देश्य 2026-2027 तक कक्षा 1-3 तक के बच्चों के लिए एफएलएन को मजबूत करना है और इस उद्देश्य की पूर्ति के लिए ना केवल हम जैसे शिक्षक प्रतिबद्द हैं, बल्कि बच्चों का भी इसमें पूरा सहयोग है।


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जैसे- बच्चों को जोड़ की अवधारणा बतानी है तो मैं कुछ कुछ कविताओं का चयन करती हूं जिसमें मिलाने की बात होती है। उदाहरण के लिए ‘एक मोटा हाथी’ वाली कविता पर चर्चा करती हूं। मैं इस क्रम में बच्चों से पूछती हूं, “बेटा एक और एक हाथी मिलकर कितने होते हैं? तो उनका जवाब आता है दो।” जब से मिशन अंकुर का आगाज़ हुआ है, बच्चों को पढ़ाने में काफी मज़ा आता है। इससे हमें कुछ बेहतर करने की रूपरेखा मिली है। पहले की शिक्षा पद्धति में ऐसा नहीं था कि एक-एक कर बच्चों को सिखाना है लेकिन अब हम उन्हें स्टेप बाई स्टेप सिखाते हैं, जिसमें भरपूर नयापन होता है।



स्वतंत्र पठन और पुस्तकालय की गतिविधि के माध्यम से कमज़ोर बच्चों पर विषेश ध्यान होता है। पहले बच्चे पांचवी कक्षा में पहुंच जाते थे लेकिन उन्हें हिन्दी पढ़ना नहीं आता था। मिशन अंकुर के बाद से हमारा ध्यान बच्चों को बेहतर शिक्षा मिल सके, इस पर केन्द्रित हो गया है। दूसरी कक्षा के बच्चे जब तीसरी में जा रहे हैं, तब वे बगैर अटके



हिन्दी पढ़ लेते हैं और ये ना सिर्फ मेरी जीत है, बल्कि उन सभी साझा प्रयासों का परिणाम है जो इन बच्चों के लिए खर्च किए जा रहे हैं।


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मैं आशावान हूं कि एक दिन वो दौर बनेगा जब मध्यप्रदेश के सरकारी स्कूलों के बच्चे मिसाल पेश करेंगे, ना केवल उनके माता उन पर गर्व करेंगे, बल्कि देश के लिए ये बच्चे किसी असेट (संपत्ति) से कम नहीं होंगे। मेरे बच्चे संघर्ष के काले बादलों को चीरकर एक दिन ज़रूर सफलतारुपी बारिश को अंजाम देंगे।

रीना पाटेदार: शिक्षण उत्कृष्टता की कहानी

शिक्षिका रीना पाटेदार मिशन अंकुर के अंतर्गत बच्चों की बुनियादी शिक्षा को सुदृढ़ करने के महत्व पर प्रकाश डाल रही हैं। वो बताती हैं कि प्रारंभिक शिक्षा बच्चों के भविष्य की नींव होती है और इसे मज़बूत करना क्यों आवश्यक है। रीना पाटेदार अपने अनुभव साझा करते हुए बताती हैं कि कैसे बच्चों को सही दिशा में शिक्षित करके उनके शैक्षिक और मानसिक विकास में सुधार किया जा सकता है। मिशन अंकुर के माध्यम से वो शिक्षा के महत्व को समझाती हैं और इसके माध्यम से बच्चों को आत्मनिर्भर और सक्षम नागरिक बनाने के अपने प्रयासों का वर्णन करती हैं।

नमस्ते, मेरा नाम फुलबाई बारेला है। मैं प्राथमिकशाला कोलुखेड़ी में शिक्षिका हूं और अलीपुर गाँव की रहने वाली हूं। मेरे विद्यालय के अधिकांश बच्चे सुदूर आदिवासी क्षेत्रों से आते हैं, और मैं भी आदिवासी क्षेत्र से आती हूं। ये बच्चे मेरे ही समाज के हैं, और इसलिए मैं उनके साथ एक विशेष जुड़ाव महसूस करती हूं।


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मैं सिहौर ज़िले के नसरुल्लागंज के एक छोटे से गाँव से हूं। मेरी बचपन की कहानी गरीबी और संघर्ष से भरी हुई है। मेरे पिता मज़दूरी करते थे और महुआ बीनते थे। आज भी वो खेती करते हैं। पांचवी तक मेरी पढ़ाई बहुत कठिनाइयों में हुई। कलम खरीदने के पैसे नहीं थे, इसलिए मैं रिफील से लिखती थी। गर्मियों में हम तेंदुपत्ता और महुआ तोड़ते थे और उन पैसों से कॉपी, किताब, और साबुन खरीदते थे। स्कूल जाने के लिए 15 किलोमीटर पैदल चलना पड़ता था।



पांचवीं कक्षा पास करने के बाद, छठी की पढ़ाई के लिए सात किलोमीटर पैदल चलना पड़ता था। आठवीं पास करने के बाद, 12 किलोमीटर पैदल जाना पड़ता था। आधे समय हम पढ़ाई करते थे और आधे समय खेत में काम करते थे।



12वीं का रिज़ल्ट घोषित होते ही मुझे टीचर की सरकारी नौकरी मिल गई। 2002 में मैं सरकारी टीचर बन गई। स्कूल से घर आने का कोई साधन नहीं था, बीच में नदी भी पड़ती थी, इसलिए मुझे पैदल ही आना-जाना करना पड़ता था। यह सिलसिला 6 वर्षों तक चला।



पहले, हमारे विद्यालय में एनसीईआरटी की किताबें चलती थीं लेकिन मिशन अंकुर ने शिक्षा प्रणाली में काफी बदलाव लाया है। अब हम बच्चों को अक्षर और गिनती को रटाने की बजाय, उन्हें खेल-खेल में और गतिविधियों के माध्यम से सिखाते हैं। इससे बच्चे सीखने में ज़्यादा रुचि लेने लगे हैं। पहले बच्चे गिनती को पहचान नहीं पाते थे, केवल 1 से 100 तक गिन देते थे। अब मिशन अंकुर के तहत हम बच्चों को उदाहरण और गतिविधियों के माध्यम से सिखाते हैं।


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बच्चों को पढ़ाने के लिए मैं आसपास की वस्तुओं से टीचिंग लर्निंग मेटेरियल (टीएलएम) बनाती हूं। जैसे- बालू, पत्ते, मिट्टी और कंकड़-पत्थर आदि। जब बच्चे इन चीज़ों को करके देखते हैं, तो वे जल्दी सीखते हैं।



मिशन अंकुर के आने के बाद से बच्चों में पढ़ाई के प्रति रूचि बढ़ी है। पहले बच्चे विद्यालय आने से डरते थे और कई-कई दिन तक स्कूल नहीं आते थे। हमें घर जाकर बच्चों के पेरेंट्स को समझाना पड़ता था, तब बड़ी मुश्किल से बच्चे विद्यालय आते थे। अब, मिशन अंकुर के बाद से बच्चों में पढ़ाई के प्रति रुचि जाग गई है और वे नियमित रूप से स्कूल आने लगे हैं।



अब, बच्चे रुचि लेकर कहानी और कविताएं भी सुनाते हैं। मैं उनसे पूछती हूं कि 18 अंक कहां है तो वे ब्लैकबोर्ड पर दिखा देते हैं। इससे पता चलता है कि बच्चे अब पढ़ाई में दिलचस्पी ले रहे हैं और खेल-खेल में सीखने की विधि उन्हें भा रही है।



जीवन के संघर्ष भरे दौर में&nbsp; भी मैंने कभी हार नहीं मानी। अब मैं अपने अनुभवों का उपयोग करके अपने समाज के बच्चों को शिक्षा के माध्यम से एक उज्जवल भविष्य देने की कोशिश कर रही हूं। मिशन अंकुर ने मेरे और मेरे बच्चों के जीवन में एक नई रौशनी लाई है और मैं उम्मीद करती हूं कि आगे भी हम इसी तरह से मिलकर सीखते और सिखाते रहेंगे।


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मुझे गर्व है कि मैं अपने बच्चों को एक अच्छा भविष्य देने की दिशा में काम कर रही हूं। शिक्षा के माध्यम से, मैं उन्हें नए अवसरों और संभावनाओं की दिशा में प्रेरित कर रही हूं। मेरी यात्रा कठिनाइयों से भरी रही है, लेकिन इन संघर्षों ने मुझे मजबूत बनाया है। मैं चाहती हूं कि मेरे बच्चे भी इन कठिनाइयों से लड़कर अपने सपनों को पूरा करें और अपने समाज का नाम रोशन करें।

फुलबाई बारेला: गरीबी से शिक्षिका बनने तक की कहानी

नमस्ते, मेरा नाम फुलबाई बारेला है। मैं प्राथमिकशाला कोलुखेड़ी में शिक्षिका हूं और अलीपुर गाँव की रहने वाली हूं। मेरे विद्यालय के अधिकांश बच्चे सुदूर आदिवासी क्षेत्रों से आते हैं, और मैं भी आदिवासी क्षेत्र से आती हूं। ये बच्चे मेरे ही समाज के हैं, और इसलिए मैं उनके साथ एक विशेष जुड़ाव महसूस करती हूं।

Teachers are the mirrors of society. One such reflection is Ravi Sharma, a teacher a primary school in Bamuliya Raymal village of Aastha block in the Sehore district of Madhya Pradesh.


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When Ravi enters the school premises, children are often filled with enthusiasm. There exists a warm and intimate relationship between Ravi and the children, much like the bond between best friends. 



As a teacher, Ravi started his teaching career in 2006 at a private school. Subsequently, in 2014, he secured a government job with his initial posting in Vidisha district. In 2021, Ravi was transferred to a primary school of Bamuliya Raymal village, where as a teacher, he is not only providing the best education to children but also telling them how to weave their dreams into reality.



Enhancing Learning Through Visuals



Ravi Says, &#8220;The impact of Mission Ankur is resonating profoundly in Madhya Pradesh. In my school, I have witnessed hopeful and proportionate transformations among children, who are now able to pursue their education more effectively under the umbrella of the Mission. Students are now more optimistic about their futures.&#8221;



Elaborating on the distinctive activities and initiatives in their school, as compared to other schools, Ravi adds, “The activities mentioned in the TG (Teacher&#8217;s Guide) are the ones we conduct for our children. In addition, we have created a highly engaging TLM (Teaching-Learning Material) that facilitates teaching. When we teach, if we just say the words directly, it may not be as impactful. However, if we explain it to the children through visuals, they quickly grasp the concepts. We conduct 2D and 3D activities for children, which initially may seem a bit challenging, but gradually get better and fun for children.”


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“Ek-Do Thaila Lo, Teen-Chaar Chalo Bazar”&#8211; Through such lines, we reinforce and strengthen the understanding of concepts children. In my school, we provide additional time during lunch for those children who may find studying a bit challenging as compared to others. We use this extended lunch time to address and work on their weaknesses. Until 2022, I used to have a one-hour lunch break. But 2023 onwards, I dedicate only the amount of time for lunch as it takes to eat. As for the rest of my time, I focus on working with students to address their learning gaps.”, says Ravi.



Empowering the Next Generation



Ravi aspired to become a doctor, but due to unfavorable financial conditions in his family, his dream of becoming a doctor remained unfulfilled. Gradually, as he immersed himself in the profession of teaching, he found contentment in guiding and educating children.


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There is incredible zeal among children in Ravi’s school &#8211; an enthusiasm to obtain a better education, to do something meaningful in life and to transform dreams into reality!



Teachers like Ravi serve as a mirror for society, conveying the message that even with limited resources, quality education is attainable. Today, Ravi is not just an inspiration for the children of Bamuliya Raymal village, but also a beacon of hope for underprivileged parents who, despite financial constraints, are sending their children to school with the hope that it will lead them to excellence in life.

Ravi Sharma: The Teacher Who Taught Children to Dream

Teachers are the mirrors of society. One such reflection is Ravi Sharma, a teacher a primary school in Bamuliya Raymal village of Aastha block in the Sehore district of Madhya Pradesh. 

&#8220;Neele aasman me, taaron ki chaaon me, chanda ke gaon me, ho ho ho. hum sair karne jayenge, hum sair karne jayenge, hum rocket se bhi jayenge, ho ho.&#8220;


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When we reached Ek Parishar Ek Shalaa (EPES) School in the Dugdha Village in Shajapur block of Madhya Pradesh, we could hear the sound of this tune from a distance. When we came closer, we saw that the children were also full of enthusiasm and were turning the syllabus into music along with the teacher.



Babita Verma&#8217;s art of teaching by turning the curriculum into music is not only commendable but has also laid the foundation of a new era of engaging and interactive teaching.



Commitment and Impact Over the Years



Babita Verma&#8217;s career as a teacher started from Palwat village of Barwani district, where she taught in a primary school for six years. She has been transforming the landscape of education through her unwavering commitment and involvement in Mission Ankur.


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Babita moved to EPES Dugdha in 2015. She began her journey at this school eight years ago, committed to transforming the challenges into positive outcomes. Eight years ago, Dugdha village lacked transport facilities. Due to this, Babita had no choice but to travel five kilometers on foot every day to reach the school.



Hearing from Children



Mohit studies in Grade 3 and belongs to a poor family. His mother passed away some years ago, which is why only his father came to meet him sometimes. Currently, Mohit is staying with his maternal uncle. Mohit says, &#8220;Babita ma’am is my role model. I want to become a doctor and I think the way Babita mam is educating us, I will definitely become a doctor. Through activity-based education, we are doing well in studies.”


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Divyanshi Gopal of Grade 2 says, “It is certain that I will become a teacher because Babita ma’am not only teaches us academics but she also teaches us lessons about life. With the help of her teaching style, I have become half a teacher already; I am just waiting to grow up in age.&#8221;



Implementing FLN in EPES Dugdha &#8211; Babita’s Story



Babita&#8217;s story took a transformative turn when Mission Ankur, a vital component of the education policy, was introduced in Madhya Pradesh. She wholeheartedly imbibed this mission, viewing it as an opportunity to revolutionise the educational landscape of EPES Dugdha. To achieve this, Babita delved deep into the teaching guide and directory, acquiring a profound understanding of the strategies and objectives laid out by Mission Ankur.



“Teaching children through FLN is very exciting. Not only children have fun, but we teachers also enjoy it a lot. I have worked well on FLN, so I am seeing positivity towards education in my children. Through activity-based education, we can create a passion for studies in children. Now children themselves are showing interest in studying and I think this is the best thing”, says Babita.


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The implementation of Mission Ankur brought about a disciplined transformation in EPES Dugdha. The mission&#8217;s goals aligned with Babita&#8217;s vision and she became a driving force behind the positive changes being witnessed in the village. The structured approach, outlined by Mission Ankur,&nbsp; paved the way for a more organised and focused educational environment.



Babita&#8217;s meticulous study of the teaching guide and directory allowed her to tailor her teaching methods to meet the mission&#8217;s objectives effectively. Through her efforts, EPES Dugdha witnessed a significant enhancement in the quality of education, with students actively participating and engaging in the learning process.



Looking Ahead &#8211; Mission Ankur 2026 Goals



“The impact of Mission Ankur was not limited to the classroom; it permeated the entire community. Parents became more involved in their children&#8217;s education, recognising the role of the mission in shaping the future of their village. The collaborative efforts of educators, students and parents created an environment that propelled EPES Dugdha towards the ambitious goal set by Mission Ankur.” Says Babita.


<div class="wp-block-image">
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As Babita reflects on the progress made since the inception of Mission Ankur, she confidently expresses her belief that the mission&#8217;s goals will be achieved by 2026.



The transformative power of education, coupled with the dedication of educators like Babita Verma, has paved the way for a brighter future in EPES Dugdha. The story of Babita Verma in EPES Dugdha is a testament to the impact that dedicated educators can have on a community. Through perseverance, innovation and a commitment to excellence, Babita has become a beacon of inspiration for educators and learners alike. As Mission Ankur continues to unfold its potential, EPES Dugdha stands as a shining example of how education can be a catalyst for positive change in even the most remote corners of our society.

Babita Verma: Innovating Teaching with Music in Madhya Pradesh

"Neele aasman me, taaron ki chaaon me, chanda ke gaon me, ho ho ho. hum sair karne jayenge, hum sair karne jayenge, hum rocket se bhi jayenge, ho ho." 

Working towards ensuring quality school education for all children in India

Our Focus Areas

Foundational Literacy
and Numeracy

EdTech

Early Childhood
Education (ECE)

School Governance

Our Approach

Evidence-led system change

Decoding Foundational Learning

Strengthening teaching learning in classrooms

Role of EdTech in ensuring continued at-home learning

Unlocking the Power of Play: A Key to Early Childhood Education

The evolving space for AI in EdTech for students and teachers

Role of regular low stakes assessments in a child's learning journey

Videos

How To Tackle The Challenges In The Education Sector To Build A Strong Nation | CSF CEO-MD Shaveta Sharma-Kukreja on NDTV's 'India@100' Series

News18 Feature | CSF' work on FLN with Govt. of Madhya Pradesh as part of Mission Ankur

Foundational Learning in the Classroom | NIPUN Bharat Mission in India | #FoundationHaiSahi

242 Okhla Industrial Estate,
Phase 3, New Delhi - 110020

About us

what we do

resources

follow us

All rights reserved. © 2022.

Working towards ensuring quality school education for all children in India

Our Focus Areas

Foundational Literacy and Numeracy

EdTech

Early Childhood Education (ECE)

School Governance

Our Approach

Evidence-led system change

Decoding Foundational Learning

Strengthening teaching learning in classrooms

Role of EdTech in ensuring continued at-home learning

Unlocking the Power of Play: A Key to Early Childhood Education

The evolving space for AI in EdTech for students and teachers

Role of regular low stakes assessments in a child's learning journey

Videos

How To Tackle The Challenges In The Education Sector To Build A Strong Nation | CSF CEO-MD Shaveta Sharma-Kukreja on NDTV's 'India@100' Series

News18 Feature | CSF' work on FLN with Govt. of Madhya Pradesh as part of Mission Ankur

Foundational Learning in the Classroom | NIPUN Bharat Mission in India | #FoundationHaiSahi

242 Okhla Industrial Estate, Phase 3, New Delhi - 110020

About us

what we do

resources

follow us

All rights reserved. © 2022.

Foundational Literacy
and Numeracy

Early Childhood
Education (ECE)

242 Okhla Industrial Estate,
Phase 3, New Delhi - 110020