Overview FLN (Foundational Literacy and Numeracy)

The Foundational Literacy and Numeracy (FLN) initiative addresses critical learning gaps in early grades ensuring children acquire essential reading, writing, and numeracy skills by Grade 3. Through the development of Saksham teacher handbook and FLN instructional kits, comprehensive teacher training, and play-based pedagogical approaches, the program transforms how foundational learning is delivered in Jammu and Kashmir. Aligned with NIPUN Bharat Mission and NEP 2020, the FLN program creates systemic change benefiting hundreds of thousands of children.

Goal

To ensure that every child in Jammu and Kashmir achieves foundational literacy and numeracy competencies by Grade 3, creating a strong base for all future learning.

Objectives

• Develop high-quality, contextual FLN resources including teacher handbooks and instructional kits
• Train primary teachers in play-based, child-centered FLN pedagogies through cascaded model
• Support implementation of NIPUN Bharat Mission goals and NEP 2020 FLN frameworks in JK
• Create assessment tools and mechanisms tracking children’s FLN progress
• Establish master trainer cadres ensuring sustained capacity building beyond project timeline
• Advocate for adequate budget allocation and policy support for FLN mission in JK
• Build convergence between Samagra Shiksha and ICDS for seamless foundational stage education.

Achievements

• Developed Saksham Teachers Handbook and FLN Kit with instructional manual through multi-stakeholder consultative process involving teachers, master trainers, and education experts
• Achieved endorsement by Samagra Shiksha JK with ₹59.013 lakh budget approved for printing and distribution under NIPUN Bharat Mission
• Secured ₹11.628 lakh proposed budget for scaling FLN initiatives across all primary schools in JK
• Trained 39,342 primary teachers on FLN pedagogies, assessment, and resource utilization through cascade model
• Created 74 FLN Master Trainers capable of delivering ongoing training across districts
• Achieved direct classroom impact with 1,985 children benefiting from trained teachers using Saksham resources
• Positioned for potential benefit to 146,162 children (Grade I-II enrollment) across JK once full-scale implementation completed
• Introduced play-based, activity-oriented learning approaches replacing traditional rote methods improving children’s engagement and learning
• Developed contextual, culturally appropriate materials in Urdu and English aligned with JK curriculum and NIPUN Bharat guidelines
• Established systematic FLN integration in primary education with sustainable training infrastructure
• Received powerful teacher testimonials including: “This has been the remarkable training workshop which is needed at the ECCE/foundational level. Your performance has a lasting impression.”
• Created evidence-based resource development model that can be replicated for other educational initiatives.

Overview

The STEM (Science, Technology, Engineering, and Mathematics) education program addresses the significant gender gap in technology fields by providing adolescent girls with access to cutting-edge digital learning platforms, hands-on experiential learning, mentorship, and career awareness. Through the STEM education  initiative implemented across 93 schools in Kashmir division, the program empowers girls to envision futures in STEM careers while building critical thinking, problem-solving, and technological literacy. This initiative is particularly crucial in the context of Kashmir where only 5 out of 100 girls actively engage in STEM.

Goal

To bridge the gender gap in STEM education and careers by empowering adolescent girls with technology access, STEM skills, and confidence to pursue opportunities in science and technology fields.

Objectives

• Provide adolescent girls with access to digital STEM learning platform and new technologies
• Conduct interactive sessions demonstrating real-world applications of STEM concepts
• Build capacity of teachers in STEM education delivery and digital tool integration
• Secure stakeholder buy-in from education authorities, school administrations, and community leaders
• Create partnerships with NGOs, CSOs, and private sector for sustainable STEM ecosystem
• Conduct baseline assessments documenting STEM education landscape and gender disparities
• Inspire girls’ interest in STEM subjects and raise awareness about STEM career opportunities
• Transform attitudes among parents, teachers, and communities about girls’ potential in technology fields.

Achievements

• Registered 11,856 adolescent girls on EY STEM App across 93 schools in 4 districts (Baramulla, Bandipora, Kupwara, Srinagar)
• Conducted 130 interactive sessions and 40 introductory programs delivering hands-on STEM learning experiences
• Secured approval from Directorate of School Education Kashmir (DSEK) for pilot phase legitimizing project within educational system
• Established partnerships with 3 local organizations creating supportive ecosystem for STEM education
• Trained 10 District Nodal Officers (DNOs) and multiple Master Trainers on EY STEM App functionality and STEM methodologies
• Conducted 48 school authority meetings building strong alliances at district and school levels
• Completed comprehensive baseline assessment documenting that 3% schools had never conducted STEM programs and only 5 out of 100 girls actively engage in STEM
• Facilitated 120 girls participating in project development sessions with 16 project ideas developed demonstrating applied learning

Overview OSCE (Out-of-School Children Education)

The Out-of-School Children Education (OSCE) program ensures that marginalized children denied education due to poverty, child labor, disability, migration, or social exclusion receive opportunities to access quality learning. Through comprehensive identification systems, special training programs, flexible learning pathways, and sustained retention support, the program breaks cycles of educational exclusion. The initiative developed the Early Warning System (EWS) with 25 indicators piloted in 40 schools, created Special Training Center (STC) manuals, and successfully mainstreamed hundreds of out-of-school children into formal education.

Goal

To ensure that every out-of-school child in intervention areas is identified, enrolled in age-appropriate education, and provided with support ensuring their sustained participation and learning success.

Objectives

• Develop and pilot comprehensive Early Warning System (EWS) identifying children at risk of dropping out
• Create Special Training Center (STC) manuals and protocols for intensive catch-up education
• Conduct household surveys identifying all out-of-school children in intervention areas
• Provide bridging/remedial education preparing out-of-school children for mainstreaming
• Address barriers to education including economic pressures, child labor, lack of documents, and social discrimination
• Establish flexible learning pathways through State Institute of Open Schooling for older children
• Build capacity of teachers in teaching children with varied learning levels and gaps
• Monitor mainstreamed children ensuring retention and preventing re-dropout
• Advocate for systemic changes improving identification and support for out-of-school children.

Achievements

• Identified 93,766 out-of-school children through comprehensive Talaash App survey covering 2,663,300 children across JK UT
• Successfully mainstreamed 936 out-of-school children (387 in 2022-23, 201 in Bandipora, 148 in Baramulla, others in subsequent years) into formal education by age groups: 6-9 years (192), 9-14 years (145), 14-18 years (50)
• Developed and piloted Early Warning System (EWS) with 25 indicators in 40 schools tracking 2,005 at-risk children enabling proactive dropout prevention
• Created Special Training Center (STC) manual and trained 113 Master Trainers equipping teachers for intensive remedial education
• Reached 631 out-of-school children (280 boys, 351 girls) through special training programs preparing them for mainstreaming
• Organized school readiness camps for 831 children (419 boys, 412 girls) ensuring smooth transition to formal education
• Trained 60 teachers and Master Trainers on readiness camp methodologies and teaching children with learning gaps
• Conducted 10 district-level consultation meetings with 423 participants systematically identifying implementation gaps
• Developed UT-level guidance document aligned with NEP 2020 providing policy framework for OSCE education
• Established flexible learning pathways through State Institute of Open Schooling enabling age-appropriate education for older children
• Achieved reduced dropout rates in intervention areas through systematic identification and support
• Documented teacher appreciation: “The capacity building initiative on EWS implementation was an edifying experience ensuring proactive approach for stopping children from becoming dropouts”
• Created scalable EWS framework that can be adopted across JK and other states
• Established sustainable mechanisms linking education department, child protection systems, and communities for ongoing identification and support.

Overview

The STEM (Science, Technology, Engineering, and Mathematics) education program addresses the significant gender gap in technology fields by providing adolescent girls with access to cutting-edge digital learning platforms, hands-on experiential learning, mentorship, and career awareness. Through the STEM education  initiative implemented across 93 schools in Kashmir division, the program empowers girls to envision futures in STEM careers while building critical thinking, problem-solving, and technological literacy. This initiative is particularly crucial in the context of Kashmir where only 5 out of 100 girls actively engage in STEM.

Goal

To bridge the gender gap in STEM education and careers by empowering adolescent girls with technology access, STEM skills, and confidence to pursue opportunities in science and technology fields.

Objectives

• Provide adolescent girls with access to digital STEM learning platform and new technologies
• Conduct interactive sessions demonstrating real-world applications of STEM concepts
• Build capacity of teachers in STEM education delivery and digital tool integration
• Secure stakeholder buy-in from education authorities, school administrations, and community leaders
• Create partnerships with NGOs, CSOs, and private sector for sustainable STEM ecosystem
• Conduct baseline assessments documenting STEM education landscape and gender disparities
• Inspire girls’ interest in STEM subjects and raise awareness about STEM career opportunities
• Transform attitudes among parents, teachers, and communities about girls’ potential in technology fields.

Achievements

• Registered 11,856 adolescent girls on EY STEM App across 93 schools in 4 districts (Baramulla, Bandipora, Kupwara, Srinagar)
• Conducted 130 interactive sessions and 40 introductory programs delivering hands-on STEM learning experiences
• Secured approval from Directorate of School Education Kashmir (DSEK) for pilot phase legitimizing project within educational system
• Established partnerships with 3 local organizations creating supportive ecosystem for STEM education
• Trained 10 District Nodal Officers (DNOs) and multiple Master Trainers on EY STEM App functionality and STEM methodologies
• Conducted 48 school authority meetings building strong alliances at district and school levels
• Completed comprehensive baseline assessment documenting that 3% schools had never conducted STEM programs and only 5 out of 100 girls actively engage in STEM
• Facilitated 120 girls participating in project development sessions with 16 project ideas developed demonstrating applied learning