Pratham UK

𝐖𝐡𝐨 𝐡𝐚𝐬 𝐭𝐡𝐞 𝐛𝐢𝐠𝐠𝐞𝐬𝐭 𝐬𝐭𝐚𝐤𝐞 𝐢𝐧 𝐡𝐨𝐰 𝐈𝐧𝐝𝐢𝐚’𝐬 𝐜𝐡𝐢𝐥𝐝𝐫𝐞𝐧 𝐚𝐫𝐞 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠? It’s our citizens and communities! This belief lies at the heart of the Annual Status of Education Report (ASER), made possible by thousands of volunteers who reach rural districts across India to understand children's schooling and learning. What makes it even more special? Many of these volunteers are teachers themselves, helping build the future! Watch the latest episode of PrathaMic – The Learning Movement for an ASER 101 with Dr. Wilima Wadhwa, Director of ASER Centre (a measurement and assessment unit of Pratham Education Foundation), and Meenakshi Ramesh, CEO of Pratham! ➡️ Click here to watch the full episode - YouTube: https://lnkd.in/gSVkrNcf Spotify: https://lnkd.in/g8fcjZp6 . . #PrathaMic #LeadershipPodcast #ASER #Podcast

A survey that India has trusted and relied on for years is the Annual Status of Education Report (ASER). Since 2005, it has provided credible and timely data on how India’s children are learning. Behind this significant exercise are the people who have made it possible and witnessed its evolution. Dr. Wilima Wadhwa, Director of the ASER Centre (a measurement and assessment unit of Pratham Education Foundation), is one of them. As we celebrate 20 cycles of ASER, we’re delighted to share a new episode of our podcast, PrathaMic — The Learning Movement, featuring a conversation between Dr. Wadhwa and our host, Meenakshi Ramesh, CEO of Pratham. ➡️ Click here to watch the full episode - YouTube: https://lnkd.in/gSVkrNcf Spotify: https://lnkd.in/g8fcjZp6 . . Rukmini Banerji | Ranajit Bhattacharyya| Shweta Bhutada | Mohit Mishra | Pratham International | Pratham USA | Pratham UK #PrathaMic #LeadershipPodcast #ASER #Podcast

❓What happens when a global approach is adapted to support foundational learning in Lebanon? 👉🏽 Across Lebanon, Teaching at the Right Level (TaRL) is being rolled out nationwide for Grades 3 and 4 as part of the National Learning Recovery Programme, supporting the national effort to strengthen children’s foundational learning. 🤝 Developed by Pratham, TaRL has since been adapted and implemented in more than 30 countries. In Lebanon, the approach is being adapted to the national context and curriculum, with technical support across Arabic, French, Mathematics, and English. ✅ Together with UNICEF Lebanon, Pratham International is providing technical expertise in Arabic, French and Mathematics in partnership with World Learning. The World Bank is leading technical support for English. ℹ️ Importantly, this is a collaborative national effort, led by MEHE and CERD and delivered through existing education structures, with DOPS coaches, school leaders and teachers playing a central role in implementation and ongoing support. ▶️ Early feedback from teachers has been encouraging. As implementation progresses, continued learning and assessment will help build the evidence base on what works and how the approach can best support children across Lebanon. 🙏 For us at Pratham International, this is also an important milestone in TaRL’s global journey: taking an approach rooted in one context, learning with partners, and adapting it to local systems and realities, while keeping government ownership and local actors at the centre. Balakrishnan('Bala') Venkatachalam | Usha Rane | Divya Arora | Tanvi B. | Sanam A. | Indresh Talsaniya | Chinmay G. Ministry Of Education and Higher Education - Lebanon | CRDP_LB | The World Bank Group #PrathamInternational #TaRL #FoundationalLearning #LearningRecovery #Education #Lebanon #EducationSystems #GlobalEducation #TeachingAtTheRightLevel

❓ What can happen when AI, education, and public systems come together? ✅ At the United Nations General Assembly in New York, Pratham Education Foundation's CEO, Meenakshi Ramesh, joined Minister Paula Ingabire, Rwanda’s Minister of ICT and Innovation, and Ambassador Philip Thigo, MBS, Special Envoy on Technology for the Republic of Kenya, for a conversation hosted by Anthropic’s Beneficial Deployments team on how technology can help advance foundational learning at scale. ℹ️ At #Pratham, we are building digital public goods that can help education systems address real challenges at scale. The Anytime Testing Machine (ATM), developed in partnership with Anthropic, is one example of this work, using #AI to make assessment more accessible and responsive to learners’ needs. 👉🏽 The conversation highlighted the importance of bringing together #governments, #practitioners and #technology partners to build #solutions that can be adapted thoughtfully to different languages, curricula and contexts. 🙏 Thank you to Elizabeth Kelly and Adam Barton, PhD, for inviting Pratham to be part of this important conversation. 👏🏼 We look forward to continuing to explore how technology can help make foundational learning more accessible and scalable. #Pratham #Anthropic #UNGA #AIForGood #DigitalPublicGoods #FoundationalLearning #Education Meenakshi Ramesh | Rukmini Banerji | Manisha Bharti | Manushi Yadav | Balakrishnan('Bala') Venkatachalam | Nick Sankey | Nishant Baghel | Karishma Galani | Gillprit . | Sravana Chandra Kalvapalli | Priyanka Ghosh | Chinmay G. | Leena Goel | John Kregler | Saba Firdaus Pratham Education Foundation | Pratham USA | Pratham UK

✅ Over the past two days, delegates visiting us for #CLAVE 2026 had the opportunity to see adaptations of foundational learning programs in Barú (Cartagena) and Santa Marta. 👉🏽 Here are three key takeaways from these field visits: 1️⃣ Context matters: Despite their close proximity and shared challenges with foundational learning, the TaRL programs in both Barú and Santa Marta have been designed keeping in mind the specific realities of these geographies including the different rhythms of schools and communities. However, while delivery and mentoring models differ across both programs, the TaRL classroom activities and experiences are similar. Adjusting the delivery model without compromising the key elements of TaRL can be tough to navigate but “worth it” as one of the program coordinators calls it. An exciting question that came up: How do we leverage different structures in the system to sustain and support TaRL implementation in contexts like Brazil, Ecuador and more? 2️⃣ Strengthening along the learning continuum: In both contexts, the broader programs don’t just focus on helping children catch up in Grades 3 and above, but also try to prevent children from falling behind at the beginning of their primary school experiences. This includes the adaptation of Pratham’s holistic early years program — Leap Forward — in Barú, and AAQ’s adaptation of Kalulu for early language in Santa Marta. What else can we do to ensure that children don’t fall behind during their learning journey? 3️⃣ Thinking beyond school walls: In both contexts, involving communities and consortia comprising business, governments and practitioners has been key. This leads to the question of how can these multi-stakeholder engagements translate to other contexts in Latin America and beyond? What can we do to strengthen these alliances to support foundational learning? 🤝 These are the driving questions we are bringing to the regional conference in Bogotá. 🙏 With sincere thanks to schools, teachers and or partner organizations that hosted us at each site. #CLAVE2026 #FoundationalLearning #TaRL Balakrishnan('Bala') Venkatachalam | Subhalakshmi Duraiswamy | Nishant Baghel | Amanda Beatty | Pragya Dhariwal | Daniel Agudelo Navarro | Chinmay G. | Tanvi B. | Diego Quintero Mogollón | Divya Arora | Isabella Rojas Medina | Paula Catalina Montana | Ambika Kaushik | Meera Tendolkar | Usha Rane | Sohael Memon | Kairav Kadakia | Karishma Galani | Meenal Joshi OFFER Colombia | Cowater International | Fundación Santo Domingo | Enseña por Colombia | Fundación Aprender a Quererte | Tras la Perla by Carlos Vives

📣 #CLAVE2026 Regional Conference | Two days of conversations, and the journey continues! 👉🏽 The first two days of CLAVE 2026 have brought together organisations and delegations from across Latin America and the Caribbean for rich conversations, shared learning and new perspectives on strengthening foundational learning. ✅ Across 2–3 October, participants explored a wide range of questions, from teacher motivation and the mathematics learning crisis, to the role of communities and technology in advancing FLN. We also discussed how foundational learning can be better integrated into education systems, new approaches to financing the challenge, and how data and evidence can strengthen programmes and inform policy. And this is only the beginning. ℹ️ From 5–7 October, the CLAVE community will continue these conversations through a series of technical workshops, creating space to go deeper, exchange experiences and explore practical approaches to strengthening foundational learning across contexts. 🤝 A heartfelt thank you to every delegation, partner, participant, speaker, moderator and team member who has contributed to making #CLAVE2026 a space for meaningful exchange and collaboration. 😇 We look forward to continuing the conversation next week and sharing more insights from across the CLAVE journey! #CLAVE2026 #FoundationalLearning #FLN #TaRL #Colombia Balakrishnan('Bala') Venkatachalam | Daniel Agudelo Navarro | Subhalakshmi Duraiswamy | Pragya Dhariwal | Amanda Beatty | Nishant Baghel | Karishma Galani | Chinmay G. | Tanvi B. | Sohael Memon | Ambika Kaushik | Diego Quintero Mogollón | Isabella Rojas Medina | Paula Catalina Montana Pratham USA | Pratham UK | Pratham Education Foundation | ASER Centre OFFER Colombia | Fundación Aprender a Quererte | Fundación Santo Domingo | Cowater International | Enseña por Colombia | Colombia Evidencia Potencial en Educación | Cowater International | Parceiros da Educação | Motriz | UNICEF Colombia | SUMMA | Glasswing International | Fundación Escuela Nueva | aeioTU | Global Schools Forum | Letrus