Cohort One


Gubbachi Learning Community was established by a group of Azim Premji University alumni in mid-2015 to (i) enable the educational inclusion of the disadvantaged out of school children, typically from migrant and deprived families, in collaboration with the public education system (ii) facilitate empowerment of the family and community in which the children are located and (iii) through evidence and engagement, influence policies and practices among key stakeholders (e.g. construction companies, contracting middlemen, education system, other social safety providers – health, child and women welfare, and so on) to adopt humane and inclusive approaches to issues of education and development of labour. Wipro is supporting 3 of the co-founders of Gubbachi Learning Community though its Seeding Programme for Educational CSOs. You can know more about them by clicking on the links below.

Nomita Sikand
Josephdeyone Jacobi
Rizwan Ahmed


Based on the belief that: (i) 21st century learning and life skills are not optional, but a necessity; (ii) creativity is an essential 21st century skill with far reaching benefits; (iii) and art provides for rich and varied opportunities to develop these skills and dispositions, ArtSparks Foundation, an educational organization established in January 2015, works to support the creative, cognitive, social, and emotional growth and development of children through the medium of visual art. ArtSparks also supports the professional development of classroom teachers, encouraging them to reflect on their teaching practice, and explore new ways to enrich their students learning.

Nisha Nair, ArtSparks
Nisha Nair


We, The People is a network of individuals and organizations committed towards building active, informed and responsible citizenry in India. Schools where the foundations of citizenship are laid, have been the principal focus of work at We, The People. Civics and Political Science are among the most exciting subjects with direct relevance to events each day. However, keeping the interest of students alive is a huge challenge for most of the teachers across wide spectrum of schools. We, The People aims at addressing this challenge by transforming Civics education in a way that makes it engaging, inspiring, relevant and practical. The work of We, The People in schools is structured into three components:

  1. Training of teachers on their curriculum topics
  2. Civic Action project with teachers and students
  3. Periodic review and follow up on outcomes.

Geographically, We, The People works intensively in Maharashtra and National Capital Region. The target audience is students and teachers  from 5th to 10th Std.

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Bhakti Bhave


Simple Education Foundation (SEF) is a not for profit organization based in Delhi. It was started by a group of Teach for India alumni, with the belief that every child deserves to get an excellent education. In 2014, SEF began with ‘Prayogshala’, an after school Learning Center in Tughlakabad Extension in South Delhi. This was their first step towards creating an innovative space that can strengthen academic learning and build leadership skills amongst students. SEF’s mission is to build diverse learning models that can transform the public education space. In January 2016, SEF began work on a bold new initiative called ‘Taleem’ in two districts of Jammu and Kashmir. This is their first school transformation project, which is being executed in collaboration with the Directorate of School Education, Kashmir. SEF’s vision is to create centers of excellence in the public school system. This means that government-school communities will be the gateways of quality education, where every child can experience joyful learning and realize their potential to excel.

Pracheta Sharma
Rahul Bhanot
Mainak Roy


Art of Play Foundation is a not for profit company, founded by a group of Gandhi Fellowship alumni, that focuses on Sports Education and Sports for development. They aim to develop well researched, age and grade-specific sports curriculum to enhance social, emotional and physical skills of the students; as well as teachers’ & coaches’ training programs. Arts of Play has worked in Delhi, Assam, Banaras and Rajasthan over the last one year on pilot projects. Their clients and partners include, Decathlon Foundation, Piramal Foundation, Vidya and Child Trust, Aman Biradari, SEED and The Action Northeast Trust. Over the next few years, Art of Play plans to work intensively in one district of Rajasthan to finalize their curriculum, training modules, play cards etc. Post this, they intend to scale up by making the model replicable and financially viable for government schools

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Anish Mukherjee
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Hemant Kumar
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Kshitij Patil


School Social Science Initiative is a pedagogic intervention in the domain of social sciences education at the school level in Odisha with the objective of bringing the lived experiences of students and teachers into pedagogic interactions in classrooms in government schools. The initiative has an inter-disciplinary and plural orientation that will bring in cutting-edge social science pedagogic approaches and research into the classroom. SSSI aims to work with sixth to tenth standard students in governmental and government-aided Odia medium schools and their teachers. The teaching and learning of social sciences and humanities in Odisha face multiple issues related to cultural apathy, institutional under-capacity, lack of appropriate textual and supplementary material in Odia language, lack of focus in school education on social sciences, and lack of adequately trained  teacher trainers on social science subjects. SSSI aims to deal with such a state of affairs by drawing upon lived experiences for pedagogic purposes, capacity building of teachers, developing innovative pedagogic strategies, creating supplementary TLM, documenting the work through an action research framework and advocating for systemic changes based on the experiences of the project. SSSI is an autonomous initiative of the Centre for Human Sciences Bhubaneswar (CHSB), a registered trust, that has the mandate of undertaking training programmes and courses in the human sciences for all stakeholders including students (in schools, colleges and universities) and activists.

Sailen Routray
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Biswajit Apat


Khel Khel Mein Foundation is a registered non-profit focusing upon holistic development of children through the medium of sports. Sports is commonly perceived throughout the globe as a competitive format of different physical activities. KKM however believes that sports imbibes much deeper potential of change and its vision is to intensively explore the power of sports. It strives to understand and foster physical, mental, social and emotional development of children through structured sports.

Anirban Ghosh


The idea of Library for All (LfA) was born in the mind of two ex-students of Azim Premji University who hail from Manipur. The initiative endeavors to provide enriched learning environment to all children by improving existing libraries and setting up new libraries in government elementary schools and thus contributing towards the transformation of the school education system in Manipur. LfA also aims to enrich and supplement conventional curriculum in hilly regions where the variety and quality of teaching-learning resources are inadequate. It will try to ensure that all children have access to quality books and resources appropriate to their age and leaning level for a joyful and quality learning. The initiative further aims to enable all children to read, comprehend and present themselves effectively.

Yasin Khan
Kharingyo  Shimrah

Cohort Two


Shiksharth is a not-for-profit organization working towards improving the quality of education in rural and tribal areas through action-based research, design and implementation. Shiksharth primarily operates in tribal Chhattisgarh (Sukma, South Bastar) which has been struggling with Left-wing Extremism. At the core, the organization believes in community led model of education and is currently working on ways by which community, its wisdom, culture and customs can be contextually incorporated in classrooms content and pedagogy. Their major focus areas of work are:

  • Creating excellent teaching practices through contextual pedagogy for students in tribal and rural areas.
  • Designing efficient and effective solutions for the government and district education administration to improve the quality of efforts being put in by them.
  • Create a platform for Community to contribute towards the holistic development of the child
  • Create documented repository of tribal history and culture
  • Promote and advocate multilingual education.
  • Empower public education system especially focused on tribal and rural parts of country

Shiksharth was setup in early 2015 by a group of youngsters passionate about bringing excellent education to rural India.

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Ashish Kumar Shrivastava
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Neeraj Naidu
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Shalini Srivastava


Apni Shala is a non profit organization with its roots in the Tata Institute of Social Sciences. It was started by 3 TISS alumni in the year 2013. The organisation has been working towards providing fun filled experiential learning platforms to children from low income communities with the aim to develop life skills. Apni Shala’s vision is to equip all children with the attitudes and skills they need to better understand themselves and the world they live in. Apni Shala’s core programmes are aimed at engaging with children, parents and teachers through life skills education programmes. It works with children using the medium of art, drama, games, storytelling and service learning in its programmes.

Amrita Nair


Mobile Pathshala in Sunderbans is an educational  initiative that aims to promote integrated education for the students of Kumirmari island of Sundarban, South 24 Parganas, West Bengal through a mobile learning resource centre. The initiative aims to provide a platform that integrates the knowledge of the community members, teachers and the students under one roof to help the children of the island learn in a holistic manner. Along with their school curriculum, the students here learn about their environmental and cultural resources available in the land. Mobile Pathshala, as a catalyst, has initiated a journey that will expand the horizon of future possibilities of the students with the help of both – their inherited and newly acquired knowledge.

Baidehi Sengupta
Pranabesh Maiti


Pratyaya EduResearch Lab is a not-for-profit action research organization (registered under Section 25 of the companies Act, 1956) established in 2014 in Pandhurna , a small town of Chhindawara District, Madhya Pradesh. Its mission is to nurture a self-sustainable educational ecosystem at village or town level, within the existing system and with the given local resources.

The heart and core of this educational eco-system is Pedagogical Action-Research for school education. Around this core element, it works on following three elements to nurture the ecosystem: (a) Education Leadership Building (b) Student Driven Learning Approaches And Spaces (c) Active participation of local community in strengthening the education at village level.

Geographically, Pratyaya EduResearch Lab works intensively in Chhindwara, Seoni and Khandwa districts of Madhya Pradesh. The target audience is students and teachers from Primary, Middle and High Schools and also the graduate student-volunteers from graduate colleges and B.Ed/ D.Ed colleges. Currently Pratyaya is developing “project-based-learning” pedagogical modules in science, maths, civics, language, fine art and physical education for primary, middle and high school level.

Girish Mahale


Mantra Social Services (aka Mantra4Change) is a Bengaluru-based organization working in the field of Whole School Transformation. It was started by a husband-wife duo, who quit their corporate career to pursue their passion to improve quality of education for the under-served. Mantra4Change holds itself accountable to the vision of making quality education available to all kids, no matter what socio-economic backgrounds they come from. To this end, they partner with existing under-resourced schools for a two-year period to achieve capacity building of school staffs (Administrative, teaching and non-teaching), better community participation and improved learning outcomes among students. Through their project STEP, i.e School Transformation and Empowerment Project, they focus on sustainability of change efforts and adopt a systemic approach to school transformation.

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Santosh More
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Khushboo Avasthi


Vardhishnu – Social Research & Development Society is a not for profit organization with its registered office in Jalgaon, Maharashtra. Vardhishnu has been established with an aim to work on specific social issues through empirical research and implementation of findings. Vardhishnu is running an Evening Learning Center called “Anandghar (Home of Happiness) for out-of school children residing in Jalgaon city. The idea is to provide basic formal & informal education and skills to these children and make them capable of joining main stream schools to cope with the learning process in the school as well as provide adequate support for long term sustenance. In near future Vardhishnu plans to run independent centers as well as centers in collaboration with government schools to create a systematic impact.

Adwait Dandwate


Kshamtalaya is a non-profit organization founded to support school children in disadvantaged rural settings so that they develop into socially, politically and economically active young adults. Kshamtalaya work towards building social and emotional literacy of students in secondary students by supporting them with integrated curriculum to help them realize their true fullest potential.

Kshamtalaya’s intervenes from 6th to 12th grade to improve secondary school enrollment, attendance, academic outcomes and life prospects for the students in rural and marginalised settings. The program is aimed at reaching out to students in the most disconnected areas and ensuring every child in secondary grades gets an excellent education. To thrive in the 21st century and to be active citizens of the country, students need more than traditional academic learning. They must be adept at collaboration, communication and problem-solving, which are some of the skills developed through social and emotional literacy. Coupled with mastery of traditional skills, social and emotional proficiency will equip students to succeed in the swiftly evolving modern societies which thrives on problem-solving attitude.

Kshamtalaya has been working towards developing an integrated approach to holistic learning which includes integrating academic learning with 21st-century life skills to develop vision and aspirations beyond compulsory school education (grade 8). Kshamtalaya aims to address the educational problem of massive school dropouts at the end of the compulsory education.

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Vivek Kumar
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Alokesh Sharma


Virasat E Hind Foundation (VEHF) is a social enterprise registered under the Section 8 Company Act. Based in Ahmedabad, VEHF seeks to preserve, propagate and promote India’s rich and diverse historical and socio-cultural legacy both among school students and common mass through a series of innovative tools, products and services. VEHF is envisioned as a platform for exploring the multitude of ideas that have shaped India’s identity, evolving from within India and absorbed from outside. VEHF seeks to enhance awareness among school children and sensitize them to socio-environmental and cultural issues that are deeply rooted in Indian history, both to create context and also find solutions by studying history and applying modern technology.

Jitu Mishra

Cohort Three


Swatantra Talim is a registered non-profit (certified under 12A and 80G of Income Tax Act) working in the field of alternative education in the interior villages of Uttar Pradesh since ​​July 2013. The organization’s vision is to co-create every village as a “Center of Innovation” and every child as an “Innovator” facilitating social change. It currently operates two after school learning centres catering to 160 children in the rural parts of Uttar Pradesh. The children are in the age group of 6 to 1​4 yrs with whom efforts are made to enhance their scientific temper through hands-on and contextual pedagogy.

While working in our after school learning centres which focuses on education through development and development through education the effort is to take the best practices to other schools and institutions working in the rural parts of the country. To achieve this we have devised a model which has three stages:

  1. Khoj Dabba (Lab-in-a box)
  2. Khoj Aalaya (Books-in-a-village)
  3. Khoj Shaala (Lab-in-a-community)

The model initiates with Khoj Dabba (Lab-in-a box) for children in age group of 6 to 14 yrs providing a kit of 40 experiments. The Khoj Aalaya (Books-in-a-village) is a print and e-library for children to get the requisite exposure. The Khoj Shaala (Lab-in-a-community) is a space for children to make prototypes and test them in their village context. The children initiate enterprises in the villages scaling their grass-root innovations in many villages of their vicinity and in other parts of the country.

Rahul Aggarwal
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Ridhi Aggarwal


Agrini was conceptualised and established with the idea of improving educational access and quality in rural areas of Madhya Pradesh. What began as an experiment with Aanganwadis in 2009, has now grown into a fully operational school campus with scores of parallel programs like teachers training, field trips, curriculum building, project based learning etc.

The community run Agrini Public School is an innovative community school set up in the tribal block of Kurai, in the Central Indian state of Madhya Pradesh.  The campus is also used as a research and resource center for neighbouring Government Schools, where educational visionaries can brainstorm and work on their pilot projects. Agrini’s work has been awarded and recognised on several platforms like the Prerna Award from IIM Lucknow for social change leadership, Mahindra “Spark The Rise”, Social innovation competition “iPreneur” at Tata Institute of Social Sciences Mumbai and many more.

Gourav Jaiswal
Navendu Mishra


Antral is a registered not-for-profit which works with tribal and rural communities in Jharkhand. It aims to help each child realize her/his own uniqueness and individuality and grow into an independent learner. It also works with children who are autistic, sexually abused and special in any way, by uncovering their deep rooted natural creativity and initiating the process of transformation within them.

Antral is attempting to impart education that develops rational autonomy, sensitivity to democratic and egalitarian values, dignity of human life, respect for individual, and capability to work; thereby, enabling the child to be a self-motivated and independent learner, in a non-competitive environment where every individual is free to move and learn in their own way.

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Sumit Gunjan


Happy Horizons Trust’s vision is that one day schools will offer quality education that focuses on the overall development of the child. Their mission is ‘to create a systemic impact through local change-makers working closely with all stakeholders (in particular teachers) to strengthen the primary school education.’ The prime objective of the organisation is to use education as a tool for social change and development of underprivileged society across the country.

A key aspect of their model is to engage high school girls or 12 pass students (called champions), through a Youth Leadership Development Program, that act as an additional support to the existing teachers, to drive the overall development of the child, by engaging in weekly sessions on storytelling, activity based learning, critical thinking at primary schools, which are often neglected by the teachers because of the workload and lack of skills and relevant training. In the long run, these empowered youths are more likely to work in the education sector with a better conviction of addressing the problems in education. The organisation looks to work on the capacity building for teachers through its Soochak (Teacher Training and Leadership Development Program). Through its various programs, the organisation outreaches to over 500 teachers and 30000 students across six districts in Bihar.

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Kshitiz Anand
Vatsala f


Vidyoday Foundation is a non-profit organization that believes in social change through reforming the education system. It works for innovations in teaching-learning methods which are practice based and provide real life experiences to children, to instill skills and the attitude of problem-solving among them. It conducts experiments on curriculum and pedagogy in its community centers and spreads the same in formal schools in Kolhapur, Maharashtra.

Initially focusing on the pedagogy of science and mathematics at the middle school level, it gradually plans to bring new ideas and innovations in other subjects to the entire curriculum. Understanding the work of various organizations in education, Vidyoday values collaborations and sharing of thoughts and ideas, to bring reforms in education and spread them through collective efforts.

Rushikesh Kirtikar
Suhas Prabhawale
Vinayak  Mali


Musht works in Khandwa (MP) primarily with children from Korku community. It aims to nurture locally self sustainable educational eco-system and is working to develop pedagogical modules and implement them with government primary and middle schools. Musht also works on capacity building of educational leaders (school student volunteers, graduate student volunteers and in-service teachers) and in designing and nurturing student driven processes and learning spaces, within schools and communities.

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Tousif Shah
Pramila Chouhan

Key Education Foundation

Key Education Foundation aims to give children the best start in life. Its vision is to enable children with an equal chance to excel in his or her educational journey.

KEF aims to develop the cognitive, social and emotional awareness and preparedness of a child and his/her family through a strong and sustainable School Readiness Program. It works with low-income schools and parents to enable them to create high quality learning environments (in school as well as at home) for children in Early Childhood. They currently work with 5 schools, 40 teachers and 1000 children in Bangalore.

Mangal Pandey
Swetha Guhan

Universe Simplified

Universe Simplified was born in 2013 with the simple idea of taking hands-on astronomy workshops for school children in Mumbai. Today the idea has evolved into setting up low cost “Innovation Hubs” within schools for economically challenged children. Universe Simplified envisions a world where Education empowers students and communities to apply Science and Technology to address real life challenges.

The three year STEM (Science, Technology, Engineering, Math) curriculum is designed for 7th to 9th grade students and children learn through inquiry driven, hands-on project making. The projects range from water desalination to telescope making to a solar powered motor pump. The Innovation Module at the end of each year is open ended where children pick their local problems and find solutions for the same.

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Henna Khan

Cohort Four


According to the 2011 Census of India, there are more than 11 lakh visually impaired children in the age group 5-19, 68% of whom attend school, 11.5% have dropped out of school and 20.5% have never attended school. Of the visually impaired children that attend school, very few pursue Science and Mathematics beyond seventh grade due to significant barriers such as unavailability of simple and effective ways to present mathematical notations comprising of equations, diagrams, and other complex interpretations, to the student. Apart from lack of appropriate technology aids for teaching Mathematics and Science, there is also a dearth of teachers who can train these students on the usage of available technologies.

Vision Empower (VE), incubated at IIITB Innovation Center, Bangalore, is a Not-for-Profit enterprise which will address the problems of inadequate focus on Science and Mathematics in schools for the visually impaired. Team VE aims to make it possible for visually impaired students to pursue the study of Science and Mathematics, with accessibility to content almost on-par with their sighted peers. The motivation for this initiative came from Vidhya Y, who has been visually impaired since birth. Overcoming her immense challenges, she excelled in academics with her grit and determination. She was the first blind student to take a Computer Science major in undergraduate studies in her university. It is her dream that no visually impaired child should be denied the opportunity to study Science and Mathematics, if they wish to.

Supriya Dey
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Vidhya Y


Ayang which means ‘Love’ in the language of Mising tribe, is a not-for-profit organisation based in Majuli, Assam. Ayang was setup in 2017 by alumni of IIT Kharagpur and Azim Premji University from different parts of India who found themselves on this Island and fell in love with it and the people here.

Majuli is a river island in Brahmaputra which gets flooded every year damaging homes and livelihoods. Ayang works in this area with an objective of transformation of a marginalized, tribal, flood affected community into a peaceful, critically conscious, socio-economically empowered community through education. At the heart of the organization is the Hummingbird School setup completely with the help of the local community. Ayang is passionate about working in following areas.

. Developing the hummingbird school as a Model school where curriculum and pedagogy will be contextualized in a manner so that the history, culture and the knowledge of the tribe is preserved.

. Developing the school as the center of social change and movement

. Empowering the government schools and bringing about whole school transformation

. Teaching a group of motivated, energetic youth from the local community, the standardized teaching practices, curriculum and assessment practices in a teacher’s fellowship program. ‘

Bipin Dhane
Dharamjeet Kumar
Vatan Saini


Samait Shala is a not for profit company registered under Section 8 of Indian Companies Act. It was established with the vision of creating an inclusive learning environment for every child. Given that para professionals are scarce and schools in low income communities cannot afford such services full time, it becomes a need for mainstream teachers to be equipped with tools and knowledge to help children with high learning needs.

Samait Shala runs an intervention program for mainstream classrooms to cater to children with high learning needs from Pre Primary to Grade 8. Currently it operates in and around Ahmedabad. It works with:

. Students to identify their different learning needs and create individual program for them.

. Mainstream classroom teachers to help them with inclusive classroom practices with which they can help every child in their classroom

. Parents on the learning needs of their child and how they can support in creating an inclusive learning environment at home and in the community.

Kushal Dattani


Had Anhad is a registered public charitable trust, started by individuals with long and proven experience to work with children and young people on transformation through experiential learning opportunities.

Had Anhad primarily works towards capacity building, leadership and education of children & young people from underprivileged section and with institutions engaged with marginalized communities in imparting education and training.

Presently the organization is developing activities and tools to enable teachers, community organizations and schools to apply experiential learning methods in their regular curriculum to create empowering environment and joyful experience for the overall development of children.

Shilpa Jhawar


Awadh People’s Forum is a charitable trust based in Faizabad, UP.  Its objective is to instill harmony and shared human values in students and to work towards creating a public education system providing good quality education to all sections of the society, through community – led efforts.

It runs a primary school and several after-school learning centres for children of marginalized communities and has also set up a teachers’ resources & co-creation center which acts as a space for training and continuous professional development of local teachers.

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Afaq Ullah


North East Educational Trust (NEET) is a NGO registered as a public charitable trust in Assam, Guwahati.  NEET works with the vision of creating, “A just, equitable and sustainable society, in which the dignity of labour is respected.”  NEET’s mission is “to create educational cultures that nourish autonomous, creative and critical thinkers”. Its activities involve conducting educational research, documenting good practices across the Indian education space, establishing library programme in government schools to promote critical thinking, provide consultative services to educational institutions, non-government organisations and government education departments and engaging in knowledge exchange programme with organizations and individuals having similar objectives.

NEET is currently focusing on implementing library programme in government schools to strengthen children’s literature engagement and enhance their critical thinking. It intends to set up a vibrant community library and a community outreach programme that would function through a mobile library in a rural area of the Kamrup District to provide access to children of that particular area to the library experience. Through it, oral folklore and narratives from the community would be documented in the form of short stories.


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Risha Borooah


Antraal Theatre is an initiative working in school education to make classroom activities more engaging and interactive for students & teachers. It uses theatre as a pedagogical tool to make formal education practices more experiential. Its vision is to build spaces in schools which is more inclusive and experiential so that the students with different learning preferences and needs find it easy to learn and put their creative ideas openly.

Antraal also works with blind students of National Association of Blind on their life skills and education, through theatre. Its aim is to make students enthusiastic learners who are more inclusive in their approach towards learning.

Tasha Jaiswal
Ahad Khan


Thrive seeks to empower low-income school communities with socio-emotional competencies in order to raise resilient, robust and socially responsive students; purposeful, child-sensitive teachers and supportive parents.

Thrive envisions educational spaces that consider socio-emotional literacy of students to be a salient goal of pedagogical practice. By facilitating all around stakeholder engagement and empowering students in the areas of behavioural control, emotional stability, cognitive mastery and social adequacy alongside academic objectives Thrive endeavours to enable students to truly achieve and enjoy a sense of well-being.

Headshot_Jyothi Ravichandran
Jyothi Ravichandran


Prayog is a not for profit organization based in Gopalganj, Bihar; which is dedicated to educating children left on the margins of society. It started in June 2013 with a Community Library and allied activities. Subsequently, it worked with 8 local Government schools, in which it set up classroom libraries & engaged with the students and teachers.

With the support of Bihar Education Department, Prayog is currently working in all schools of 2 Clusters of Gopalganj, on ‘Strengthening Early Literacy through Libraries’. The project aims to improve the learning levels in the primary schools of these clusters, with the help of vibrant and effectively functioning libraries. It also involves professional development of teachers, cluster resource persons and other education functionaries

Surya Prakash Rai
Binit Ranjan