Education

Development and Education

The Ways an Education Nonprofit Can Fundraise in Post-Pandemic India

Imagine this. You established your organisation in 2016 to contribute to the field of education. You are almost ready to launch a fellowship program...
Bharatya Janata Party Education Promises

Promise in 2014 vs Practice in 2017: Assessing the BJP’s Education Policies

Despite efforts by previous governments, India’s education system's quality struggles with problems of accessibility, transparency, research and innovation. When the Bharatiya Janata Party campaigned...

Surfing Towards Community Sports Education in Kovalam

This is the second article of a three-part series on how surf schools on India’s coasts are pivoting around sports education to bolster conservation...

Education During Times of COVID-19: From the Private School Practitioner’s Lens

When parents stopped paying fees, teachers taught without pay for months during a pandemic.

Education in Times of COVID: The ‘Nook’ Model for Designing Your Own Learning

As I write these lines in my home office, India is under an unprecedented lockdown due to the coronavirus crisis. Shopping malls and cinemas...
Citizen Awareness Elections

How Can Citizens Decide Electoral Agendas?

How can citizens create political narratives and change the focus of elections to human development indicators like education, health or the environment?

Why Don’t Our Textbooks Live Up to Our Ambitious Education Policies?

This is the first instalment of a two-part series on how and why our textbooks fail to meet the lofty ambitions set by national...

Why Isn’t Quality Primary Education Ever a Poll Promise?

India's learning crisis could gain political legitimacy if used as an electoral platform by political parties.

Bride and Prejudice: Fighting against child marriage in Delhi’s schools

Authored by Ipsita Mishra “I want to become an air hostess but I don’t know what will happen in the future. I don’t know if...

The Open Book Conundrum

Secondary and higher learning institutions have practised ‘blended learning’ for a year. Now, they must evaluate their own learnings just as much as they must examine their students. Are traditional methods of evaluation even fair game in this mode? Most importantly, are our teachers up for it?