Pratham’s mission is "Every Child in School and

Learning well". By increasing the literacy levels of

India’s poor which account for about one third of the
world’s poor, Pratham aims to improve India’s
economic and social equality. This is carried out
through the introduction of low cost education models
that are sustainable and reproducible.
 Pratham is one of the largest non-governmental
organisations in India.

 It works towards the provision of quality education to

the underprivileged children in India.

 Established in Mumbai in 1994 to provide pre-school

education to children in slums, Pratham today has
interventions spread across 23 states and union
territories of India and has supporting chapters in the
United States, UK, Germany, Sweden, and Australia.
 Pratham was established to target problems with pre-
primary and primary education in India.

 Over time we have created large-scale, low-cost

educational programs that have helped Pratham grow
from a one-city preschool program into a national
organization with international influence.

 Issues of low learning levels, high drop-out rates, child

rights, youth unemployment due to lack of skills, and
digital literacy have been tackled by the organization in
its over 20 years of existence.
 CAMaL (Combined Activities for Maximized Learning) is
a teaching methodology developed by Pratham that
combines reading, writing, and speaking activities so
that these essential skills develop simultaneously. It also
involves a practical and innovative teaching-learning
process that helps children better understand and
retain what they learn.
 The overall approach to improve children’s foundational skills
like reading and arithmetic that Pratham has pioneered and
developed over the last two decades is now called “Teaching at
the Right Level”.
 This includes not only the instructional practice but also the
way in which the effort is designed, organised, supported, and
delivered.
 The name “TaRL” has been in use for about 7- 8 years now. The
original method was born in the latter half of 2002 and tested
for effectiveness in December 2002-January 2003. At that time,
the method was called “Learning to Read” or L2R.
 key elements of Pratham TaRL approach has been
reinforced by the results of the series of randomised
controlled trials. It is these critical ingredients that
have enabled us to remain flexible and adaptive as
we explore new contexts and terrains, both in India
and elsewhere.

 Abhijit, Esther, and the JPAL team have come in from

time to time and helped Pratham to take a closer,
harder and more focused look.
 Relied entirely on volunteers for raising children’s learning levels.

 “Learning Camp” model

 Mobilised villages for improving children’s learning: The role of

information.

 Raised learning inside schools: Working with teachers.

 Developed leaders of practice: Working in government schools.

 One, right from the initial Balsakhi study, They
have truly been equal partners. means to be
genuinely equal and a true partner. The respect
that we feel for each other and the trust that has
grown, all cement the core of the collaboration.

 Two, underlying the relationship there has always

been a sharp intellectual curiosity which also has
a practical dimension. Work together has been
fuelled not only by the need to know ‘what
works’ but also guided by what is the new
question that they need to explore to make the
current work even stronger.
 Today, Pratham and JPAL are working together
and in collaboration with governments and
organisations including those in Zambia, Nigeria,
Botswana, Madagascar, Niger, Cote D’Ivor.

 JPAL has a presence all over the globe. Their

researchers and affiliates study all kinds of
programmes and projects in many sectors in
different parts of the world. But wherever they
are asked about ‘what works’ to improve
children’s learning, they talk about the
effectiveness of Pratham’s TaRL approach.