We all agree that the lack of Foundational Literacy & Numeracy (FLN) is a huge problem. The question is: Why? In spite of governments making FLN the topmost priority with renewed focus, increased funding, greater training and supervision, more study material, we have not been able to reach pre-Covid levels even after three years of the pandemic. What can be done?
There is one aspect that has rarely been dwelt upon: pedagogy. Governments mandate curricula based on assumptions of what works, guided by existing norms and established expertise - but if these were working, we would not be in such a dire situation right now.
Imagine a doctor who only uses equipment developed 100 years ago, with minor modifications. How effective would they be, despite their hard work? Sadly, this is the situation of many of our schools, running on badly outdated pedagogy.
At the invitation of Anita Karwal, Secretary, MOE, India, ALfA was launched in 2022 in two low performing districts (LPDs) of India: Shamli, UP and Sambalpur, Odisha. Two years later, it is spreading quickly, with MoUs in place for implementation in 15,000 schools. The evidence – both from third-party evaluations like the Harvard report, and from the government’s own NIPUN Assessment Test – shows that ALfA is helping children rapidly learn reading, writing and arithmetic.
ALfA is swift, sustainable, and scaleable. We hereby invite governments around the country to conduct a 45-day pilot in a few blocks or districts, and scale-up to the State/UT levels once research results showcase the enormous potential of this new pedagogy.
India can achieve NIPUN goals before the deadline of 2026/27, if we adopt ALfA now, not only to bridge the current gaps but also to ensure that future generations of children gain the skills they need to thrive.
Sunita Gandhi
Former Economist, The World Bank, USA
PhD, Physics, Cambridge University, UK
Founder & CEO, DEVI Sansthan, India
Dignity Education Vision International
DEVI Sansthan (Dignity Education Vision International), a non-profit organization with a global reach, is spearheading educational transformation with a special focus on foundational literacy. Our revolutionary approach embeds global citizenship skills and climate change education. With the vision of universal quality education and literacy, we use research-backed, swift, scalable, and replicable techniques and methodologies to effect lasting change.
Literacy is the foundation of a child's education. Universal literacy is key to a nation's peace, progress and prosperity. The ability to read, write and do basic arithmetic is a key human right, without which many other rights cannot be realised.
70% of 10-year-olds in Low and Middle Income Countries around the world cannot read (World Bank). We urgently need to tackle this literacy crisis.
Accelerating Learning for All is a groundbreaking pedagogy that enables children and adults alike to learn to read in just three months - not the three years it takes in conventional education. Read on to discover how this is possible!
ALfA had its origins in literacy labs conducted in the slums of Lucknow. It has since spread far and wide across India, with numerous languages and states piloting ALfA or even implementing it at the district level.
Children in Himachal Pradesh, India, make maths questions for each other and use hands-on techniques to solve.
Since its inception in 2022, ALfA has exploded in schools and adult literacy programs around the country. Looking forwards, many other districts and states have expressed interest in starting or expanding ALfA programs.
The NIPUN Achievement Test was conducted in schools across Uttar Pradesh in late 2023, and results were released in February 2024. District-wise analysis showed a strong correlation between the proportion of schools taking up ALfA in a particular district, and its scores on the NAT, as shown in the figure below.
100% schools implemented ALfA Rank 1 out of 17 blocks in Unnao Triple the district average (15%)
Formerly Low Performing District 41% schools implemented ALfA Now ranks 18 out of 75 districts
| Schools Tested | # Schools NIPUN | % Schools NIPUN | ||||
| UP Overall Schools Tested | 68,352 | 16,169 | 24% | |||
| 4 districts (Lucknow, Shamli, Unnao, Barabanki) | Schools Tested | 3,682 | 638 | 17% | 2xImpact | |
| ALfA Schools Tested | 344 | 120 | 35% | |||
| 1 District (Hilauli Block versus Unnao averages) | Schools Tested | 1,322 | 193 | 15% | 3xImpact | |
| ALfA Schools Tested | 85 | 40 | 47% | |||
Check out the UP NAT data yourself
Click HereWatch a Video on ALfA in Hilauli and Shamli
watch videoALfA implementation was conducted initially as randomised control trials, with schools randomly allocated to treatment and control groups. Control schools were not given any training or materials, but baseline and endline testing was conducted. Testing was conducted in a randomly selected subset of schools. In some larger implementations (Solan, Lucknow Phase 2 & Unnao Phase 2), all schools of a particular block or district were adopted, without a control group. This geography-wide implementation allows us to demonstrate results at the blockor district-level in UP government tests like the NIPUN Assessment Test (NAT).
| District (Grey = outside UP) | Schools | ||||
| Treatment | Control | Total | |||
| Sambalpur (Odisha) | 10 | 10 | 20 | ||
| Solan (HP) | 470 | 0 | 470 | ||
| Shimla (HP) | 119 | 0 | 119 | ||
| Leh (Ladakh) | 30 | 5 | 35 | ||
| Shamli Ph 1 | 10 | 10 | 20 | ||
| Shamli Ph 1 | 200 | 70 | 270 | ||
| Barabanki | 30 | 20 | 50 | ||
| Unnao Ph 1 | 30 | 20 | 50 | ||
| Unnao Ph 2 (Hilauli) | 155 | 0 | 155 | ||
| Lucknow Ph 1 | 110 | 60 | 170 | ||
| Lucknow Ph 2 | 582 | 0 | 582 | ||
| Total Schools | 1,746 | 195 | 1,941 | ||
| Total Children | 153,570 | 33,386 | 186,956 | ||
Across the different districts, students showed dramatic improvement in learning levels, as measured by comprehensive & difficult third-party tests, which measure each competency specified in NIPUN Bharat and NAS.
Note The orange circles show baseline test results, green circles show endline tests.
I am delighted to inform you that the ALfA pedagogy has been implemented in the 155 schools of Hilauli block since September 2023. There has been a substantial improvement in children’s learning levels, in very little time. In the assessments conducted by the Department of Education, Hilauli has come first in Unnao district. The ALfA pedagogy has helped Hilauli become NIPUN; for this I praise and recommend your work. I hope that you continue assisting in the educational field going forwards. Sangeeta Singh, Unnao BSA
In a government test conducted in November 2023 (partway through the ALfA implementation), Hilauli topped the ranking among Unnao's 17 blocks. 85 of Hilauli's schools were tested, out of which 40 were deemed to be 'NIPUN schools'.* This translates to 47% of Hilauli's schools being NIPUN, over triple the rate for Unnao overall (15%) and double the state average (24%).
A 'NIPUN school' is defined as one in which 80% or more of sampled students passed the basic literacy assessment in each of Grade 1, 2 and 3.
Following the impressive results in other districts, the Block Education Officer of Hilauli (Unnao district) requested ALfA implementation in all the schools of his block. The ALfA program’s success in doubling the test scores of an NAT-style assessment between October and December 2023 showed that it is possible to achieve dramatic results in record time. Students showed huge improvements across different grade levels, in both Hindi and Maths.
Baseline
Endline
Testing was conducted in randomly selected 42 out of 155 Schools. Baseline: Oct 2023; Endline: Dec 2023
The results from Lucknow and Barabanki showcased a rate of improvement in the ALfA classes more than double that of the control group schools over the course of 2023. Results were particularly impressive for Hindi. All results shown here are for Grade 3, as it was not possible to track the same cohort of Grade 5 students who graduated at the end of the academic year and moved into upper primary school.
Hindi
Maths
Comparing leading FLN programs around the world shows that ALfA has among the highest benefit:cost ratios, representing a return of $720 on each dollar invested (0.48 Effect Size). Other high return investments are Structured Pedagogy 1:105 (0.13 Effect Size) and TaRL with Technology 1:65 (0.15 Effect Size).
SBI Foundation has partnered with DEVI Sansthan with a view to help 10,000 illiterate adults (15-60 years old) and out-of-school children (6-14 years) become foundationally literate in Hindi using a Web-Based Literacy Project initiative.
In a 2023 agreement with the Department of Secondary Schools in Uttar Pradesh, up to 5 million student volunteers are set to use the Literacy Now App to teach illiterate relatives and neighbours.
It normally takes three years – or more – to teach children the skill to read, write and do basic arithmetic. But with the ALfA pedagogy, it is possible in as little as 45 days. How? Read on.
IAS Anita Karwal, Secretary, Ministry of Education, 2022 trusted DEVI Sansthan to implement ALfA in two lowperforming districts of India (above with Dr. Sunita Gandhi, Founder, DEVI)
There are at least 3 reasons why ALfA greatly speeds up learning and makes it more effective:
'Known to unknown' pedagogy. Drawing upon children's prior knowledge, ALfA uses cognitive connections to discover new learning.
Designed for paired work Children learn and retain more when they interact with each other. ALfA creates a happier, holistic, and more inclusive classroom.
A different scaffolding. The thin ALfA booklets are designed for paired learning. They scaffold learning differently from the best of traditional books.
ALfA Literacy draws upon children's natural ability to derive first sounds of pictures they know, as versus first sounds of letters they do not know. Children are able to derive these first sounds and add them on their own to form words from the first day. They read by taking turns and ask each other questions.
A 40-page ALfA booklet and 45 school days are enough to swiftly build reading and early writing skills. Based on this foundation, children develop deeper understanding, richer vocabulary and greater fluency in reading and writing with time.
How to Teach ALfA Literacy
Explore Now
Each lesson introduces 4-6 letters. If the students aren’t familiar with the pictures associated with each letter, then you may need to do some activities to introduce them
Prompts explain the process and also provide links to more resources.
Children take turns to ask each other questions:
The box at the bottom enables children to practice the same letters with new words.
ALfA numeracy draws on concrete to absstact experiences. Children learn with each other and discover numbers and operations doing paired learning with concrete objects that are easily available. Children ask questions of each other.
Just 28 pages of ALfA booklets help build a much deeper level of understanding than typical 300 page textbooks and workbooks combined. Just 45 Days is sufficient to complete the foundational skills, and often take learning to beyond Grade level mathematics.
How to Teach ALfA Numeracy
Explore NowWord problems connect math with real life
Simple-to-understand pictorial representation
Prompts describing the activity & encouraging each pair to make their own questions.
ALfA provides a truly 21st century education. Beyond literacy and numeracy, the paired learning environment and taking turns helps children develop crucial skills and traits, including collaboration, critical thinking, citizenship and climate consciousness, among others.
Children in the Maldives develop their communication and collaboration skills by solving math questions together.
ALfA seamlessly integrates the skills and traits of a twenty-first century learner. These 8Cs cannot be taught from a textbook, but rather acquired while working with each other in the everyday context of a classroom. The paired setting creates a safe environment for learning socio-emotional competencies.
Being able to analyse & solve problems, and ask insightful questions is crucial. ALfA builds critical thinking as pairs create new questions for each other, challenging each other to think deeply.
The world needs people who can think outside the box and imagine new solutions. ALfA fosters creativity, encouraging students to choose their own learning materials, questions, and projects.
It is incredibly valuable to both be able to speak confidently and also listen carefully and sensitively. The process of paired learning in ALfA inculcates good communication skills.
A brilliant team is built by people who are in the habit of cooperation and collaboration. Again, paired learning in ALfA builds students' ability and desire to collaborate.
Seeking the common good for all is vital to being a responsible citizen. Random pairing mixes students from diverse backgrounds, giving them the opportunity to develop their citizenship.
Feeling in touch with others is key to fostering resiliency and socio-emotional wellbeing. ALfA fosters students' connectedness with each other, with their teacher, and with the world around them.
The next generation must have a deep awareness of environmental issues, and act on this knowledge. ALfA is building this consciousness through short stories on key environmental issues.
A person's inner virtues shine out from within and illuminate others' lives. ALfA develops these virtues through the practical experience of working together; along with customized role-plays that prompt reflection on virtues.
Education needs to address the climate crises in new and creative ways, for example, reduce carbon footprint by saving millions of tons of paper and ink wasted each year in printing textbooks and workbooks. Learners also need to become climate actors.
ALfA was developed based on years of research, and has been covered in a recent book by Harvard Graduate School of Education Professor Fernando Reimers.
Children often gather resources from their environment & assign them values like 100’s, 10’s and 1’s.
Chapter 8 of ‘Rebuilding Resilient Education Systems After the Covid-19 Pandemic’,
published in March 2023, documents the ALfA program in Shamli, and recommends its widespread
adoption.
Students in the intervention groups had much higher ORF [oral reading fluency] levels than those in the reference group. For Grades 4-5, 50% of the intervention group students were able to read the passage at >90 words per minute (WPM) compared to 20% of reference group students.
The effect size* of the project was 0.23 for Grade 3 students and 0.89 for Grade 5... the results suggest there is significant value in pursuing the ALFA model in other schools if implemented in a coherent, structured, and coordinated manner.
Effect size is a statistical measure of an intervention’s impact. A business-asusual school year in developing countries typically raises literacy levels by 0.15 to 0.21 standard deviations. This means that the ALfA 45-day intervention raised learning levels by the equivalent of 2-4 years worth of school. Control: Evans, David K.; Yuan, Fei. 2019. Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper;No. 8752. World Bank, Washington, DC
Accelerated Learning for All (ALFA), helps children quickly gain FLN competencies. The pedagogical approach works as follows: students start with known words in the form of pictures, identify the sounds, and work backward to the letters.
We recommend the UP government (1) incorporate the promising ALFA pedagogy developed by DEVI for the first 6 weeks to quickly establish a strong FLN foundation, (2) after the ALFA program, shift to the curriculum.
ALfA is changing lives far beyond India, in contexts as diverse as the remote Peruvian Amazon and the suburbs of Chicago, USA. Available in 30+ languages, this low-cost, high-efficacy program is ready to scale up further in the effort to bring literacy for all.
Teachers and Trainers from 8 countries attended the ALfA TOT in Malaysia
Accelerating Learning for All is available in 33 languages, making this quality pedagogy freely accessible to millions around the world.
Assamese
Bengali
Gujarati
Hindi
Kannada
Konkani*
Maithili
Marathi
Mizo
Odia
Punjabi
Tamil
Telugu
* in process
Arabic
Bangladeshi
Dhivehi*
Dutch
English
Filipino
French
Nepalese
Serbian
Shona
Twi
Urdu
Yoruba
Spanish
Swahili
Portuguese*
Persian*
Somalian*
DEVI Sansthan is collaborating with numerous schools, NGOs and governments around the world in the effort to bring higher quality education for all, with a special focus on disadvantaged groups. From Peru to Chicago, from Maldives to Kenya, ALfA is showcasing impressive results, which are showcased in the coming pages. Come, join the movement!
The Ministry of Education
engaged DEVI Sansthan (with UNICEF support) to undertake an ALfA pilot across the whole
country’s 200+ schools.
In the
first phase of the implementation, 13 schools are implementing ALfA while 5 are serving as a
control. From September to December 2023 (45 days) test scores in ALfA schools had double the
rate of improvement compared to control group schools.
Schools using ALfA English gained 7 percentage points, compared to 1 percentage point gain in control schools. This corresponded to an effect size of 0.42.
I believe in fostering independent learning and problem-solving, promoting peer collaboration and incorporating reflection opportunities. These strategies empower children to take ownership of their learning journey. - Aysharth Sumaa
In my opinion, ALfA is a great opportunity for students to learn together in a collaborative, friendly environment. Students work together to complete the tasks and modules, as a result, they are very well connected with each other. - Hawwa Lamsha
Hear more Testimonies from Maldivean Teachers.
Watch VideoHear the views of Dr Abdullah Rasheed Ahmad, Minister of State for Education.
Watch Video
In collaboration with Arca Beta
NGO, we are piloting ALfA in a school in the remote Amazon. Results are impressive, and
discussions are now underway with government for scaling up.
When the students came first, they wrote scribbles; they didn't know how to read. The students began to pronounce the images and words from the communication book. They worked in pairs. They began to form simple words, then more complex words and small sentences. Now, 80% of the students are reading. It is engaging and exciting for the students. Thank you so much. Sheila, Grade 1A Teacher, Sachachorro school, Iquitos, Peru
Test scores in Sachachorro school, before and after 45 day ALfA implementation
Watch Classroom Footage from Peru
Watch Video
We are working together with
Literacy Chicago, who are using the ALfA toolkit to teach adults how to read, write and do basic
arithmetic.
Literacy for All
This program is fun to teach, easy for students to follow, and creates community and quick, efficient learning. The organisation of the lessons and plans is clear and supportive. I recommend it. - Alexandra Murman, Volunteer, Literacy Chicago
A positive aspect of the ALfA reading program is that students can work at their own pace. Some students may go through the first five lessons quickly; others may need to work on them slowly, repeating some over and over. Everyone makes progress, and the beauty of the faces on those who achieve even a little success is inspiring. - Marcia Banzuly, Volunteer, Literacy Chicago
Learners’ Perspectives
"It helps me spell. I can focus better and am learning to recognise the sounds." – Osman
“Now I can pace myself. You learn the sounds and break down the words to sound them out, it is easier to read.” – Linnea
“I am making progress learning the sounds of the letters. It is helping me to know the meanings of the words I am reading.” – Dahla
We are collaborating with Path
Youth NGO, to run an ALfA literacy & numeracy bootcamp for children from the slums of Mombassa.
During the literacy and numeracy initiative, we observed that students exposed to this pedagogy consistently demonstrate increased enthusiasm for learning, and improved academic performance. The positive outcomes reflect not only academic achievements but also the development of life skills that prepare students for future challenges. Salim Ali Mazang'ang'a, Director, Path Youth Organization
I am very grateful to be part of this literacy and numeracy bootcamp. I have learned a lot, and now I have more confidence in reading and counting. Thank you for providing this opportunity to improve our education.
This bootcamp has completely changed my life. I had significant difficulties with reading and counting, but now I can say I have gained enough skills to overcome those challenges. I thank all the teachers for their dedication.
We are collaborating with Olinga
Foundation to implement ALfA in six schools of Ghana. After 40 days of implementation, the
proportion of students reading at the highest level (Level 6) almost doubled from 22% to 41%.
Teachers, principals &
government officials gathered together from eight different countries to join an interactive
workshop on the ALfA pedagogy, sowing the seeds for ALfA to bloom in South-East Asia. In
Malaysia, we began an ALfA pilot in collaboration with Radiant Gems Preschool.
Having partnered with
Dawnbreakers Foundation to replicate the material in Filipino, they are now using it to teach in
a remote area of Mindoro.
We are partnering with El Dorado
South Hindu School to trial ALfA.
Classroom Implementation in Trinidad & Tobago
Explore Nowcountries with representatives from all 6 continents participated
of participants found the online format of the training to be effective
of participants passed the quiz & were shared free access to ALfA materials
of teachers said they had new take-away points from the training
Several audience polls were used in the Hindi sessions of the MOOT to gauge participants' attitude. The results, which were overwhelmingly positive, are shown below.
Discover how this disruptive pedagogy works, and what makes it more impactful than the best of existing systems.
A young girl shows how to represent a number using ice cream sticks and matchsticks. Fast track literacy camp, Lucknow, India.
Accelerating Learning for All (ALfA) is a groundbreaking structured pedagogy, designed to enable children to gain foundational literacy and numeracy skills in as little as 45 days. What makes ALfA so effective? It is the combination of learning materials, pedagogy, curriculum and teacher training.
The transaction of learning is not from teacher to student, but rather between two children.
Books are simple, modular, and highly visual, enabling children to learn independently.
Children work from known to unknown: rather than ‘a for apple’, they derive the first sound from a picture.
ALfA doesn’t just develop children’s academic abilities; it fosters 21st century skills including creativity, critical thinking and collaboration.
Children working together in pairs, rather than passively listening to the teacher, can transform the pace and quality of learning.
In a traditional classroom, the teacher is unable to pay attention to each individual student: as the teacher progresses through the curriculum, many students are left behind.
In pairs, even the shiest child becomes an active participant in learning. Learning is individualised and highly engaging, with each pair
Studies around the world have found that peer learning has a huge array of academic and social benefits:
improved academic performance1
deeper understanding2
equality between students3
higher engagement4
improved behaviour5
| Traditional classroom | ALfA classroom |
| Students working in whole class or groups, sitting in rows facing the teacher. | Students working in pairs is the main modality, they are facing each other. |
| Children are grouped by skill level. Groups are fixed for a long period of time. | Random pairing which ensures diversity. Pairs are changed frequently, so that children get to mix and work with others of all ability levels and background. |
| All children are on the same textbook page, everyone is working on the same question. Some are bored while others find it too difficult | Different pairs are on different modules at any given time; children are given their own. |
ALfA assessments foster cooperation not competition and prompt students to focus on learning progress, not marks.
Assessment data should be used to 'identify areas of learning and development where children may need support or extension’.2 Tests should be ipsative – that is, children should be competing with themselves, striving to improve over their past efforts, rather than competing against each other.3
| Traditional Assessments | Paradigm Shift | |
| Why? Purpose | Summative: Sorting and ranking students. | Formative: Informing the teaching-learning process. Students compete with themselves, not each other. |
| What/ When? Methods | High-stakes exams: Lots of memorisation required, fixed timings. | Low-stakes repertoire: Mix of assignments and portfolios too. Frequent, unannounced tests, problem-solving and unseen passages. |
| How? Reporting | Focus on overall marks: Lots of teacher marking required, delayed results, takes away time from learning. | Focus on Progress: Use Pragati or similar app to provide specific, easy-to-understand feedback for learner, teacher and policy-maker. |
A multiple-choice question paper was designed based on the NIPUN Bharat Competencies (for Balvatika to Grade 3) and the National Achievement Survey (for Grade 5), in consultation with DIET. The paper was divided into three sections based on the Grade level of the NIPUN competency being tested by each question.
Balvatika and Grade 1 students did only Section A, which was age appropriate. Grade 2 & 3 students did Section B (age appropriate) but also Section A. Grade 4 & 5 students did all three sections, as shown in the diagram below. This unique design enables cross-grade comparisons of children’s learning.
Assessment was invigilated by a third party (college students), after receiving a training from the DEVI team. The surveyors requested teachers requested to remain outside the classroom during the tests, to minimise the possibility of cheating.
The endline test given is scientifically similar to the baseline (though not identical), allowing a genuine measurement of progress. The Pragati App generates a detailed personalized report card at multiple levels (child, class, school, district) which shows with a colour code which topics have been mastered and which need more work. Pragati report cards enable children to focus on their progress over time rather than comparing against others.
The ALfA pedagogy has been recognised by many eminent leaders - both politicians and pedagogues. Many teachers have also appreciated the transformation it has brought to their classrooms
Teachers from the Maldives enjoy solving questions at an ALfA numeracy training.
Dr. Sunita Gandhi’s 30 hour literacy and numeracy model is highly innovative, and highly scalable, that can benefit school children, out of school children and illiterate adults.
Shri Rajnath Singh discuss the ALfA program
Watch Video
Dr. Sunita Gandhi’s innovative ALfA method allows learners of all ages to quickly master essential foundational skills. It surpasses traditional methods, promoting holistic learning. Learning happens in pairs, embedding critical 21st-century skills into the curriculum.
Hear other prominent policymakers views on ALfA
Watch Video
Despite all the efforts which may countries are making, still a large proportion of students are suffering from low literacy. Why? It's because we all are repeatedly doing the same thing in the same way. Thank you Dr Sunita for coming up with a totally new strategy for teaching literacy and numeracy. Rather than taking years, students can learn literacy in just three months.
Dr Ahmad announce the launch of ALfA in Maldives
Watch VideoAcquiring foundational literacy and numeracy is key for children as they progress. Unfortunately, many schools systems around the world are failing very large numbers of children. We need a step change in the education sector, to reach children with access to quality education so they can realise their full potential.
Robert Jenkins addressing DEVI Sansthan's Global Policymakers Conclave
Read MoreDr Sunita Gandhi's dream is brilliant, huge, ambitious and daring. What I love about the ALfA kits is that they accelerate the process for readers across the world. I have used them with students I teach. The toolkits meet the learners at their instructional level. I love the fact that kids are building on their background knowledge.
Hear Mary McCoolberry's talk
Watch VideoDr Gandhi's educational pedagogy, ALfA: Accelerating Learning for All, is truly transformative. It is inclusive, scientifically rigorous, and capable of scaling to reach learners of any age. During my visits to India, I witnessed firsthand the profound impact of ALfA in government schools, slums, and among out-of-school children and illiterate adults.
Read Inger Mette Stenseth's letter
Read More
I started with 22 children, many of whom had some challenges with reading and mathematics. 19 children can now read fluently, and the rest are in process. I feel delighted with everything I have been observing in my children.
In 4th grade, we had so many kids who couldn't write or read. My own daughter’s reading ability is now getting better each day, her scores improved significantly. Our school is excited, and our growth is accelerating. Everybody is praising the curriculum.
The results are highly positive and exciting. Children's attendance has also improved.
This is a very easy technique. I think this technique should be used everywhere throughout India.
This is an excellent method. When children use concrete objects, the learning sticks in their brain. Children who were being bored by the traditional method are enjoying learning with ALfA.
We got to learn a lot new in today's training: how to build a solid foundation for children's learning. There was a great exchange of ideas between the trainers and participants.
WhatsApp groups were set up for different blocks/districts. Teachers were encouraged to post their photos, videos and any questions in the WhatsApp groups, much of the footage in this video was shared by classroom teachers.
Known as champion of girls' education, Aïcha Bah is a founding member of the Forum for African Women Educationalists (FAWE). She is chair of the Network for Education for All in Africa (REPTA).
Alesha is a program officer at ProLiteracy, a non-profit educational organization that works to enable adults and youth to acquire the literacy skills they need to solve the problems they encounter in daily life.
Alexandre has been working as a climate activist and a serial entrepreneur in the tech and media industry for the past 30 years.
Bhanu provides strategic direction to Worldreader’s global portfolio of digital reading products and the buildup of India Organization.
Bill is passionate about building a fully literate world, and has devoted many years of his life to the cause through his work with Rotary Youth for a Better World.
Chetnaa, a renowned Applied Theatre practitioner, is a Board member of International Playback Theatre Network (IPTN) and Pedagogy and Theatre of the Oppressed (PTO).
Cindy is the Founder and President of Kupanda Sisters, Inc. as well as an Executive Administrator for JP Morgan Chase & Co. An advocate of literacy for all.
David is Partnership Manager at DEIP, which is the first Web 3.0 domain-specific protocol for tokenization and governance of high-value intangible assets.
David was the director of the Adult Literacy Resource Institute at the University of Massachusetts Boston from 1986 to 2003. He is the co-author of two online guides on blended learning for adult basic skills education.
Ernesto has served as Minister of Education of Chile, Director of Planning of the Ministry of Education, an expert in Educational Planning for the Regional Employment Program (1974-1976), and a visiting professor at Harvard University (1973-1974).
Fred began his career as a teacher and school principal. In 2000, he founded Teachers Without Borders (TWB) to connect teacher leaders to information and each other to close the education divide. “Brains are evenly distributed throughout the world,” he is fond of saying, “but education is not”.
Gail formed TheCreators2030 UN SDGs Arts & Youth Initiative (TheCreators2030.Org) to support Creative Professionals, Youth, Sports, NGOs, Private Sector and all citizens.
Girish joined STiR as its Chief Executive in January 2021 after five years as Chief Executive at ActionAid UK. He brings more than 35 years’ experience as a leader in the international development sector, having previously held roles as International Programmes Director and Deputy CEO at WaterAid UK.
Inger is both founder and galvanizing force behind ground-breaking deep ecology projects that bring together specialists in business, the arts, science, and education from around the globe.
Born in Chicago, Joanne has always been an adventurer. She has lived and worked in France, Pakistan, Egypt, and Qatar. Joanne is fluent in French and can get by in Arabic.
Jon has been recognized as a 20 to Watch Educator by the NSBA, and was a 2020 Edtech Digest Awards Trendsetter Winner. Jon is also the Co-Author of the Eduprotocol Field Guide Books 1 and 2 and assisted with the new Eduprotocols Math Edition.
Kyle founded First Book to provide quality books to underserved children. She developed two groundbreaking models of social entrepreneurship: the First Book Marketplace, an award-winning, self-sustaining program.
Mary is a literacy specialist who worked with children as a public school educator for over three decades in the United States. She is a dyslexia advocate and literacy consultant.
Michael has been an instructor teaching English as a Second Language (ESL), ABE, and ASE for over 20 years and was a high school teacher for 10 years before that.
Anand is a media and communications professional having worked for over 20 years in large media houses, academics and corporate sector. In 2010, he founded GreyMatters Communications & Consulting.
Known as champion of girls' education, Aïcha Bah is a founding member of the Forum for African Women Educationalists (FAWE). She is chair of the Network for Education for All in Africa (REPTA).
Nixon comes to Children’s LoveCastles Trust India after a distinguished career in the banking and non-profit sectors. Most recently, Mr. Nixon served as President & Chief Operating Officer of SBI Foundation-the Corporate Social Responsibility (CSR) unit of State Bank of India & Deputy General Manager of SBI.
Peter works closely with our teams in Cambodia, Myanmar and Nepal to deliver a high-quality, inclusive education to all of the children UWS supports. He is also responsible for introducing programmes into new countries.
Peter is currently the Secretary-General of AASU, where he previously served as the Head of Research and Communications. He is one of the youngest persons to ever serve on the Board of the Ghana AIDS Commission.
Pradeep has been working in the Indian development sector for over 18 years, managing education, protection and humanitarian programs with grassroots, national and international NGOs both in rural and urban settings.
Rana, a Ph.D. molecular cell biology from U of Iowa, is currently Cmalakova Fellow at the Jepson school of Leadership at the University of Richmond. She is founder of We Love Reading.
Ravi has worked for 24 years in the corporate sector, most of which was at HSBC where he was the Regional Marketing Head for Middle East and Africa. He quit his corporate career and switched to the social sector in 2011, joining Azim Premji Foundation.
Rebecca is currently a teacher and School Director. She is the African coordinator for the World Climate School, and is heavily involved in climate change. She is also the founding director of Vadiwa Trust Organization that assists the elderly.
Richard is a recently retired public school Principal and Central Office Administrator. Serving learners, teachers, educators, and parents for more than 34 years, Richard finished his career by leading the first early college high school in NJ. Currently serving as the Director of Partnership with VOYCE.
Robert is an international educator and former principal with more than thirty years’ experience in various educational systems and cultural settings. He is a proponent of learner-development-centred approaches to education.
Samuel leads the Education and Students Rights Working Group at AASU. He is AASU’s primary contact to the UNESCO COVID-19 Global Education Coalition as well as the focal person for the Union at the Education Cannot Wait’s Youth Subgroup.
Driven with the strong belief that everyone deserves equal opportunities regardless of their background, Shrutika left her corporate job in search for something more meaningful. Her journey began in 2009 as a teacher in a low-income school where she worked closely with the community for two years.
Sigamoney was also a National Commissioner on the Committee for Education Support Services appointed by the then President, Nelson Mandela to investigate the state of Special Education during South Africa’s transition to a democracy.
Sig has more then 20 years experience working with start-up initiatives and early stage companies in China. He now focuses mainly on companies in the EdTech sector. Sig is the founder of the Children reading platform Pickatale, aiming to disrupt the way kids learn to read and provide high quality reading material to children around the globe.
Stephen is the CEO and president of the Peters Group, an education consulting company that is dedicated to creating and sustaining success in schools and districts by supporting educators. Key areas include: leadership, social justice, equity, diversity and inclusion.
Swati, President of Podar Education Network, is a global educator with over 32 years of experience and holds many important positions in the field of early childhood education. She is the President of the Early Childhood Association of India.
Sylvia is an educator, co-founder and president at Vaga Lume, which promotes education and culture in rural communities in the Brazilian Amazon region, where it has established 82 community libraries in 20 municipalities.
Vaibhav is passionate about leading strategic projects for one of the biggest and most innovative development organizations in the world, looking to hear from people breaking through from the norm, and innovating models delivering impact.
Laureate of the first edition of the Yidan Prize for Education Development (2017) and 2013 WISE Prize for Education Laureate, Vicky is founder and director of Escuela Nueva Foundation.
Yogesh has more than sixteen years in development sector, with wide experience of designing & implementing multi-sectoral projects. Core areas of experience include Education, Health, Agriculture & rural livelihood and green energy (Solar).
Yogesh is an Indian Administrative Services officer. He is presently the Additional Commissioner of the Mahatma Gandhi National Rural Employment Guarantee Act in Uttar Pradesh, India. Previously, he was posted as the District Magistrate of Banda and Amethi districts.
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