Over the years, Pratham’s initiatives have spanned the entire age range from Grade I to Grade VIII. However, much of the work in the last two decades has been with children of primary school age and largely focused on ensuring that children learn to read fluently and to do arithmetic confidently. Across all programs, Pratham believes that every child must have the opportunity to learn. To learn, it is essential to be motivated and engaged. To grow well and thrive, a child needs support not only from the school, but also from the family and the community.

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

Education began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-literate societies this was achieved orally and through imitation. Story-telling passed knowledge, values, and skills from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom.

The only person who is educated is the one who has learned how to learn and change.

Carl Rogers

A right to education has been recognized by some governments, including at the global level: Article 13 of the United Nations’ 1966 International Covenant on Economic, Social and Cultural Rights recognizes a universal right to education. In most regions education is compulsory up to a certain age.

Plato founded the Academy in Athens, the first institution of higher learning in Europe. The city of Alexandria in Egypt, established in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There, the great Library of Alexandria was built in the 3rd century BCE. European civilizations suffered a collapse of literacy and organization following the fall of Rome in AD 476.

In China, Confucius (551-479 BCE), of the State of Lu, was the country’s most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbors like Korea, Japan and Vietnam. Confucius gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era.

After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centers of advanced education. Some of these establishments ultimately evolved into medieval universities and forebears of many of Europe’s modern universities. During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School.

The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of inquiry, and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation, and Saint Albert the Great, a pioneer of biological field research. Founded in 1088, the University of Bologne is considered the first, and the oldest continually operating university.

The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum.

A teacher’s role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.

“One child, one teacher, one book, one pen can change the world.”
― Malala Yousafzai

A teacher who facilitates education for an individual may also be described as a personal tutor, or, largely historically, a governess. In some countries, formal education can take place through home schooling. Informal learning may be assisted by a teacher occupying a transient or ongoing role, such as a family member, or by anyone with knowledge or skills in the wider community setting. Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth pastors and lamas, may teach religious texts such as the Quran, Torah or Bible.

Teaching may be carried out informally, within the family, which is called homeschooling, or in the wider community. Formal teaching may be carried out by paid professionals. Such professionals enjoy a status in some societies on a par with physicians, lawyers, engineers, and accountants. A teacher’s professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may have responsibility for student discipline.Around the world teachers are often required to obtain specialized education, knowledge, codes of ethics and internal monitoring.

There are a variety of bodies designed to instill, preserve and update the knowledge and professional standing of teachers. Around the world many governments operate teacher’s colleges, which are generally established to serve and protect the public interest through certifying, governing and enforcing the standards of practice for the teaching profession.

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The feminist movement (also known as the women’s liberation movement, the women’s movement, or simply feminism) refers to a series of political campaigns for reforms on issues such as reproductive rights, domestic violence, maternity leave, equal pay, women’s suffrage, sexual harassment, and sexual violence, all of which fall under the label of feminism and the feminist movement. The movement’s priorities vary among nations and communities, and range from opposition to female genital mutilation in one country, to opposition to the glass ceiling in another.

Third-wave feminism is continuing to address the financial, social and cultural inequalities and includes renewed campaigning for greater influence of women in politics and media. In reaction to political activism, feminists have also had to maintain focus on women’s reproductive rights, such as the right to abortion.

“I am no bird; and no net ensnares me: I am a free human being with an independent will.”
― Charlotte Brontë, Jane Eyre

Feminism in parts of the western world has gone through three waves. First-wave feminism was oriented around the station of middle- or upper-class white women and involved suffrage and political equality. Second-wave feminism attempted to further combat social and cultural inequalities.

The women’s movement became more popular in May 1968 when women began to read again, more widely, the book The Second Sex, written in 1949 by a defender of women’s rights, Simone de Beauvoir, (and translated into English for the first time in 1953; later translation 2009). De Beauvior’s writing explained why it was difficult for talented women to become successful. The obstacles de Beauvoir enumerates include women’s inability to make as much money as men do in the same profession, women’s domestic responsibilities, society’s lack of support towards talented women, and women’s fear that success will lead to an annoyed husband or prevent them from even finding a husband at all.

De Beauvoir also argues that woman lack ambition because of how they are raised. Girls are told to follow the duties of their mothers, whereas boys are told to exceed the accomplishments of their fathers. Along with other influences, Simone de Beauvoir’s work helped the feminist movement to erupt, causing the formation of Le Mouvement de Libération des Femmes (The Women’s Liberation Movement). This determined group of women wanted to turn these ideas into actions.

Contributors to The Women’s Liberation Movement include Simone de Beauvoir, Christiane Rochefort, Christine Delphy and Anne Tristan. Through actions the women were able to get few equal rights for example right to education, right to work, and right to vote. One of the most important issues that The Women’s Liberation movement faced was the banning of abortion and contraception. The women saw this banning as a violation of women’s rights and were determined to fight it. Thus, the women made a declaration known as Le Manifests de 343 which held signatures from 343 women admitting to having had an illegal abortion.

A secondary school, often referred to as a high school or a senior high school, is a school which provides secondary education, between the ages of 11 to 19 depending on location, after primary school and before higher education.

The focus of Pratham’s Early Childhood Education program is holistic development of children and their readiness for school in the age group of 3-8 years.  This is done with the support of  mothers, school teachers and volunteers in the community.

Holistic development and school readiness include four large developmental domains:

Physical Development

Develop fine and gross motor skills, along with pre-writing abilities and ensure appropriate growth and health

Socio-Emotional Development

Learn to adapt to new settings & people, work in groups, individual, interaction & interpersonal skills

Cognitive Development

Develop basic problem-solving abilities, along with knowledge of colours, shape, symbols etc that are essential for pre-math

Language Development

Develop basic vocabulary and improve the ability to express ideas confidently, both individually and in groups

India is lagging behind due to various problems i.e., poverty, unemployment, illiteracy, medical infrastructure, etc. Skill development can mitigate poverty, utilize demographic dividend, socio-economic empowerment of underprivileged sectors that achieve economic growth, and reduce social challenges & economic inclusion.

In the present time, most of the Youth being educated but facing severe unemployment problems due to the lack of skills, guidance, and technical education. Most of the Youth are unaware of the developments and schemes provided by Govt.

Education makes people easy to lead, but difficult to drive, easy to govern but impossible to enslave.” Without education, the training of the human mind is incomplete. … The human mind was made to be trained and without education, a person is incomplete”.

Sankalp Soceity, an NGO for poor child education believes that whether you are addressing healthcare, poverty, population control, unemployment, or human rights, there’s no better place to start than in the corridors of education.

Education for all is a must in today’s world. You can’t compromise with it. It not only make you knowledgeable, self-dependent but, it also teaches you manners, basic etiquette, and discipline. And considering all this, Roshni (Sanstha) came up with this program called “Education for all.”Moto of this Project is to provide Basic Education to children living in Delhi NCR AND OTHER STATES –UP, Bihar, Uttrakhand & Jharkhand to the once who can’t afford proper schooling, Before this program, parents used to engage their children in different COMMERCIAL AND DOMESTIC ACTIVITIES, this leads to the increment in CHILD LABOUR. Roshni (Sanstha) saw basic education as a tool, and a prerogative for all the children of India, and with this “Education for all” program came into the picture.

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