WEF Education 4.0 India Report 2022

Education 4.
0 India
INSIGHT REPORT
OCTOBER 2022
Images: Getty Images, Unsplash
Contents
Preface 3
Foreword 4
Executive summary 5
1 Introduction 6
1.1 The digital learning landscape 7
1.2 Barriers to digital learning 7
1.3 The opportunity 9
1.4 The KINDLE approach 9
2 Foundational literacy and numeracy 10
2.1 Current challenges 11
2.2 Overview of gaps 12
2.3 Proposed solutions 13
3 Teachers’ capacity building 18
3.1 Background 19
3.2 Critical gaps in teachers’ professional development 20
4 School-to-work transition 24
4.1 Background 25
4.3 Overview of school-to-work solutions 29
5 Connecting the unconnected 34
5.1 Background 35
5.3 Identification of priorities 37
5.4 Enabling schools to acquire digital infrastructure 41
6 Recommended interventions 44
6.1 Methodology for designing interventions 45
6.2 Overview of KINDLE intervention map 48
6.3 FLN-centric interventions 49
6.4 TPD-centric interventions 50
6.5 S2W transition interventions 51
6.6 Measuring impact 52
7 Implementation framework 53
7.1 Implementation methodology 54
Conclusion 57
Contributors 58
Abbreviations 60
Endnotes 62
Disclaimer
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Education 4.0 India 2

July 2022 Education 4.0 India
Preface
The Education 4.0 India initiative aims
to use Fourth Industrial Revolution
technologies to enhance learning and
reduce inequalities in India and globally.
Jeremy Jurgens
Managing Director,
World Economic Forum
The COVID-19 pandemic has widened the gaps in the United Nations Children’s Fund (UNICEF)
learning outcomes among schoolchildren in India. and YuWaah (Generation Unlimited India) to
These losses have been particularly magnified launch the Education 4.0 India initiative.
for children from disenfranchised and vulnerable
families, who face myriad socioeconomic issues This report tracks the progress and findings of
that have also been exacerbated during the the Education 4.0 India initiative, which aims
pandemic. According to a 2021 World Economic to wield technologies of the Fourth Industrial
Forum paper, Shaping an Equitable, Inclusive, Revolution to enhance learning and reduce
and Sustainable Recovery: Acting Now for a Better inequalities in educational access among
Future, at least 24 million children, predominantly children in India. The report takes account of
girls, may never return to school. Urgent action the challenges and identifies the solutions that
is needed to overcome these learning losses and can be realized as scalable interventions. Its
to scale up solutions that will not only address overarching aim is to enable India’s youth to
these gaps but also create sustainable learning participate in the ever-evolving global workspace.
environments.
Through the Education 4.0 India initiative, the
Digital learning can address these challenges Forum, together with UNICEF and YuWaah, aims
effectively and ensure that no one is left behind to offer insights and recommendations whose
on the educational journey. To this end, the scope transcends the education landscape in
World Economic Forum has collaborated with India and can achieve global impact.

Foreword
Yasumasa Kimura
B. V. R. Mohan Reddy
Representative ad interim,
Founder Chairman and
UNICEF India; Co-Chair of
Board Member, Cyient
the Board, YuWaah
True education must correspond to the surrounding

circumstances or it is not a healthy growth.
Mahatma Gandhi
The COVID-19 pandemic exposed the long- a multistakeholder response to identify challenges,
existing challenges of the Indian education sector. opportunities and priorities to develop solutions that
It widened the gaps in learning for children and can transform India’s education sector.
educators alike, intensifying the challenge of
creating a society where quality education can be The Education 4.0 India initiative was launched in
accessed easily and by all. May 2020, and has convened over 40 partners
from the education technology, government,
To address the disparities in the Indian education academic and start-up communities. This report
sector and empower India’s youth by engaging is a result of their deliberations and is aimed at
them as changemakers, the World Economic building a robust strategy that can be widely
Forum and the United Nations Children’s Fund implemented, while being cost-effective and
(UNICEF) have joined forces to create the Education sustainable. Under four themes – foundational
4.0 India initiative. literacy and numeracy, teacher professional
development, school-to-work transition, and
The Forum’s Centre for the Fourth Industrial connecting the unconnected – the report identifies
Revolution, India, co-designs and pilots gaps and outlines interventions, each substantiated
projects aimed at facilitating the country’s digital by case studies and an implementation roadmap.
transformation. UNICEF, along with YuWaah
(Generation Unlimited India), has been expanding This report provides a framework for the
education, skill deployment and employment development of scalable pilots that can be
opportunities for the youth. Coming together for implemented together with state governments and
the Education 4.0 India initiative, the organizations ecosystem partners, with a view to providing best
aim to boost the efforts of the Indian government practices that can augment the existing education
in education, skilling and employment, and to ecosystem and be useful for a wide range of
implement solutions at scale. The partnership drives stakeholders in the education sector.

Executive summary
The Education 4.0 India initiative suggests
action in four focus areas: foundational
literacy and numeracy, teachers’ professional
development, school-to-work transition and
connecting the unconnected.
Almost 70% of Despite significant strides in the field of education, A major gap identified in foundational literacy and
children in grade 3 India continues to report poor learning outcomes numeracy, for instance, is the lack of “byte-sized”
in India have been among schoolchildren. The National Achievement content in early learning that can ignite children’s
reported to have Survey of 2021 found nearly half of primary interest, as well as engage parents who may not
school students to have learning levels lower than be educated. Children in grade 3 scored 64.6% in
no basic reading
appropriate for their grades, a situation that the basic language skills and 61.2% in mathematics in
and arithmetic
pandemic has intensified. This has far-reaching the National Achievement Survey 2021. Storytelling,
skills. Storytelling, implications for young Indians’ readiness for the 21st read-aloud and interactive content, flip-books and
read-aloud and century workplace and India’s preparedness for the use of digital tools can address these challenges.
interactive content, Fourth Industrial Revolution.
flip-books and Enhancing teachers’ capacity to deliver education
use of digital tools The Knowledge and Information Network for Digital in newer formats is a sine qua non, as is their buy-in
can address these Learning and Education (KINDLE) is an initiative and involvement in creating and delivering tech-
challenges. to utilize digital and other technologies to address enabled curricula. To this end, the KINDLE approach
learning gaps and make education accessible to suggests ways to strengthen teacher professional
all. A joint effort of the World Economic Forum, development – for instance by improving the quality
UNICEF and YuWaah (Generation Unlimited in India), of teachers’ training, linking training with career
it proposes solutions that align with, and hence progression, and involving teachers in designing a
augment and amplify, India’s National Education holistic TPD programme.
Policy (NEP) 2020 and the National Digital Education
Architecture of 2021. The third priority area, school-to-work transition,
focuses on making students job-ready in a rapidly
Under the KINDLE umbrella, a multistakeholder evolving employment landscape. Nearly 85% of
group of experts in education technology (edtech), Indian schools have yet to implement vocational
representatives of state and central governments, courses as part of their curriculum. This report
members of non-governmental organizations suggests interventions using digital and hybrid
(NGOs), leading educationalists and path-breaking models to upskill students so that they can find a
start-ups studied the existing government and good fit with available and emerging jobs.
private interventions aimed at improving learning
outcomes in schools. They found four areas ripe for The global pandemic has not only made digital
innovation in the kindergarten to grade 12 (K-12) learning central to teaching worldwide, it has also
space: foundational numeracy and literacy, teacher widened the digital divide, leaving those without
professional development (TPD), school-to-work devices and internet connections further behind.
transition and connecting the unconnected. For connecting the unconnected, this report
categorizes schools based on their access to digital
Smaller working groups of experts then studied each infrastructure and suggests interventions to enable
of these four themes in depth, in order to zero in on schools at each level to get better connected.
the gaps and suggest specific interventions, whether
physical, digital or “phygital”. This report explains The Education 4.0 India initiative builds on efforts by
these gaps and proposes interventions derived under the central and state governments and leverages
the guidance of a steering committee so as to be their interventions. It presents a roadmap to enhance
scalable, impactful, cost-effective and sustainable. India’s school education ecosystem and gives out a
call to action to all stakeholders in the edtech space
to come together to transform the sector.

1 Introduction
India can build on the digital solutions tested
and adopted during the pandemic to take
education to all and prepare Indian school
students for success in the 21st century.
India has made significant progress in solving to students based far and wide, in addition to
some of the most critical problems in education – it enabling students to study at their own pace and
has increased primary school enrolment, reduced receive personalized content and assessment.
the number of children out of school, improved
the quality of teaching and increased the number The Indian government has taken several initiatives
of teachers. However, over the last decade, to make learning accessible for all children.
evidence points to poor learning outcomes among The National Education Policy announced
children. The latest results available from the in 2020 (NEP 2020), for example, aims to
National Achievement Survey of 2021 show an introduce major educational reforms by ensuring
average learning level of 59% in grade 3; 49% access to quality education for all. During the
in grade 5; 42% in grade 8 and 36% in grade pandemic-induced school closures, the central
10.1 The disparities in education between and Ministry of Education (MoE) and the National
within public, private (aided and unaided), urban Council of Educational Research and Training
and rural schools have also remained wide. (NCERT), as well as state governments and
union territory (UT) administrations, implemented
These challenges and disparities have been various programmes to enable remote and
exacerbated by the pandemic, which has home-based learning for children by providing
disrupted lives all over India, especially of children support to teachers, parents and caregivers.
from marginalized communities. The closure of
educational institutions has affected an estimated The country has witnessed unprecedented
286 million children aged three to 18 years.2 innovations in education delivery through television,
According to a new report by the World Bank, radio and online platforms as well as community
UNESCO and UNICEF, school closures may have efforts to ensure that learning does not stop. A
a severe and lasting impact on this generation of greater emphasis on digital solutions can build on
students, who may lose the equivalent of 14% these innovations and provide long-term solutions
of today’s global GDP in lifetime earnings.3 to close the learning gaps and foster skills needed
for success in the 21st century. (In educational
One cost-effective way to overcome these circles, 21st century skills are understood to
challenges is to make quality content accessible to include skills such as critical thinking, research,
all through the digital medium. The most successful public speaking, teamwork, digital literacy, civic
uses of online learning and digital content during literacy, entrepreneurialism, global awareness,
the pandemic have demonstrated their power environmental understanding, scientific
to provide access to the best learning resources reasoning and health and wellness literacy.)

1.1 The digital learning landscape
India has a dynamic education technology to enhance learning, assessment and planning, for
landscape, though it faces some significant barriers. both school and higher education. The National
Digital Educational Architecture (NDEAR), launched
To spread digital literacy4 and support the creation in July 2021, is a unified digital architecture
of a knowledge-based society, the national that underpins NEP 2020 by supporting the
government has launched several technology- teaching, learning, planning, governance and
enabled programmes. These include Digital India, administrative activities of schools. Working
which seeks to make government services available at the central, state and union territory levels,
The National to citizens electronically through improved online it aims to promote a diverse education
Digital Educational infrastructure, expanded internet connectivity, more ecosystem that is federated, interoperable and
Architecture widespread digital literacy and wider adoption of ensures the autonomy of all stakeholders.
launched in digital technologies; Skill India, which aims to train
July 2021 aims hundreds of millions of Indians in job skills, including Several online education platforms and tools
in the area of digital technologies; and BharatNet, are also available, such as DIKSHA (digital
to promote a
a national optical-fibre network to provide infrastructure for school education), ePathshala
diverse education
broadband connectivity in rural and interior areas. (a portal/app that provides access to educational
ecosystem that resources), SWAYAM (a platform for massive
is federated, Building on the Digital India initiative, the NEP open online courses or MOOCS) and Samagra
interoperable 2020 recommends that a National Educational Shiksha Abhiyan (an overarching programme for
and ensures the Technology Forum (NETF) be created to serve as a schools). Meanwhile, the Padhe Bharat (“India
autonomy of all platform for exchange of ideas and best practices. learns”) campaign focuses on improving reading
stakeholders. It would provide direction on the use of technology proficiency among children to improve learning.
1. 2 Barriers to digital learning
Inequitable access to and use of technology is the of most teachers to use technology effectively to
main challenge to expanding digital learning and assist their students’ learning is a significant barrier.
optimizing its potential. Children with disabilities,
from migrant families, living in remote areas, from Further, a gender gap exists in access to and use
scheduled tribes and scheduled castes, and girls of mobile phones in India as elsewhere in the world.
in particular experience these inequalities most Women in low- and middle-income countries are
acutely. In a rapid assessment of learning in six 7% less likely than men to own a mobile phone,
states, only 68% of adolescents in urban areas and 16% less likely to use mobile internet.10 Such
were found to use technology-enabled learning gender gaps are wider in rural areas – in a 2018
tools, and only 47% in rural areas.5 Students with report, around one-fifth of women said the internet
disabilities faced unique challenges due to the lack was not appropriate for them, for cultural reasons.11
of peer support, lower concentration levels and the As per another research, 12% of women said they
need for better parental support. did not use the internet because of negative social
perceptions associated with its use, and 8% due to
The COVID-19 pandemic has shone a light lack of acceptance by family members.12
on the extent of the digital divide caused by
disparate access to and affordability of technology Recognizing the huge potential of technology
infrastructure (such as internet connectivity and for enhancing learning, as well as the need to
electricity) and devices (such as computers reduce inequities in educational access for all girls
and mobile devices). This divide varies across and boys, the World Economic Forum, UNICEF
geographies,6 sexes and communities. Only around and YuWaah (Generation Unlimited in India) have
41.3% of schools had access to computers and constituted a multistakeholder initiative called
24.5% to the internet in 2020-2021.7 Parents KINDLE – the Knowledge and Information Network
identify access to mobile data, devices and network for Digital Learning and Education. KINDLE aims
connectivity as challenges to their children’s learning to utilize digital and other technologies to address
at home.8 Multi-modal digital options involving learning gaps and make education accessible to all,
radio, TV and mobile phones can play a pivotal with the overarching aim of making Indian students
role in narrowing this divide, but are underused.9 In ready for 21st century jobs, and India ready to
addition to technology infrastructure, the inability benefit from the Fourth Industrial Revolution.

FIGURE 1 Internet in india
Internet users aged 5+ Internet usage
451million
51%
use the internet in
Internet users aged 12+ urban areas
385 million 36%

use the internet
Internet users aged 5-11

27 %
66 million
use the internet in
rural areas
They access the internet on devices

that their family members own.
Internet by gender
67 %
of men
33%
of women
Source: India Internet, 2019, Internet and Mobile Association of India (IAMAI).

1. 3 The opportunity
The fourth Sustainable Development Goal that information access, quality and effective learning,
countries are striving to achieve under the aegis and more effective service provision”, as per
of the United Nations seeks to ensure equity, the Education 2030 Framework for Action.13
quality and efficiency in education. This entails
equal learning opportunities throughout life, India’s NEP 2020 aims to improve the delivery of
with up-to-date learning and skilling so that quality education for all learners, including through
children can transition smoothly into the world digital means. From revamping the educational
of work and participate fully in social and civic structure to creating a robust digital learning
life. Education technologies, when adopted system, the NEP 2020 is aligned with the goals
appropriately and optimally, can “strengthen of 21st century education and emphasizes the
education systems, knowledge dissemination, development of the creative potential of each child.
1. 4 The KINDLE approach
Given the urgency of overcoming the learning loss 3. School-to-work transition (S2W transition)
due to the pandemic, the KINDLE community
convened a multistakeholder group to identify the 4. Connecting the unconnected
key areas of schooling that could benefit from using
digital technologies. This group studied the existing A working group was assigned to each priority area.
government interventions and private solutions in order After conducting a gap analysis to identify areas
to find innovative ways to solve key issues at scale. ripe for action, and viewing presentations made by
promising start-ups, the working groups identified
From May 2021, representatives of the edtech sets of interventions that would enable the key
industry, state and central governments, NGOs, the stakeholders to implement scalable solutions.
education sector and start-ups met over 16 weeks
to identify the challenges and opportunities for This report explains the priorities and makes
digital learning. They focused on the following key recommendations on scalable interventions in
themes in the K-12 space: each of the identified themes. It touches upon
the design of large, scalable pilots to be taken
1. Foundational literacy and numeracy (FLN) up in association with state governments and
ecosystem partners.
2. Teachers’ capacity building (through teacher
professional development, or TPD)

2 Foundational literacy
and numeracy
Context-specific, bite-sized content that can
be disseminated in print and digital formats
can impart the basic skills that are essential for
learning as well as personal wellbeing.

The NIPUN As per the National Education Policy 2020, the quality of life and personal well-being and are critical
Bharat programme Indian school education system must universalize for educational outcomes in the later years”.17
of the Ministry of foundational literacy and numeracy (FLN) skills
Education aims to within the next five years.14 For this, the system Over the last few years, several policy initiatives
improve students’ must overcome numerous challenges: performance have attempted to use technology to eliminate
assessments and competency frameworks hurdles in childhood learning. The NIPUN Bharat
proficiency
must be standardized; training programmes programme of the Ministry of Education aims
in reading,
for teachers must teach practical classroom to improve students’ proficiency in reading,
comprehension strategies; the curricula used in various states comprehension and numeracy, to which
and numeracy. must be context-specific, and so on.15 The extent end it uses digital means and the DIKSHA
of these challenges is evident from India’s low platform. The DIKSHA portal is integrating the
learning levels -- 70% of children in grade 3 do new digital and hybrid curriculum, while the
not have basic reading and arithmetic skills.16 DIKSHA app provides parents and children
aged 3-8 years with access to teaching and
Early literacy and numeracy skills not only impact learning materials such as videos and QR (quick
foundational learning but are correlated with “greater response)-coded teaching and learning aids.
2.1 Current challenges
Data suggests that the FLN challenge is more FLN needs better quality teaching content (in
severe in rural areas. As per the Annual Status of local languages), improved engagement and
Education Report (ASER) 2018, of the more than literacy levels among parents, and mechanisms for
1 lakh (100,000) children aged 3 to 5 years in the monitoring children’s progress. These challenges
sample, only 27.2% of children in grade 3 could have been aggravated by COVID-19. Table 1
read a grade 2-level text, and only 28.1% of grade depicts the challenges that the KINDLE working
3 students could carry out subtraction.18 Improving group has identified, in order to prioritize action.
TA B L E 1 Foundational literacy and numeracy: Challenges and potential actions
Challenges Priority areas identified
Creating content: Creation of content relevant for specific

contexts, which is brief and digestible and can
– for the specially-abled and the marginalized be disseminated in the print and digital formats
– in diverse languages and for different contexts
– in different formats such as print, digital, phygital, audio, video, simulations
– for young children, in short, digestible, digital formats
– in the form of affordable and quality printable materials/kits
Creating capacity to provide foundational literacy and numeracy (FLN) training to Design of mechanisms to develop context-
Anganwadi workers, parents and caregivers specific home-learning environments through
multi-modal access to teaching/learning
Enhancing parents’ role in creating a conducive home-learning environment material and capacity building of parents
Creating a shared vision for FLN and demarcating the roles of various stakeholders
Communicating data effectively at all levels Development of formative, child-centric

assessments and tracking of results to detect
Tracking student progress: progress across levels
– through comprehensive use of technology
– by identifying the right metrics for FLN assessments
– with assessments that are formative in nature
– with assessments that are sensitive to diverse learning styles of young children
Increasing the focus on education at Anganwadi centres A new study could shed light on the way ahead
Ensuring collaboration between the ministries of education and women and child
development

2.2 Overview of gaps
Content that Through a viability and feasibility analysis, the working Gap 2: Lack of context-specific, bite-sized
draws upon group has identified three gaps as the most critical to content that can be disseminated in print and
students’ diverse making an impact on India’s FLN landscape. These digital formats
skills, experiences, gaps have been prioritized for action after multiple
abilities, interests deliberations within the working group, learning from The earliest learning starts in the mother tongue,
existing implementation models and consultations which also engages parents who may not be
and cultures,
with FLN service providers. highly educated. Content that draws upon
and integrates
students’ diverse skills, experiences, abilities,
these into early Gap 1: Lack of mechanisms to develop context- interests and cultures, and integrates these
learning processes, specific home-learning environments into early learning processes, leads to better
leads to better understanding and FLN outcomes. Further, to
understanding and Home learning is an integral part of a child’s sustain a young child’s interest and attention,
FLN outcomes. education and parents play a key role in creating an “byte-sized” digital content is most suitable.
enabling environment at home, where a child spends
the maximum time. However, parents’ literacy levels Gap 3: Lack of formative child-based
are often inadequate, and parents spend little time assessments and tracking of results
at home in situations where both parents go out
to work for a living. Hence, solutions that require Formative assessment allows teachers, parents
minimal parental effort are important to facilitate and students to teach and learn while receiving
home learning. Access to these solutions could continuous feedback on individual students’ learning.
be enhanced if delivered using a range of media For example, “smart” progress reports improve
including print, digital, phygital, television, radio visibility at all levels and give ample time to take
and telephone. At the same time, parents’ capacity corrective action by everyone concerned, making
building needs attention. learning more meaningful.

2.3 Proposed solutions
Over the last few years, many initiatives by NGOs, groups studied 45 such FLN initiatives and
start-ups, corporations and government missions analysed them using data collected from both
have targeted foundational learning. The working secondary sources and primary consultations.
FIGURE 2 Summary of 45 solutions
8 20
Government-led NGO-led
solutions solutions
12 5
Government-aided Private-sector
solutions solutions
Source: World Economic Forum.
Three criteria were used to shortlist the solutions 3. Whether the solution is multi-modal in nature
and identify the game changers in FLN: (hybrid or phygital) so as to reach parents
and communities in the remotest and most
1. The capability of the solution to engage the resource-challenged locations.
home environment and the relevant actors
(parents, caregivers and community). The solutions filtered as per these criteria have been
mapped to the three identified gaps mentioned in
2. The adaptability of the solution, such that it does Section 2.1.
not require significant behaviour change on the
part of the teachers, parents and facilitators.

TA B L E 2 Solutions for gap 1
Creating mechanisms to develop conducive home-learning environments
Solution Unique features Technology Resources required to scale
Personalized – Parents can use personalized AI-enabled chatbot – Parents’ smartphones

homework worksheets and videos at home with two-way
– Parents’ basic literacy skills
worksheets engagement
– SMS/phone calls can update parents on
– Parents’ basic technological skills to
children’s progress
operate smartphones
Content repository – Parents and teachers can create digital Enabled by core – Parents’ smartphones
communities technology stack,
– Parents’ literacy skills to engage with the
AI-backed platform
– AI can classify individuals’ responses content and participate
and real-time nudges
– Engaging materials can create significant

group effects
– Social media challenges, influencer role-

modelling and group competitions can
drive interest and engagement
Platform to – Video content, homework and quizzes Mobile app – Basic digital devices and parents’ digital
facilitate content delivered everyday on WhatsApp can literacy
dissemination drive target-based learning
– Parents’ literacy skills to engage with the
through parents – Videos can enable sensitization and child on the content
capacity building among parents
Digital kit-based – WhatsApp groups can share content Cloud, chatbots, – Digital infrastructure such as TV, speakers
learning in schools links with parents and teachers digital content and smart classrooms
– A device containing all material can also – Teachers’ capacity to deliver integrated
be used via TV sets in schools without lessons
internet connectivity
– Effective monitoring and evaluation
– Schools and dashboards can be
monitored from school to state level to
take evidence and performance-based
decisions and action
– Digitized and gamified assessments

for children, linked to dashboards, can
make learning enjoyable
Note: 3. The description of a solution in this section is

limited to its unique features or differentiators
1. “Solution” here refers to the specific initiative(s) with added technological intervention required
that any organization is implementing to to scale.
address the gap area(s) mentioned in the
relevant section. 4. The inclusion of a solution as a case study or a
mention of it in any context in this report does
2. For large-scale implementation, the solution not amount to endorsement.
may require additional cross-cutting efforts
of training, communication, stakeholder
engagement, monitoring systems, etc., which
are not captured in this report.

Creating mechanisms to develop conducive home-learning environments (continued)
Activity kit with – Kits include activities and interactive None – Printing cost of kits and materials
worksheets, tools that foster literacy and scientific
– Contextualization and translation costs
books and (STEM) skills
placards – Hands-on and minds-on activities help
build literacy skills
Community of – A “role model” parent can be selected Platform to seek – Payment to role models or mentors
parents from the community to support a and provide
network of more than 50 parents information to
parents
– Capacity can be created on
communication, digital media,
mobilization and mentoring
– Telephone helpline and WhatsApp bot

can support parent communities
Language toolkit – Workbooks and graded reading books WhatsApp bot to – Resource cost of volunteers/coaches
and community can be provided for children at home engage with parents
classes – Face-to-face community classes of 90
minutes each could be conducted by
volunteers for three days each week for
a batch of 3-10 children
CASE STUDY Saarthi Education
Saarthi Education has developed and implemented a her own and her child’s self-confidence and self-sufficiency.
successful approach that ensures high-quality primary Data and technology are used to provide learning resources
education by involving parents. Saarthi provides personalized to each child’s learning level and context, with
at-home counselling to mothers, who are more hands-on in algorithms using each child’s performance data to calibrate
the milieu that the NGO works in, to help them understand the difficulty level. The extensive curricula include 250 “micro-
their children’s learning levels and requirements. A community- concept booklets” for arithmetic and 1,400 “e-flybooks” with
based relationship manager coaches the mother to build audio support for English.

Providing context-specific, bite-sized content that can be disseminated in print and digital formats
Storytelling to – Fixed characters narrating stories for constant Videos Basic infrastructure and devices
deliver content engagement disseminated at home
through TV,
– Focus on children’s pre-literacy skills
radio, YouTube,
– Stories designed to foster cognitive, physical and WhatsApp
socio-emotional growth chatbots, smart
classrooms
Cloud-based – Audio stories through interactive voice response Cloud-based Basic infrastructure and devices
platform (IVR), read-aloud videos, flip-books, radio and TV platform, at home
for content episodes, digital library multi-modal
dissemination dissemination
– Questions designed at the end of each session for
critical thinking
Android app to Speech-based reading-tutor app developed in multiple Speech – Smartphones

facilitate reading languages to: recognition
– Parents’ basic literacy skills
technology,
– assist in and assess reading fluency to operate the devices and
interactive user
apps
– provide verbal and visual feedback interface
– aid in pronunciation of words and sentences
Online content – State-led initiative with repository of content for Online portal and – ICT infrastructure in schools
portal all grades and subjects, reaching 1.3 crore (130 app such as digital labs and
million) students and 63,000 schools smart classrooms
– Contextualized, bite-sized content created by and – Teachers’ capacity to deliver

for the state’s teachers and students integrated lessons
CASE STUDY Sampark Smart Shala
Sampark Foundation runs two initiatives,

the Sampark Smart Shala mobile app and
Sampark TV. The app offers digitized content
based on the state’s education curriculum as well as a
curriculum designed by Sampark Foundation to build
a child’s conceptual knowledge. It also offers videos,
digital books and kits for upskilling teachers. During
the COVID-19 pandemic, the foundation shared links
with parents and teachers on WhatsApp groups that
delivered content under a Har Ghar Pathshala (every
home a school) programme to enable home learning,
and won appreciation from the government. The
content is focused on the subjects of English, science
and mathematics. Sampark TV is a plug-and-play
device that contains pre-loaded content to facilitate
offline teaching in schools through TV and other
screens. The device contains more than 500 videos
per subject.
The Sampark initiatives focus on enhancing learning
outcomes in government schools and are based
on a design thinking approach that makes them
easily scalable within and across states. So far, the
programme has reached 20 million students in 84,000
schools in six states.

Providing formative, child-based assessments and tracking of results
Artificial – Videos and audio-supported activities on the AI-ML, data – Internet access
intelligence (AI) platform adapt to child’s learning pace visualization,
– Hardware such as laptop/
and machine predictive analytics
– Robust data on student’s learning level, gaps desktop/tablet, mouse and
learning (ML) and progress is captured server
enabled platform
– Content is broken down into sub-themes to – Dedicated resource person(s)
for remediation
ensure suitable learning from grade to grade to facilitate sessions, resolve
doubts, handhold students
AI-enabled app for – Weekly live classes are provided AI-ML, block-based – Basic technology skills
math learning coding and other
– Highly engaging activities trigger problem- – Smartphone or desktop/laptop/
programming
solving and coding skills tablet
software
– Progress becomes visible and actionable
Activity- – Teaching materials such as concept cards, Mobile-based app – Teachers’ capacity to deliver
based learning educational kits and abacus are provided to for monitoring by activity-based learning
programme for schools to conduct activity-based math skills parents
– Printing cost of materials
math education – Emphasis is on peer learning and learning
– Contextualization and translation
by doing
costs
CASE STUDY Nanhi Kali
The Nanhi Kali initiative uses the MindSpark

platform to provide daily academic support to
girl students at Nanhi Kali Academic Support
Centres established at Anganwadi centres or within
government schools for two hours before or after school.
The platform provides content assessments for language,
math and science, and uses AI-based algorithms to
identify learning levels and adapt to each child’s pace. It
also provides instant and detailed feedback based on a
child’s specific response and remediates learning gaps.
The content for early grades is formative with drag-
and-drop activities that children find easy to perform
on computers. The initiative has reached 450,000 girl
students, with the school dropout rate among its students
being less than 10%. The programme has been rolled
out in Andhra Pradesh, Delhi, Gujarat, Haryana, Madhya
Pradesh, Maharashtra, Punjab, Tamil Nadu, Telangana,
Uttar Pradesh and West Bengal.

3 Teachers’ capacity
building
Teachers’ training and professional
development are essential to harness their
participation in the digital transformation of
school education.

3.1 Background
The long- As per the Department of School Education and all compelled teachers to use technology to teach
lasting effects of Literacy of the central Ministry of Education, India differently. The long-lasting effects of prolonged
prolonged school has approximately 15.1 lakh (1.51 million) schools, school closures and the resultant learning shortfalls
closures and the 96.8 lakh (9.68 million) teachers and 26.4 crore (264 can be addressed by supporting communities to
resultant learning million) students.19 As per the recommendations of tackle children’s learning needs, which enlarges the
NEP 2020, every teacher is expected to undertake scope of teachers’ work.
shortfalls can
at least 50 hours of continuous professional
be addressed
development activities every year, as per their own Teachers’ preparation and participation as partners
by supporting interests. These activities must “systematically cover is essential for effectively translating policy into
communities to the latest pedagogies regarding foundational literacy practice. Teachers are at the frontlines of the evolving
tackle children’s and numeracy, formative and adaptive assessment classroom. They are called upon to integrate
learning needs, of learning outcomes, competency-based learning, students who speak different languages and come
which enlarges and related pedagogies, such as experiential from different backgrounds, and to be sensitive to
the scope of learning, arts-integrated, sports-integrated, and cultural and gender-related challenges. They are also
teachers’ work. storytelling-based approaches, etc.”20 responsible for equipping students on the use of
new technologies and to keep abreast of the rapidly
The vision that the NCERT articulated in 2010 to changing fields of knowledge.22
prepare a “professional and humane teacher”21
remains relevant today, when the education system This makes it imperative to develop policies and
is bouncing back from the disruption caused to programmes to transform the dynamics of teacher
formal schooling and children’s learning by the professional development (TPD). All aspects of TPD
COVID-19 pandemic. The loss of loved ones, the must be “systematically designed and conducted
uncertainty of parents’ work situations, the need for imaginatively”.23 The following sections look at some
alternative ways to reach children and their families, critical aspects of TPD.
FIGURE 3 Critical aspects of teacher professional development
Critical gaps A vision of Particulars A framework

to be the future of of TPD to utilize
addressed TPD along three technology
dimensions:
relationships,
processes
and expected
outcomes

One aspect Over the last few decades, experiential and The teacher standards delineated in NEP 2020
that needs more reflective methods known to work well in enabling can be used to design performance assessments
attention is the TPD have emerged. A systemic approach that for all involved. Establishing which aspects of
incentives that views the entire delivery chain holistically is performance lead to improvement in student
teachers have to becoming popular, taking in its ambit: learning can help target efforts better.
effect change.
– trainers/facilitators. It is also critical to consider the conditions under
Training must
which teachers operate and manage change,
be linked with – supervisors (including school heads and including their working conditions, autonomy, and
recognition and administrators at cluster and block levels). academic and professional support. As change
progression along processes require a teacher/trainer/supervisor to
their career paths. – training and administrative bodies (such as take risks, a supportive environment is essential.
the respective District Institute of Education
and Training (DIET) and State Council of One aspect that needs more attention is the
Educational Research and Training (SCERT)). incentives that teachers have to effect change.
Training must be linked with recognition and
progression along their career paths.
3. 2 Critical gaps in teachers’

professional development
The KINDLE working group carried out an in-depth – A system-wide view, in addition to the
analysis of 10 institutions and programmes to existing focus on the teacher and at
identify what TPDs in India have focused on and the school level, is necessary.
what gaps remain to be addressed. No single case
study can be said to have been effective, given – While policy and diversity needs have
the long-term nature of TPD and the measurement been addressed adequately, the plan for
of its effectiveness. This analysis revealed that: teachers’ growth needs more attention.
– Thus far, TPD has focused, in decreasing order After examining the case studies to identify the
of priority, on development, implementation, aspects that enhance the viability and effectiveness
effectiveness and career progression. On the of TPD, the working group has identified four
contrary, all of these must get equal emphasis. critical gaps to be addressed on priority.
FIGURE 4 Addressing gaps in teachers’ professional development
Development Implementation Effectiveness Career

Assessing teachers' Strengthening: – Institutionalizing – Visualizing TPD Careers
as
professional development assessment and evaluation progression over a career
needs against what they – The training of trainers of TPD effectiveness rather than limited to a “one
are expected to deliver 1 (through feedback and year” view
(competency mapping) – The design of curriculum assessment related to
1 documented and tangible – Providing self-paced,
– Training & monitoring
improvement in classroom blended, anytime-anywhere
mechanisms for teacher
processes and students’ learning
educators, trainers and
learning levels)
supervisors

A detailed approach to addressing all four identified areas is given below.
TA B L E 5 Addressing the four gap areas in teachers’ professional development
Areas Critical requirements Principles, components and practices
Development 1. Assessing teachers’ professional development – Principles: Start from where the teachers are and
– Designing a needs against what they are expected to deliver. build with them. Teacher needs are linked to system
holistic TDP needs. Reach the unreached teachers.
2. Identifying needs from teachers’ perspectives
programme and aligning TPD with realities faced on the – Practices: Start from what is required of the
ground. teachers in their current context by analysing what
exists and what is missing. Keeping the equity
3. Ensuring sufficient and timely budgetary
principle at the core, identify a group and design its
allocation in tandem with development
training.
programmes in a cascade model.
– Components: Teacher resources, individual/group/
4. In keeping with NEP 2020, enabling teachers to
system needs.
practice holistic assessments.
5. Developing clear models of experiential

pedagogy that teachers can use in the
classroom.
6. Ensuring teachers gain experience in what they

are expected to deliver in the classroom.
Implementation – 1. Strengthening the training of trainers; designing – Principles: For ensuring quality of curriculum,
Creating training curriculum, training and monitoring mechanisms training and monitoring: Relationships and processes
delivery processes for teacher educators, trainers and supervisors; are critical to attain expected outcomes. For
focusing on ways known to ensure quality. designing curriculum and training: Principles of
andragogy – constructivist, practice-based, problem-
2. Defining the TPD pedagogical model to suit
solving must enable individuals. For designing
the situation and contexts on the ground (e.g.
monitoring mechanisms: Systemic monitoring for
recurrent, experiential learning linked with
enabling support and improvement is needed.
supportive supervision).
– Practices: Phased monitoring for mid-course
3. Evolving and implementing clear and practical
corrections; mechanisms and tools to enable self-
models of mentoring teachers, providing
progression through a supportive system.
supportive supervision, and enabling peer-
learning networks to ensure sustainability of – Components: Manuals, reference materials and
learning from TPD. performance indicators.
4. Including tech-enabled learning that can help in

driving efficiency and effectiveness of trainings
as per the digital maturity of teachers (i.e. not a
one-size-fits-all model).
5. Designing performance standards for each level

(teacher educators, supervisors, teachers) with
scope for each to assess themselves and assist
their growth. Linking TPD inputs with the levels
of performance attained by teachers and others.
Effectiveness – 1. Institutionalizing assessment and evaluation of – Principles: Decentralization of data access and
Measuring how TPD effectiveness (assessment that is related decision-making; course responsiveness to teacher
effective training to documented and tangible improvement in needs; data to inform improvement in the course
is in improving classroom processes or student learning levels). itself.
Currently, TPD programmes are rarely evaluated
teachers’ – Practices: Revamp the content as per the
and are usually not linked to improvement in
classroom context, in order to align with teacher needs. Use
student learning outcomes.
performance and performance indicator data at each level for taking
practices 2. Using real-time/near real-time data (on teacher decisions and planning actions. Supervisors/
performance) on an ongoing basis/frequently to instructors should access and analyse data for taking
align TPD with teacher needs. decisions.
3. Factoring in data-mindedness (use of data at – Components: Performance indicators, students’

various levels) to take decisions when designing scores, disaggregated data at state, district, block,
TPD. cluster and classroom level.

TA B L E 5 Addressing the four gap areas in teachers’ professional development (continued)
Areas Critical requirements Principles, components and practices
Career: Methods 1. Visualizing TPD as progression over a career – Principles: Teacher performance is associated with
to move to a rather than limited to a “one-year” view. identity recognition – the mental models held about
career growth teachers and expectations from them have a bearing
2. Identifying connections between teachers’
mindset on their performance; ensure small wins.
participation and learning in TPD and their
career path. – Practices: Articulate the expectations and plan for
progression in the system; specify the progression
3. Training school administration in how to
of roles and responsibilities; establish norms for
effectively manage career growth for teachers.
selection rather than nomination.
4. Prioritizing teachers’ self-motivation for career
development (e.g. using an incremental
performance scale on which teachers can see
themselves improving).
Case Studies
CASE STUDY 1 Blended course for large-scale TPD – Ignus Pahal and UNICEF, Rajasthan
Overview
Developed by Ignus Pahal
Brief description of A blended course based on a constructivist design that combines theory with practice. District- and state-level mentors are
the innovation selected to ensure diversity and to support online TPD. Participation and performance are assessed to provide feedback to
participants on their learning and to modify the blended course.
About the initiative
Region(s) 33 districts of Rajasthan (2019-2020)
Key stakeholders Elementary schoolteachers; teacher educators from Rajasthan State Council of Educational Research & Training, District
involved Institutes of Educational Training; administrators at the state level (Secretary, Education and Director, Education), district
level (Chief Development Officer), block level (community-based organization) and panchayat level (Panchayat Elementary
Education Officers) supported by UNICEF, online platform manager UniLearn and research partners.
66 state-level mentors, 3,100 district-level mentors and 120,000 elementary schoolteachers of four subjects (science,
maths, Hindi and social science).
Actions taken – Situation analysis, needs analysis, consultations and agreement on technological infrastructure.
– Identification and ongoing orientation of state- and district-level mentors.
– Course development, implementation and contextualization in consultation with all stakeholders (during course
design, piloting, large-scale implementation, coordination among institutions and stakeholders involved, qualitative
and quantitative research study, regular review and proactive use of data for modification for adapting the course to
teacher needs).
Outcomes achieved – Development of a conceptual understanding and application of constructivist principles for teaching elementary
classes.
– Engagement with subject-specific peer learning groups.
– Preparation of “participant improvement plans” for implementation in classrooms.
– Establishment of principles and strategies for academic and administrative support at all levels.
– Decentralization of decision-making at the block and district levels by providing access to, and assistance with, data
analysis and decision-making.

CASE STUDY 1 Blended course for large-scale TPD – Ignus Pahal and UNICEF, Rajasthan (continued)
Overview
Performance so far
Aspects that helped – Involvement of all stakeholders at all levels: Selection of state-level mentors to support district-level mentors, and the
the teachers the most latter’s support to teachers brought significant improvement in course uptake, completion and performance.
– Setting up of helpline and communication channels like WhatsApp groups of mentors and teachers.
– Peer networks for academic discussion: 75% of teachers consulted peer networks when faced with an issue.
– Implementation of teachers’ learnings in their classrooms: 95% of teachers recognized the course’s connections with
the newly introduced NCERT textbooks.
– Data decentralization up to block level: State- and district-level mentors used it to assess the current completion of
training and performance of teachers, and also to plan improvements in specific districts and blocks.
What has not worked – Nomination rather than selection of state-level mentors made the supervision process less supportive.
– Lack of data-mindedness among mentors acted as a barrier to effective and supportive monitoring.
– Uncertainty and school closures during the COVID-19 pandemic prevented teachers from applying their learning in
classrooms.
Minimum enabling – Smartphones with internet connectivity.

conditions for
– Supportive supervisory structure.
deployment
– Communication channels for collaboration.
– Large-scale pilot before implementation at full scale.
CASE STUDY 2 Central government initiative to use digital medium for continuity in TPD
The National Initiative for School

Heads’ and Teachers’ Holistic
Advancement (NISHTHA) is
an integrated programme under the
Samagra Shiksha Abhiyan, a flagship
programme of the Indian Ministry of
Education. Courses for over 24 lakh (2.4
million) teachers from various school
boards (organizations that design
curricula and conduct examinations)
such as the Central Board of Secondary
Education, Council for the Indian
Certification of Secondary Education and
states/UTs’ boards are being customized
to run digitally all over the country via
the DIKSHA portal. As per NISHTHA
Online, with the implementation of NEP
2020, the programme is being extended
to teachers imparting foundational,
secondary and early-childhood care and
education (ECCE), including Anganwadi
workers. (Anganwadis are rural child-
care centres that provide supplementary
nutrition, health, immunization and
pre-school informal education, among
other services.) These training modules
include all the recommended areas of
NEP 2020 and aim for teachers’ holistic
development.

4 School-to-work
transition
Collaborative programmes that bring together
businesses, schools and governments can
ensure that skills and vocational training are in
sync with industry needs.

4.1 Background
Research in The employment landscape is changing fast globally, Currently, it is estimated that only 4.7% of India’s
India suggests with new technologies emerging, greater focus total workforce has undergone formal skill training.26
that in the overall on specialization and expanding globalization. Moreover, according to the International Labour
economy, formal With a median age of just 28 years, India has one Organization, 81% of employed people in India work
of the youngest populations in the world, and its in the informal sector while only 6.5% work in the
training raises
demographic bulge is expected to last until 2055.24 formal sector.27 Together, these statistics highlight
an individual’s
the intensity of the problem in retaining students in
salary by 4.7% The school-to-work (S2W) transition revolves the formal skills training system and embedding skills
in comparison around an individual’s capacity to secure a rational that can establish a formal career path. To break the
with an employee path for their interests and build the capabilities poverty trap, this transition from informal to formal
without formal necessary to cope with evolving skill requirements, vocational training is key, and hence building access
training. technology and labour market conditions. Under to and enhancing the quality of education systems is
India’s Samagra Shiksha Abhiyan, a school-based critical to propel employment and entrepreneurship.
vocational programme covering 55 courses aligned
with the National Skill Qualification Framework While 30% of India’s youth (15-29 years) is not in
(NSQF), job roles in 19 sectors have been defined employment, education or training,28 women face
and relevant courses offered to students from grade even greater job inactivity, with 33% of female youth
9 to 12. According to data from the updated Unified directly entering economic inactivity after school.29
District Information System for Education (UDISE+), To address the barriers to workforce preparedness,
a management information system of the central especially for women, disabled youth and other
Department of School Education and Literacy, marginalized populations, programmes must be
the number of schools offering these courses carefully designed. They should be inclusive, flexible
increased from 8,700 to 44,000 from 2015 to and contextualized, with sustainable structures that
2019.25 The number now stands at 291,466, as enable them to scale.
per the latest data.
Research in India suggests that in the overall
The 2022 budget speech stated that a new portal, economy, formal training raises an individual’s salary
DESH e-stack, would be launched “to empower by 4.7% in comparison with an employee without
citizens to skill, reskill or upskill”. The portal will formal training. In the primary sector, this wage
provide trusted skill credentials, payment facility increase is 36.9%.30
for training programmes and a platform to search
relevant jobs and entrepreneurial opportunities. The The government, civil society and private sector
NEP 2020 also sets 2025 as the target year for have launched multiple programmes covering the
imparting vocational education to at least 50% of all S2W transition by providing vocational education in
students in school or higher education. schools, among other interventions.

FIGURE 5 Landscape of school-to-work transition in India
Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Drop out Drop out – Higher education

institutes
– Jobs – Self-employment
– ITI/Polytechnics
– Short-term vocational – Jobs
– Community colleges
course – Industrial Training Institutes
– Short-term courses
(ITIs)/Polytechnics
– Self-employment
– Diploma
– Jobs
– Vocational course
Samagra Shiksha Abhiyan National Education Policy
– NSQF-compliant vocational courses offered from class 9 to 12 – Proposes vocational education for classes 6 to 12
– Current courses focused on 55 job roles across 19 sectors – Advocates for courses focused on enhancing students’
– Major skilling areas: Communication, self-management, cognitive, socio-emotional and technical skills
Policies & information and communication technology, – From grade 9 onwards, offers courses to students to
directives entrepreneurship and green economy accommodate 21st century skills
– Promotes collaboration with ITIs, polytechnics, local industry, etc.
New skills such as cloud computing and coding
Multi-skill hybrid programmes including occupational skills
Career awareness and counselling

High penetration
Private sector Industry-aligned certifications
engagement Moderate penetration
Internships and volunteering
Low penetration
Career awareness 21st century and Local resource Internship and

Digital learning
and building STEM skills engagement volunteering
Emerging
themes
Source: Working Group discussions.
India has more than 60 million secondary and and poor linkages between localized skill gaps
higher secondary students, but 85% of schools and vocational courses. A lack of coordinated
are yet to implement vocational courses as part of efforts has resulted in an isolated skilling
their curriculum.31 The S2W transition process is ecosystem that has not been able to achieve its
still facing major hurdles such as lack of trainers, maximum potential. The KINDLE working group
inadequate resources and infrastructure, poor has identified three major gaps in this transition
integration with the mainstream school curriculum, process in India for priority action.

FIGURE 6 Gaps prioritized by the working group
Provide opportunities for career Allow credit transferability to enable Provide experiential learning for holistic
awareness and exposure through students to transfer between formal and development through STEM-based courses,
internships and apprenticeships informal channels of education/training language learning, life-skills coaching
Steps to be taken
Train teachers on existing tools and for Create a labour management information
1A facilitating children in exploring various
career options
1A system to show skill gaps, predict
needed skills
1A Cultivate gender transformative life
skills to strengthen girls’ agency
Develop tools to promote use of local

1B Create a virtual network of trained mentors 2A resources/businesses/experts as well
as improve access
2A Design pedagogy to allow for practice
of skills within the school curriculum
Adopt blended approaches with a

2A smooth transition between the
physical and the digital
2B Enable vocational skills through
experiential learning
2B Provide exposure to jobs, internships,

volunteering options at scale 3A Provide gender transformative and
inclusive vocational skill options
Create a taxonomy and assessment

Create solutions for mapping and Align skill measurement with NSQF and
framework of skills by mapping available
enhancing access to scholarships link to credit systems aligned with jobs
assessment frameworks
Establish a credit system that includes Introduce vocational skills at early stages,
mentorship, internship, etc. i.e. class 6 onwards
Apply psychometric/aptitude tests for

assessing areas of interest
Source: The Economic Times, EdTech Review, India Today, TechNavio and Your Story.
Students should Interventions for gap 1: Enhancing opportunities Students should be given practical training
be given practical for career awareness and exposure through through internships, apprenticeships, volunteering
training through internships and apprenticeships opportunities, etc. to enhance their exposure
internships, and to build the skills they will need for the 21st
apprenticeships, Many students and parents consider vocational century workplace. However, as per a recent
education to be the second-best option to report, India has only 0.1% apprenticeship or
volunteering
mainstream education. This is mainly because they internship engagement, with just 25,000 out of 6.3
opportunities, etc. lack information and awareness about diverse career crore (63 million) enterprises employing students
to enhance their possibilities. In a survey of 10,000 participants, 93% for apprenticeships or internships.33 Reasons
exposure and to of students were found to be aware of just seven include the lack of coordination between the
build the skills career options, even though one estimate says 250 government, schools and industry. Also, most
they will need for distinct career pathways are available in 40 domains internships are unpaid. NEP 2020 suggests a
the 21st century covering 5,000 job roles in India.32 critical step in this direction, emphasizing local
workplace. internships for students to get to know about local
This points to the need for training teachers on industries and the reality of work.
existing tools and approaches, so that they can
facilitate children and parents in exploring
different avenues.

Improved Interventions for gap 2: Allowing credit lack of opportunities and other socio-economic
mobility within transferability to enable students to transfer factors.34 This highlights the need for a robust
the education between formal and informal channels of and agile labour management information system
education and training (LMIS), which could track the demand for skills and
system and
competencies in a swiftly transforming world, and
greater industry
Employers expect students to have a high degree of act as a feeder to the government as well as private
acceptance could competencies, skills and knowledge relevant to their sector innovators.
enhance the work. They also prefer strong communication skills,
aspirational value teamwork, and problem-solving and critical-thinking Interventions for gap 3: Providing experiential
of alternative abilities. At present, school pedagogy is designed learning for holistic development through
pathways, both with no reference to industry needs, since there are STEM-based courses, language learning and
nationally and no formal channels for industry participation. Further, life-skills coaching
globally. credits cannot be transferred between formal and
informal education streams, so students who want Future skill programmes are usually driven by
to pursue higher education after vocational courses experiential learning, which requires investment
(or vice-versa) face difficulty in linking their credits. in physical infrastructure, resources and
This discourages mobility between the two streams. teachers’ capacity building. However, since such
programmes are not integrated with the school
Improved mobility within the education system curriculum, this experience is mostly partial.
and greater industry acceptance could enhance
the aspirational value of alternative pathways, both Where innovations and programmes have been
nationally and globally. integrated in private and government schools, such
as coding programmes and experiential labs, these
According to a UNDP report, a large proportion have been limited in scale due to lack of resources
of India’s youth is engaged in low-skill jobs and flexibility to contextualize them for local
compared to their qualifications because of a communities and geographies.

4.3 Overview of school-to-work solutions
COVID-19 has served as a catalyst in accelerating 21st century and occupational skills through
digital adoption, and many NGOs, start-ups, the digital medium. This section presents
corporations and governments have built an overview of solutions for each of the gap
solutions for promoting foundational, STEM, areas identified, along with a case study.
TA B L E 6 Interventions for gap 1: Enhancing opportunities for career awareness

and exposure through internships and apprenticeships
Resources required
Solution Unique features Technology Alignment with national priorities
to scale
Developing a Leveraging the LMIS Big data and NEP 2020 advocates practical learning – Industry
labour management portal to bridge ML through internship/apprenticeship. collaboration
information system the gap between Students should be provided first-hand
– Periodic access to
(LMIS) portal for employers and experience of working in the real world to
digital infrastructure
students by listing make them job-ready. Through internships
internship/
relevant internship and apprenticeships, students can apply
apprenticeship
and volunteering the skills, knowledge and theoretical
opportunities practice that they learn during the course
CASE STUDY Internshala
Internshala is technology-based start-up that search service is free of cost for students, and it has
helps students find internships and online a good network of employers from both government
trainings. Its internship and apprenticeship and non-government sectors to place students.
TA B L E 7 Interventions for gap 2: Enabling credit transferability
Alignment with Resources required

Solution Unique features Technology
national priorities to scale
Enhancing digital – Certifications focus on a – Online platform India’s PM eVIDYA – Basic digital
skills through range of skills from basic initiative aims to infrastructure and digital
– ML and AI
online certification digital literacy to cloud boost and integrate literacy
for adaptive
courses computing all digital/online/
learning – Industry participation in
on-air education to
– Content, assessment and design, implementation
– Massive open enable multi-modal
certification equip students and placement
online course access to education
with skills for careers in
(MOOC)
growing fields
– Learning
– Skills are certified and
management
recognized by industry
system (LMS)
– Projects/internships
– Proctored
serve as capstones of
assessments
educational/training
experience
CASE STUDY Certiport
Certiport is an administrator of several industry-

recognized, entry-level certifications from leading
organizations. Its digital skilling programme provides
certification courses to millions of students in 148 countries
and in 26 international languages. This programme has
multiple tracks to bridge skill gaps and help learners in their
skilling journey towards specific jobs.

Blended learning – End-to-end support from – Online platform The Indian – Multistakeholder
to provide student mobilization to government has management including
– MOOC
flexibility – placement launched blended state education boards,
students can – LMS training models for schools, universities
– Equitable approach through
higher education and industry partners
learn theoretical blended learning to reach – Proctored and NEP 2020
concepts online all socio-economic groups assessments – Access to digital
emphasizes blended
and practical of students infrastructure
learning through
concepts offline – Vertical and horizontal offline internships
linkages to relevant and practical
education levels exposure
– Flexibility in student
mobilization
– LMC tracks every individual

student’s progress
CASE STUDY Pratham Education Foundation’s hybrid skilling programme
The NGO Pratham mobilizes and trains youths

through nearly 100 centres connected with more
than 15,000 communities. This programme provides
short-term skilling courses in the blended learning mode.
For some courses, students can opt to attend the course
through both online and offline media. The programme has
established proof of scalability by training more than 1.5 lakh
(150,000) students.

TA B L E 7 Interventions for gap 2: Enabling credit transferability (continued)
Alignment with Resources required to

national priorities scale
Non-digital Integrated support from training – Integrated in Courses are aligned – Stakeholder
solution to employment the school with the National engagement and on-
leveraging existing curriculum and Skills Qualifications boarding
government timetable Framework of the
– Capacity building of
central Ministry
programmes – Improves states to embed and
of Education and
retention scale models for long-
implemented
and career term sustainability
under the Samagra
awareness
Shiksha Abhiyan
among students
– Provides
exposure to
local employers
for jobs
– Single trade
or multi-skill
training focuses
on occupational
as well as soft
skills
CASE STUDY Lend a Hand India
Lend A Hand India (LAHI) has a catalyst

programme that focuses on the integration
of vocational education with existing
school curricula for grades 9-12, supplemented
with internships at medium, small and micro
enterprises in grades 11 and 12. LAHI has entered
into partnerships with 24 states and union territories
to offer skill training in more than 10,000 schools
covering more than a million high school students.
LAHI uses a “project-management unit” model,
wherein its staff works with the state education
department to improve policy execution and
capacity building. Through a multi-skill foundation
model, LAHI exposes students in the 9th and 10th
grades to multiple vocational courses so that they
can choose their specific subjects in grades 11 and
12. This multi-skill course has approval from the
National Skills Qualifications Framework.

TA B L E 8 Interventions for gap 3: Providing experiential learning for holistic development through
STEM-based courses, language learning and life-skills coaching

Coding – Programmes to – AI and ML for – India aims for 70% – Basic digital
applications using enhance students’ programming adoption of automation infrastructure and
ML and AI coding and cloud code in sectors such as literacy
computing skills evaluation and healthcare, banking and
– Buy-in from leaders
assessment finance, energy, telecom,
– Teacher training and teachers
transport and logistics
courses (pre- – Natural
– Monitoring and hand-
recorded) language – It needs to create a
holding mechanism
processing workforce for national
– Time-tabled lessons for teachers and
(NLP) for priorities such as the
in classroom as parents
coding in local Smart Cities Mission and
well as self-paced
languages Digital India – Regional language-
courses
based coding
– Courses programmes
implemented using
smartphones or
laptops
– Enhanced
computational
thinking and logical
reasoning skills to
employability
CASE STUDY Bharat Mark-up Language
The Bharat Mark-up Language (BHAML) is an openly BHAML utilizes concepts of artificial intelligence and natural
available software that students can download to language processing for creating a unique experience. This
code in HTML in their own local languages. BHAML has removed the barrier of language and coding for students
aims to include 27 languages and 1,645 dialects so that any studying in regional languages, enabling them to enhance their
Indian student can code seamlessly in her/his mother tongue. computational thinking and logical reasoning skills.

TA B L E 8 Interventions for gap 3: Providing experiential learning for holistic development through
STEM-based courses, language learning and life-skills coaching (continued)

Experiential – Focuses on – Augmented NEP 2020 advocates for – Resources and funds
learning using new imparting STEM- reality and practical and experiential for capital expenditure
technologies based experiential virtual reality learning for holistic
– Alignment of the
learning for virtual development
programme with
experience
– Offers school/ course curriculum
community-based – AI
– Usage and adoption
physical or virtual
– Simulation by educators
labs
– Imparts learning on
abstract concepts
– Enables experiential
learning and
collaboration
CASE STUDY AeroBay’s experimental learning course
AeroBay is an upskilling edtech programme focused entrepreneurship opportunities in the domains of Aerospace,
on imparting experiential learning solutions in science, Space, E-vehicles, Drones, Designing and related futuristic
technology, engineering, the arts and mathematics to technologies. AeroBay also offers virtual lab-based experiences
school students. This empowers them to explore career and for students in seven states in India.

5 Connecting the
unconnected
Edtech solutions and content must work
in scenarios such as low connectivity and
low bandwidth, and must be compatible
with different devices.

5.1 Background
Nearly 60% of schools do not have functional Edtech solutions must take into account varying
computers and 75% do not have internet scenarios such as low connectivity and affordability
connectivity.36 Administrators and educators all to offer either offline solutions or content that can
over the country adopted various edtech solutions play over low bandwidth. Content must also be
to maintain continuity of learning during the school compatible with different devices, available at
closures caused by the pandemic. However, an multiple touch-points that various learners can
appropriate strategy and action plan are required access, and be localized. Connecting schools,
to reach every learner, and to connect those not individuals and communities with such solutions is
yet connected to the internet, the digital world vital for enhancing learning, reducing inequities in
and related devices. access and bridging the learning divide.
FIGURE 7 Indian schools and digital infrastructure
68 %
71 %
88 %
of all schools are or 750,000 schools or 900,000 schools
government schools don’t have working don’t have internet
Schools computers connectivity
51 %
4.4m
of teachers teach in government schoolteachers
government schools don’t have access to
Teachers connectivity or computers
49% 120m
of all school government school
students are in students don’t have
Students government schools access to connectivity
of computers
Source: UDISE+ report, 2019-20.

Many organizations are using emerging learning at various touch-points, which are
technologies to provide solutions such as blended the points at which the learner interacts with
models of interaction between teachers and the instructor, whether in person or digitally,
students, virtual classrooms, remote learning and synchronously or asynchronously. Meeting
outcome-based remote programmes. learners’ requirements would need (i) scaling of
the solutions, (ii) blended solutions, (iii) use of
Various organizations have been conducting analytics for informed decision-making, and (iv)
research and implementing pilot projects to AI/ML for personalized learning.
understand the needs of educational institutions,
students, teachers and parents, in order to build 3. Access to devices: By adhering to existing
a strategic roadmap for effective and efficient frameworks such as NDEAR and creating
programmes for outcome-based education. To this access for learners, the focus for this priority
end, the KINDLE working group has focused on area includes (i) defining open-source hardware
“connecting the unconnected” as one of its pivotal standards, (ii) creating access using multi-modal
themes, within which it has identified the following devices, and (iii) providing solutions for end-
four gap areas (figure 8). user devices (“edge computing devices”, which
use a distributed form of computing in which
1. E-content: The solutions include: (i) computation and data storage are done closer
development of standards for content creation, to the sources of data, improving response
(ii) development of localized and contextualized times and saving bandwidth).
content, (iii) ensuring that content is inclusive
and meets the needs of children with special 4. Access to the internet: This entails exploring
needs (CWSN), and (iv) use of new and online and offline solutions, including (i) solutions
emerging technologies such as simulation and for connecting schools, (ii) using offline solutions
AR/VR for developing cutting-edge content to in low/no-connectivity areas, (iii) PPP models
enhance the learner experience. to cater to demand for connectivity, and (iv)
network-aware quality of service (QoS) solutions
2. Technology solutions for touch-points: that guarantee that applications and traffic will
Solutions would improve the effectiveness of run under limited network capacity.
FIGURE 8 Solutions for connecting the unconnected
1 2 3 4
E-content Technology solutions Access to devices Access to the internet
Standardized, localized Scaled; blended; using Open-source hardware Connectivity in schools;

and contextualized; analytics, AI/ML for standards, multi-modal offline solutions,
cutting-edge; for children 1 personalized learning devices, edge network-aware QoS
with special needs computing devices solutions; PPP model
1

FIGURE 9 Viability and potential impact of recommended solutions
High
Long-term interventions Potential game changers
E-content: Content for special-needs children E-content: Automatic translations,

AR/VR/MR simulations
Touchpoint: AI/ML for personalized learning
Touchpoint: Data-driven decision-making,
Devices: Using local entrepreneurs’ services recommendations to teachers
Connectivity: Interoperable offline solutions, Devices: Open-source hardware standards,

connecting all gram panchayats (village councils) edge computing devices
Connectivity: Network-aware QoS, PPP model
Impact
Incremental interventions Easy wins
E-content: Standardized E-content: Crowdsourcing, taxonomy (content

classification standards), assessment standards
Touchpoint: Volunteer network
Touchpoint: Synchronized learning/teaching
Devices: Local IT champions
Devices: “Infradaan” (donation of devices),
community contribution
Connectivity: Offline solutions
Low
Low Viability High
Source: Working group discussions.
5.3 Identification of priorities
Connecting the unconnected entails reducing the initiatives and practices, while keeping the learner at
digital divide, narrowing the rural-urban divide and the centre. It identified the following interactive and
empowering the ecosystem. To identify the most interoperable solutions to address the four focus
viable and impactful solutions, the working group areas on priority.
carried out an in-depth analysis of more than 60

Intervention for gap area 1 (e-content): Developing a common
taxonomy, content guidelines for localization and enabling
mechanisms for curation and discoverability of e-content.
To provide E-content includes all the content created and To provide contextualized content in the preferred
contextualized delivered through the digital medium. The learner medium, it is also important to create guidelines
content in base is diversified, for instance, in terms of content for content providers to localize and contextualize
the preferred for different mediums of instruction, education boards existing content.
medium, it is also and learners’ geographical and linguistic diversity.
Standards are also required for new and evolving
important to create
The learner and teacher can consume different types types of content such as that using AR, VR and
guidelines for
of content on different devices (TV, mobile device, etc.) mixed reality (MR), content for CWSN and content for
content providers and in various places of learning (classroom, smart creating assessments. Standards for assessments
to localize and classroom, community centre, through volunteers/ are extremely important as the assessment data must
contextualize mentors and through devices for self-learning). provide comparable indices. Only then would actions
existing content. Content can be created by different content providers. taken on this data be comparable and replicable.
To achieve this unbundled yet cohesive approach, it is The content created must not only adhere to the
important to develop a common taxonomy or content taxonomy but must also be of high quality in terms
classification standard that all content creators must of audio, video, simulation, AR and VR, and must be
adhere to. A common taxonomy also ensures that the factually correct. A mechanism needs to be put in
content is granular, specific to a particular topic and is place to ensure that only curated content is published
discoverable by the learner and teacher. and provided to the learner and the teacher.
CASE STUDY OLabs (online and virtual labs) for school experiments funded by the Indian
Ministry of Electronics and Information Technology (MeitY)
OLabs is an educational initiative

funded by a research grant from
MeitY under which the Centre for
Development of Advanced Computing (CDAC),
an autonomous Indian scientific society, has
partnered with the Amrita Center for Research in
Analytics, Technologies & Education (AmritaCREATE)
to create content. The lab hosts mathematics and
English lessons, as well as experiments in physics,
chemistry and biology for classes 9 to 12, with content
aligned to the central and state board syllabi. Access to
OLabs is free for schools that register.
During the pandemic, OLabs’ 172 science and math high

school labs served over 32 lakh (3.2 million) unique users
and approximately 50,000 schools were trained on using
its content.
AmritaCREATE and CDAC have received new funding

from both MeitY and the Ministry of Education to build
additional labs to offer content in computer science,
entrepreneurship, Indian sign language, social science,
Sanskrit, Hindi, etc. Some 10% of OLabs’ content is to
be AR/VR and will be placed under the DIKSHA platform,
thus making it available to millions of schoolchildren
for free. The content versions to be developed in
future will also be NDEAR-compliant and serve the
students learning through the National Institute of Open
Schooling as well.
Go lab, the largest EU-funded consortium of school

virtual labs, has endorsed OLabs, linking its labs with
nearly all of OLabs’s science labs for use by teachers in
Europe. The content is available in three Indian languages
and the NCERT has used it to train rural teachers.

Interventions for gap area 2 (technology solutions for touch-points):
Developing standards, decoupling the elements of digital learning
FIGURE 10 De-coupling the interactions between various touch-points
Touchpoints
a. Freedom to choose preferred device
1
b. Device-agnostic learner data
2 a. Work in offline, 2G & online modes

1 4
b. Data captured in a standard way
irrespective of connectivity
3 Every device designed to play:

– any type of content
Devices 3 Content – content from any source
4 a. Same content available at all

touchpoints
b. Content creation localized
2 5
5 a. Standardized content
synchronization & optimized delivery
b. Preferential QoS and costing
Connectivity
Students interact with teachers (in-person or f. Availability of the same content at all touch-points
virtually) at various touch-points (points of learning)
such as the school, community centres, mentor- or g. Localized content creation
volunteer-led groups and during self-learning. To
ensure continuity of learning as the student moves h. Content synchronization, standardization and
from one point to another, standards must be delivery optimization
established for the technology solutions provided at
various touch-points. i. Special data tariffs for educational content
Technology solutions based on standards would help Implementing these elements would need
decouple the elements of digital learning, ensuring capacity building at the grassroots level.
continuity and consistency while providing a single,
uniform view of the student’s academic progress. Through capacity building programmes, teachers,
community members, mentors, volunteers,
Some critical elements are: parents/guardians and students must be made
aware of the options available for devices, content
a. Freedom to choose a preferred device and connectivity. The various choices must also
provide a unified view of learning and teaching.
b. Device-agnostic learner data
The existing network of digital service providers
c. Availability of offline, 2G and online modes such as MeiTY’s Common Service Centres may
be utilized to facilitate content dissemination,
d. Capture of data in a standard way irrespective capacity building and adoption of these initiatives
of connectivity and programmes.
e. Content compatibility with any device

CASE STUDY DIKSHA awareness drive to increase uptake in rural areas through Common Services Centres
The Common Service Centres (CSC) scheme is

an initiative under the Digital India Programme
of MeitY. These centres are run by village-level
entrepreneurs (VLEs) and deliver various government-to-citizen
and business-to-citizen services. CSCs also have a special
focus on educational services. Dedicated centres called CSC
Academies are run in every state and are equipped with
infrastructure for e-learning and computer-aided courses.
The state government of Jharkhand, through the Jharkhand

Council of Educational Research (JCERT), has leveraged CSC
Academies located in each rural block to create awareness
among students, teachers and communities about free
courses available on the DIKSHA platform. A master trainer
workshop at the state headquarters has trained over 300
participants from 260 blocks of the state.
The training demonstrated how to use the DIKSHA platform

and how to scan QR codes to access energized textbooks
(that provide weblinks to related content in the form of videos,
etc.). Master trainers learned how to further disseminate their
learnings and conduct campaigns to enable teachers and
students in far-flung rural areas to use DIKSHA’s teaching and
learning resources.
Interventions for gap area 3 (access to devices): Defining open-

device specifications, hardware and software specifications, and
ensuring interoperability of content and device
Decentralized learning needs access to devices that – Specific devices selected for open-source
are compatible with various kinds of technology- hardware
enabled content and data capture in both offline
and mixed modes. This would require: – Open-source hardware that includes edge
computing and telemetry capability (to collect
– Standards for federated learning (a machine data and transmit it for monitoring, etc.)
learning technique that trains an algorithm using
multiple decentralized devices that hold local data) – Hardware standards for CWSN
– Standards for open-source hardware – A market for entrepreneurs to create solutions
Intervention for gap area 4 (access to the internet): Developing online

and offline solutions to mitigate connectivity challenges, and finding
quality of service solutions for access to the internet
The quality and availability of connectivity, – Content compression and decompression

interoperability and partnership models would be techniques
key enablers to solve the challenge of connecting
the unconnected. – Content from various sources to work on
different devices
This would need:
– Telemetry/ML from various devices to be
– Quality of content based on the quality of the interoperable
network
– Interoperability of offline solutions
– Type and quality of content based on the
device delivering the content

CASE STUDY DIKSHA, a comprehensive learning system
The Digital Infrastructure for Knowledge Sharing, DIKSHA, is a national

platform for school education that provides teaching and learning tools
for India’s education ecosystem to achieve learning goals at scale.
It has been adopted by almost all the states and union territories of India as
well as the various school boards. DIKSHA can be accessed by learners and
teachers across the country and currently supports uploading of content in 36
Indian languages. Each state or union territory leverages the DIKSHA platform in
its own way, using the varied capabilities and solutions that the platform offers
to design and run programmes for its teachers and learners.
Keeping in mind the constraints on the availability of internet-powered devices,

DIKSHA offers content telecast through television channels and linked through
QR codes. Through DIKSHA, these broadcasts as well as other digital
resources can be accessed anytime, anywhere, thereby ensuring inclusive and
equitable access to quality digital content for everyone.
During the pandemic, learners and teachers throughout the country made
unprecedented use of DIKSHA, paving the way for its continuing use.
5.4 Enabling schools to acquire digital infrastructure
The working group has categorized the schools 2. Challengers: Schools with either devices or
into three sets, depending on the digital connectivity
infrastructure available:
3. Aspirers: Schools with neither devices nor
1. Achievers: Schools with both devices and connectivity
connectivity
FIGURE 11 Schools and digital infrastructure
Achievers
22% 12%
Schools with computers
and internet connectivity
Challengers
15 %
Schools with either computers 17%
(1.4m teachers & 40m children) or internet connectivity (1.6m teachers & 45m children)
Aspirers
63% Schools with neither computers
71%
(6.1m teachers & 170m children) nor internet connectivity 6.8m teachers & 190m children)
Private Schools Government schools
Source: UDISE+ report, 2019-20.

Table 9 maps the shortlisted solutions to the three categories of schools.
TA B L E 9 Solutions for each of the school categories
Category Solution Achievers Challengers Aspirers
Touchpoints AI / ML for personalized learning / teaching

• •
Data driven decision making
• •
Recommendations to teachers
• •
Volunteer network
• • •
Synchronized learning / teaching
• •
Device Managed Service Entrepreneurship
• •
Open Source HW
• •
Edge computing devices
• •
IT Champions
• •
Community device sourcing
•
Infradaan
•
Connectivity Interoperable offline solutions
•
Connecting all GPs
•
Network aware QoS
•
PPP
• •
Offline Solutions
•
Content Content for CWSN
• •
Automatic Translations
• •
AR / VR / MR
• •
eContent Standards
• •
Content crowdsourcing
• •
Taxonomy
• • •
Assessment Standards
• • •
Source: World Economic Forum

Equipping schools with devices and technologies For example, for a school with no internet and
is the key to connecting the unconnected. The no computers (an Aspirer), solutions such as
solutions listed above should help schools transition community-based learning and “Infradaan”
to the status of Achievers. (donation of devices for wider use in education)
could push the school to the Challenger category
Figure 12 provides a 2x2 matrix with the school (with devices but no internet connectivity).
categories (Achievers, Challengers and Aspirers)
mapped to the solutions. This helps understand the By implementing the solutions recommended
change process. The four quadrants are as follows: for the Challenger category, a school would get
fully equipped with both internet access and
1. Top right (Achievers): Schools with both devices, thus achieving the goal of connecting
connectivity and devices. the unconnected (where a community, school or
individual is equipped with a device, technology,
2. Top left (Challengers): Schools with connectivity internet access and various supporting
but without devices. infrastructure for continued learning).
3. Bottom right (Challengers): Schools with devices The recommended solutions would support
but no connectivity. all schools, at various levels of infrastructure
availability, to become Achievers.
4. Bottom left (Aspirers): Schools with no internet
or devices.
FIGURE 12 Transitioning to Achiever status
Yes
Challengers Achievers
AI/ML
Infradaan Community Content
Content for children

with special needs
Connectivity
PPP model PPP model
Infradaan BharatNet
Community Offline solutions
Aspirers Challengers
No
No Device Yes

6 Recommended
interventions
The Education 4.0 India initiative suggests a
modular approach in which identified solutions
can be tailored to suit the target beneficiaries,
different sizes of geographies and diverse
teaching/learning environments.

6.1 Methodology for designing interventions
The interventions The KINDLE initiative focuses on four themes 20% of the gaps will lead to an 80% improvement
must be designed – foundational literacy and numeracy, teacher in outcomes.
to be not only professional development, school-to-work
impactful but also transition, and connecting the unconnected. The Step 1B: The existing edtech solutions relevant
highly scalable, purpose of the initiative is to create significant, to KINDLE were examined from the perspective
population-scale impact through a set of carefully of how closely they address one or more gaps in
cost-effective and
designed and calibrated interventions under each the relevant theme, the maturity of the solution
sustainable.
of these themes. and its footprint. The key features of the most
successful solutions appropriate to the theme
The interventions must be implemented in a were then identified and incorporated into the
coordinated and complementary manner to design of the intervention.
produce the desired impact, which can be
measured in terms of the outcome parameters Step 2: A set of five basic building blocks was
before and after the intervention. The interventions identified by choosing the most suitable features
must be designed to be not only impactful but also of the solutions studied. The nature and purpose
highly scalable, cost-effective and sustainable. of these building blocks is explained in the next
To ensure these requirements, a streamlined, section. They are meant to address the prioritized
consistent methodology for designing the gaps in each theme.
interventions has been followed. Figure 13 gives an
overview of the methodology followed. Step 3: Each intervention was then defined, taking
inputs from the gap analysis and the building
Step 1A: A landscape survey of each theme blocks identified.
was carried out to identify the gaps that impede
progress in achieving the relevant goals. These The proposed methodology ensures that each
gaps were prioritized, based on qualitative intervention is designed to address the key
assessments made by the working groups. The gaps, using the key features of proven solutions.
top three gaps were identified under each theme, The use of building blocks enables scalability,
applying the Pareto principle, such that addressing standardization and ease of implementation.
FIGURE 13 Methodology for designing interventions
Landscape survey of
1 the thematic area
1A Gap analysis 1B Evaluation of solutions
Gaps prioritized for action Features of the solutions

that address the gaps
Identification of relevant
2 building blocks
3 Intervention

Building blocks of interventions requirements in various states. All the interventions
recommended in this report can be built using
The five building blocks make it possible to design different combinations of these building blocks,
interventions that are contextualized to local which are depicted in Figure 14.
FIGURE 14 Building blocks of KINDLE interventions
Curriculum
1 – Capacity building curriculum

– FLN/Competency-based education/STEM
– 21st century skills
Content
– Content standards
– Content lifecycle management
– Content translation & contextualization
2
Capacity
3 – Competency framework
– Training-needs analysis
– Training & training dissemination
Community
– Volunteering
– Crowdsourcing
– Self-sustainability
4
Digital
5 – Devices & hardware

– Connectivity solutions
– Data, AI & ML

TA B L E 1 0 KINDLE building blocks explained
Building block Sub-component Value addition of the building block
Curriculum Curriculum for: – Ensures a common minimum quality of education
– Capacity building – Addresses the emerging needs of educational outcomes (FLN,

TPD, competency-based education)
– Foundational literacy and numeracy
– Is reusable across India through localization and
– 21st century skills contextualization
– Competency-based education
Content – Content standards – Raises the bar in terms of the quality of education
– Content lifecycle management – Provides the ability to draw and combine content from multiple
sources to meet curriculum needs
– Localization and contextualization
– Creates capability to use:
– AI-based tools for contextualization and personalization
– AR/VR/MR tools for creating immersive content
– Ensures a continuum of education
Capacity – Competency framework – Personalized training/TPD
– Training needs analysis – Better accountability for educational outcomes
– Training delivery
Community – Volunteering – Provides for stakeholder engagement, involvement in shaping

and realizing educational outcomes
– Crowdsourcing
– Enlarges the pool of the right content
– Self-sustainability
– Changes the government’s role from a regulator to an enabler
and facilitator
Digital – Devices and hardware – Narrows the digital divide

infrastructure – Connectivity solutions – Bridges the rural-urban divide
– Data for AI/ML solutions – Empowers the ecosystem players through better analytical
and prediction capabilities
The KINDLE initiative needs to undertake further work These building blocks and specifications would spur
in the detailed design and specifications of these five significant work in refining and realigning the existing
building blocks. Such an effort, to be developed and edtech solutions to the initiative’s priorities and, more
promoted as the KINDLE Toolkit, would enable wide importantly, catalyse the development of impactful
adoption of KINDLE initiatives throughout the country. and innovative solutions by the start-up community.

6.2 Overview of KINDLE intervention map
The KINDLE The KINDLE initiative is built on the principle of single sign-on (SSO) functionality to students
architecture is modularity to provide flexibility in designing pilots and teachers to access content and learning
based on two and rollout strategies. The interventions can be opportunities on an anytime, any-site basis.
horizontal layers built out of the five building blocks in a modular
and three vertical manner such that the implementation can be iii. The KINDLE building blocks layer provides
tailored to suit the target beneficiaries, different the flexibility of designing interventions that are
layers. It is modular
sizes of geographies and diverse teaching/ custom-designed to suit the widely varying
in the sense that
learning environments. environments of education in different states.
more verticals can
be plugged into the Three interventions have been recommended for iv. The pilots (and potentially, the rollout) leverage
same horizontals. each gap to be addressed on priority. the horizontal layers and consist of three
interventions each, as depicted. The activities
Figure 15 depicts the KINDLE intervention map. and outcomes of the interventions are
The rationale of the map and its salient features are: described in subsequent sections.
i. The KINDLE architecture is based on two v. While the pilots illustrated below have been
horizontal layers and three vertical layers. It is named after each theme, it is more appropriate
modular in the sense that more verticals can be that the actual pilots be designed with a
plugged onto the same horizontals. broader scope, dovetailing with the ongoing
education sector programmes for developing
ii. The KINDLE foundational layer derives out of the civil infrastructure, providing budgets for the
core building blocks of NDEAR, which are useful in operational costs, complying with the norms
digital efforts all through the education landscape. for teacher-student ratio and so on, to ensure
For instance, “federated identities” provide that the delivery is holistic and integrated.
FIGURE 15 KINDLE intervention map
Foundational literacy Teacher professional

and numeracy pilot development pilot School-to-work pilot
Supportive home-learning Competency framework Awareness and exposure

environment and training needs analysis to opportunities
Contextualized content Self-paced blended Contextualized content

learning for skill development
Smart progress reports Feedback and evaluation Assessment of progress
FLN TPD S2W
KINDLE building blocks layer

Common to all pilots
Curriculum Content Capacity Community Digital infrastructure
KINDLE foundational layer

Federated identities Reference data Telematics Analytics Open AI services

6.3 FLN-centric interventions
FIGURE 16 FLN-centric interventions
Key result areas Interventions Components Year 1 Year 2 Year 3

(building blocks)
The darker shades on the timeline indicate
increased volume of work
Curriculum
Capacity building of
Anganwadi workers, Community
parents and teachers
Content
Enabling contextual
home & Anganwadi
learning Creation of physical, print
Content
and digital content, its
management and
Digital
dissemination
Curriculum and instructional

Curriculum
design for language and
mathematics – contextualized
Contextual Content
Foundational and including special needs
literacy & numeracy content creation &
management
Design, creation and
Content
management of inclusive
physical, print & digital
Digital
content
Content
Assessment of learner
Assessment, and learning centre
tracking & visibility Digital
of progress
Data & information

dashboards for
Digital
decision-making at
different levels Pilot Scale Impact
goes live up assessment
Figure 16 depicts the initiatives centered on FLN. ii. The second major pillar of FLN is developing
The salient features are outlined below. content that can be easily understood by the
parents and AWWs who generally have low
i. The thrust of the FLN-centric pilot is on literacy skills. This could involve:
developing an appropriate environment that
can involve parents and Anganwadi workers a. Curriculum-mapped, bite-sized content in
(AWWs) in the emerging responsibility of the form of read-aloud stories, videos, flip-
ensuring FLN. This could involve multiple books, and radio and TV episodes.
activities such as:
b. Digital libraries.
a. Supporting parents with learning content
such as videos and worksheets. c. Interactive, read-along content.
b. Activities delivered through chatbots. d. Character-based stories utilized in

classrooms or at home.
c. Scheduling tasks and timetables.
iii. The third component involves monitoring
d. Establishing parents’ communities for the initiative. Activity-based (drag-and-drop,
peer support. matching, gamified, etc.) assessments could
track the child’s learning levels, remediate
e. Periodic SMS/phone calls to update gaps and generate data insights for teachers,
parents on children’s progress. parents and school administrations.

6.4 TPD-centric interventions
FIGURE 17 TPD-centric interventions

(building blocks)
The darker shades on the timeline indicate
Competency framework
for various Curriculum
roles/scenarios
Competency framework
and training-needs
analysis Curriculum
Training-needs analysis at an
individual teacher level Digital
Curriculum
Context-specific capacity
building of teachers
Self-paced, blended & Content
Teacher professional
learning path-based
development
training
Curriculum
Creation of physical and
digital content, its
Content
management and
dissemination
Digital
Assessment of training Community

impact on classroom
Training effectiveness,
outcomes Digital
feedback and continuous
improvement
Data dashboards for

decision-making at Digital
different levels
Pilot Scale Impact
Note *As discussed in Section 3.2, developing a career growth mindset and incentivizing teachers is an important ingredient. Implementation of this objective is
beyond the scope of KINDLE.
Figure 17 depicts the initiative centered around recognize the probable learning trajectory for
TPD. The salient features are outlined below: each teacher as per their context and need.
i. The thrust would be on involving teachers iii. Performance indicators would be developed
in curriculum design and delivery of TPD for each level and data collected for mutual
programmes. accountability.
ii. Development of a TPD competency framework iv. Data analysis and decision-making at all levels
and testing it in the field with teachers would would make modifications possible to attain
help develop learning pathways over a period optimum outcomes.
of time. The data generated could be used to

6.5 S2W transition interventions
Figure 18 depicts the initiatives centered on the course delivery and AR/VR-based practical
school-to-work transition. Its salient features are training and assessment. Through a learning
outlined below. management system (LMS), students could
access reading material 24x7, learn at their
i. The aim of the school-to-work pilot is on enabling own pace and complete topic-wise tests at
the youth to discern the various opportunities a convenient time. The LMS would include
for work and make the right choices for their skill the latest pedagogical tools such as gamified
development. The key enabler can be a single- learning, online assessment and collaborative
window labour management information system learning. Teachers and parents could track
(LMIS) for employers and students to identify the students’ real-time progress and evaluate them
best opportunities. It would be equipped with a with the help of in-built statistical tools.
machine learning-based data verification process,
enabling hassle-free onboarding of students. iv. Exposing the students to 21st century skills
is crucial. This could be done with courses in
ii. As in any other educational theme, the focus computer science, robotics, aerospace, data
should be on developing and disseminating science, cloud computing, etc. The course
immersive content for skill development. AR/ delivery would be online, equipped with features
VR/MR and 3D printing can be used to create such as adaptive learning, self-assessment
content. and collaborative learning. AR/VR technologies
would assist in providing experiential learning.
iii. The strategy should be based on a blended
training model that includes both online and
offline delivery, with features such as digital
FIGURE 18 School-to-work interventions

(building blocks) The darker shades on the timeline indicate
Curriculum
Exposure to career
pathways, options, skill Content
matching & fitment
Connecting youth to Digital
opportunities through
awareness and exposure
Digital
Access to counselling,
guidance and mentorship
Community
Curriculum
Industry driven curriculum
design and certified courses
Credit transfer through Content
School-to-work transition industry-aligned
certification
Blended learning, learning Content

credits and credit transfer
Digital
Curriculum for STEM, Curriculum

special-needs children
Experiential learning for and 21st century skills Content
holistic development
Content
Inclusive, flexible and
needs-based Capacity
training/skilling
Digital
Pilot Scale Impact

6.6 Measuring impact
The following table provides impact indicators within each of the identified
priority areas. Pilots must be aligned with the priorities of the state concerned.
TA B L E 1 1 Impact metrics
Key responsibility areas Key performance indicators Impact metrics
Foundational literacy and numeracy
Supportive home Number of parents registered 1. Enhancement in % of children

learning environment enrolled in FLN compared to
baseline %
% of parents who accessed x units of content 2. Enhancement in % of children
passing FLN criteria compared
Contextualized content Content coverage of x% of curriculum per subject per grade to baseline %
Number of videos watched for x seconds
Smart progress reports % of learning gaps remediated
Number of report cards downloaded
Teachers’ professional development
Competency % of teachers trained on identified needs 3. Improvement in teacher

framework and training- competencies (to be quantified
needs analysis and measured)
Number of teachers ranked high on competencies 4. Enhancement in % score of

students taught by trained
teachers compared to students
Self-paced blended Number of courses completed
of teachers not trained
learning
% of drop-outs from self-paced learning over number of months
Feedback and Number of feedback calls/sessions per teacher per year

evaluation
Number of classroom observations done
School-to-work transition
Awareness and % of students selected for internships and related opportunities 5. % increase in student
exposure to placements
opportunities
6. Improvement in skills compared
Number of industries/enterprises penetrated per year to baseline (to be quantified and
measured)
Credit transferability Number of certified skilled workforce produced
and certifications
% of student workforce hired with skills mapped to job requirements
Future skills Uptake % of future skill programmes

programmes
% increase in employability rate

7 Implementation
framework
Successful implementation combines
digital solutions with physical interventions.
Fourth Industrial Revolution technologies
can be used effectively where a core digital
foundation has been established.

7.1 Implementation methodology
A combination Each KINDLE thematic area involves challenges iv. Long-term interventions (low viability and high
of interventions is and issues that require a wide range of impact): These are difficult to initiate but reap
likely to produce interventions – physical, digital and phygital significant returns if implemented successfully.
more impact than (physical and digital). A strategic “think big, start Most of these involve policy changes.
small, scale fast” approach is likely to produce
a point solution
impact within a discernible period. This strategy Structure of implementation framework
that addresses
is in line with the typical four-stage methodology
a specific issue. that most initiatives of the Centre for the Fourth As part of the landscape survey, the working
Successful Industrial Revolution, India, follow. The four stages groups have examined over 50 relevant solutions.
implementations are (i) gap analysis and opportunity mapping, (ii) The following learnings have emerged, in terms
combine digital framework development, (iii) prototyping/piloting, of what has worked and what has not, and what
solutions and (iv) scaling. is required for scaling the solutions and making
with physical them sustainable. These learnings, summarized
interventions. Prioritization for piloting below, provide critical inputs for designing the
Fourth Industrial implementation framework.
Revolution The key interventions recommended in the
technologies can previous chapter must be validated for feasibility a. A combination of interventions is likely to
and potential impact by undertaking pilot projects. produce more impact than a point solution
be used effectively
The interventions must be prioritized so as to that addresses a specific issue.
where a core digital
produce the maximum impact quickly and in
foundation has resource-constrained environments. b. Successful implementations combine digital
been established. solutions with physical interventions.
To this end, the working groups have mapped the
interventions for viability and impact. Viability has c. Fourth Industrial Revolution technologies
been defined by technology innovation, ease of can be used effectively where a core digital
implementation, financial viability, acceptability and foundation has been established.
regulatory conformance. Impact has been defined
as benefit to stakeholders, scalability, inclusivity d. Connectivity is critical to most solutions and
and sustainability. hence commands the highest priority.
The interventions fall into four categories: e. Technological scalability and interoperability
require that all the digital solutions conform to the
i. Game changers (high viability and high principles and standards laid down by NDEAR. 37
impact): These can cause a transformative shift
in educational outcomes. f. Sustainability considerations indicate strongly
that a multistakeholder approach be adopted in
ii. Easy wins (high viability but low impact): the design of pilots and their scaling.
These can be quickly scaled due to ease of
implementation. g. A common minimum requirement, like a
foundation, is a must for implementation of
iii. Incremental interventions (low viability and pilots around various themes.
low impact): These can be carried out in
conjunction with other initiatives. These are
easy to implement but have low viability.

Leveraging NDEAR & DIKSHA that go into the KINDLE foundational layer and
supporting building blocks that go into the
The NDEAR programme has made significant KINDLE thematic layers.
progress in establishing a framework for digital
education at the national level. Adoption of the As Table 12 shows, 22 of the 36 components
DIKSHA platform has grown exponentially in most of NDEAR are relevant to KINDLE. Any
states. These initiatives must be utilized to the extent implementation efforts relating to KINDLE must,
that they are relevant to the core themes of KINDLE. therefore, keep a close eye on the developments
on the NDEAR front and synchronize with/adopt
NDEAR has been conceptualized as a set of the same, with suitable modifications.
standards, principles and building blocks. These
should be adopted in toto in the design and While many components and features of DIKSHA
implementation of KINDLE pilots. Table 12 gives a are relevant to KINDLE, of particular interest
synoptic view of the NDEAR components relevant are energized textbooks, VidyaDaan (a call to
to the KINDLE initiative. These are shown in two the nation to contribute e-learning resources),
distinct categories, namely, core building blocks NISHTHA and PM eVidya.
TA B L E 1 2 Building blocks of NDEAR relevant to KINDLE
NDEAR components
that support KINDLE NDEAR components that support KINDLE thematic layers
foundational layer
School-to-work Connecting the

FLN TPD
transition unconnected
Credentialling & Open AI services

Federated identities Content Content
certification
– Students – Contribution & curation – Contribution & Do-and-practice Education cloud

curation products & tools
– Teachers – Taxonomy – Taxonomy Mentoring Hardware for the

open school
– Educational – Localization – Localization Counselling Messaging services

institutions for interactions
within educational
domains and
across learning
and administration
blocks
Reference data – Discoverability Audio/video

conferencing
– Master data – Personalization
– Directories
– Registries Credentialling &

certification
Telemetry & analytics
NDEAR sandbox

The KINDLE Pilot design f. The pilot should preferably be funded through/
implementation by a corporate social responsibility (CSR) initiative
model should The pilots must conform with the following principles: and supplemented by the state’s budget to fill
critical gaps.
have adequate
a. A pilot must be implemented in multiple blocks
flexibility so that
in multiple districts in a state, to take account of g. The pilot should build on the work already done
all operational diversity. in the relevant geography.
decisions can be
taken at the state b. The state should be the eventual target h. The roles and responsibilities of multiple parties
or district level. geography of the post-pilot rollout. The pilot including the public and private sectors must be
The pilot should should be designed keeping this in view. clearly defined in the form a memorandum of
preferably be understanding (MoU).
funded through/ c. Pilots should be designed by the state
by a corporate government, or a multistakeholder consortium i. The scope should include an essential
social responsibility led by it. component for building capacities at the state
(CSR) initiative and and district levels in data systems.
d. The duration of the pilot should be two-three
supplemented by
years; the rollout should be planned only j. An effort should be made to build a reference
the state’s budget thereafter. model during the rollout phase such that it could
to fill critical gaps. be showcased to other states for adoption.
e. The KINDLE implementation model should have
adequate flexibility so that all operational decisions k. Multiple ways of involving the community must
can be taken at the state or district level. be included in the pilot design.
Implementing KINDLE ...as a stakeholder in the education ecosystem
The Education 4.0 India vision is best realized by this, the following are the proposed ways in
adopting a multistakeholder approach based on which some of the key stakeholders can
public-private cooperation models. Considering engage with KINDLE:
TA B L E 1 3 How stakeholders can engage with KINDLE
Stakeholder How they can engage (indicative)
Government 1. Formulate appropriate policies on PPP, innovation, standard-setting

of India
2. Establish core building blocks of NDEAR, in addition to the five proposed by KINDLE
3. Dovetail KINDLE with national programmes like NIPUN and DESH e-stack
State 1. Co-design and implement pilots in KINDLE themes, in a multistakeholder mode

governments
2. Incentivize teachers with policies on career advancement linked to performance, for instance in foundational
literacy and numeracy
Educational 1. Participate actively in the implementation of KINDLE recommendations

institutions
2. Provide regular feedback and participate in impact assessment to improve the programme for scaling
Edtech companies 1. Design innovative solutions that meet the requirements of KINDLE recommendations, or modify their existing
and technology solutions to support the interventions
providers
2. Co-design the building blocks and content aligned to the interventions and goals

Conclusion
As a socially relevant initiative, Education 4.0 India over a three-month period to disseminate the
focuses on themes that the central and state intent of the initiative and to elicit interest.
governments in India are currently addressing.
The impact can be tremendous – from making 2. Partnership: The interests and leads arising
education more accessible and inclusive, to from the previous step shall be followed
reducing dropout rates, to improving learning with in-depth, one-to-one discussions
outcomes by using more adaptive learning with organizations interested to partner for
systems and community engagement. implementing the KINDLE programme. The
potential partners should bring credible
The interventions recommended in this report expertise, experience and resources for
call for a coordinated, multistakeholder effort supporting pilots and roll-out as needed.
designed and undertaken in a sustainable manner.
It suggests the following steps be taken on 3. Promotion: Aligned with the Centre for the
priority: Fourth Industrial Revolution philosophy to “think
big, start small, scale fast”, the immediate next
1. Communication: The Centre for the Fourth step would be to define and scope at least three
Industrial Revolution, India, and UNICEF will pilots on KINDLE themes, in partnership with
jointly share this insight report with a wide range the institutions identified in the previous step.
of actors in India’s school education ecosystem,
including central and state governments, public 4. Institutionalization: The organizations, in
sector enterprises, private education groups, parallel with the above steps, will work towards
NGOs and foundations. A series of national- creating an appropriate institutional structure to
and state-level workshops can be conducted carry forward the Education 4.0 India mission.

Contributors
Project leads
Shubhangi Poddar
Specialist, Community Engagement and Strategy,
Centre for the Fourth Industrial Revolution India,
Lalita Sachdeva
Partnerships Specialist, YuWaah, Generation
Unlimited, UNICEF, New Delhi
Saurabh Agarwal
Education Specialist, UNICEF, New Delhi
Steering committee Vineet Gupta

Founder, Plaksha University, India
B.V.R. Mohan Reddy Shweta Khurana

Founder Chairman and Board Member, Cyient, India Director, Asia-Pacific and Japan, Government
(Chair) Partnerships and Initiatives, Intel, India
Manoj Ahuja Shankar Maruwada

Chairperson, Central Board of Secondary Education, Chief Executive Officer and Co-Founder, EkStep
India Foundation, India
Vandana Bhatnagar Kusumm Mohapatra

Chief Programme Officer, National Skill Development President, Sampark Foundation, India
Corporation, India
Neena Pahuja
Raghupathi Cavale N. Executive Member, NCVET, India
Senior Vice-President and Head, India Business Unit,
Infosys, India Jayesh Ranjan
Principal Secretary, Government of Telangana, India
Anir Chowdhury
Policy Adviser, Access to Information (a2i), Government Neel Ratan
of Bangladesh Managing Partner, PwC, India
Terry Durnnian J. Satyanarayana

Chief of Education, UNICEF, New Delhi Chief Adviser, Centre for the Fourth Industrial
Revolution India
Geeta Goel
Country Director, India, Michael and Susan Dell Dhuwarakha Sriram
Foundation, India Chief, Generation Unlimited, UNICEF, New Delhi
Mukul Sharma
Knowledge partners
Consultant
EY Vashima Shubha
Associate Director
Vikas Aggarwal
Partner
Sivakumar Moorty
Partner

KPMG Narayanan Ramaswamy
Partner and Head, Education and Skill Development
Poornima Kharbanda Practice
Manager
Jagriti Rawal
Ashish Maheshwari Manager
Director
Bhavin Shah
Ankit Raj Consultant
Consultant
We would like to thank the following organizations for their continued participation and immense
contributions: Amazon Web Services, Amrita Vishwa Vidyapeetham, Byju’s, Central Square Foundation,
Children’s Investment Fund Foundation, Cyient, Dell Technologies, Educational Initiatives, EkStep
Foundation, ERNET, Google, Hewlett Packard Enterprise, IGNUS, Infosys, Jodo Gyan, Key Education
Foundation, Language and Learning Foundation, Microsoft, Ministry of Education of India, Nanhi Kali,
National Skills Development Corporation, Pearson, Pratham, Rocket Learning, Room to Read, Saajha,
Saarthi Education, Salesforce, Sampark Foundation, SAP, Schoolnet India, Sesame, Things Education,
Vikramshila, Vodafone Idea, Wadhwani Foundation and the World Bank.

Abbreviations
AI-ML Artificial intelligence-machine learning
App Application
AR Augmented reality
AWW Anganwadi worker
BI Business intelligence
CBO Community-based organization
CBSE Central Board of Secondary Education
CDO Chief diversity officer
CICSE Council for the Indian School Certificate Examinations
CPD Continuous professional development
CWSN Children with special needs
DIET District Institute of Education and Training
DIKSHA Digital Infrastructure for Knowledge Sharing
DESH Digital Ecosystem for Skilling and Livelihood
ECCE Early childhood care and education
Edtech Education technology
EFA Education for All
EY Ernst & Young
FLN Foundational literacy and numeracy
GP Gram panchayat
GDP Gross domestic product
HTML Hypertext markup language
ICT Information and communications technology
IDE Independent development editor
IP Intellectual property
ITI Industrial Training Institute
K12 Kindergarten through 12th grade
KINDLE Knowledge and Information Network for Digital Learning and Education
LAHI Lend-A-Hand
LMS Learning management system
LMIS Labour management information system
MCB Micro-concept booklets
MHRD Ministry of Human Resource Development
MOE Ministry of Education
MoU Memorandum of understanding
MOOC Massive open online course
MSMEs Micro, small and medium-sized enterprises
MWCD Ministry of Women and Child Development
NCERT National Council of Educational Research and Training
NDEAR National Digital Educational Architecture
NEP 2020 National Education Policy 2020
NETF National Educational Technology Forum
NGO Non-governmental organization
NIPUN National Initiative for Proficiency in +cvf and Numeracy
NISHTHA National Initiative for School Heads’ and Teachers’ Holistic Advancement

NLP Natural language processing
NSQF National Skills Qualification Framework
PEEO Panchayat elementary education officers
Phygital Physical and digital
PI Performance indicators
PMU Project management unit
PPP Public-private partnership
QR Quick response
QoS Quality of service
RAP Remote access point
RSCERT Rajasthan State Council of Educational Research and Training
S2W School to work
SCERT State Council of Educational Research and Training
SLM Self-learning material
SMS Short message service
SSO Single sign-on
STEM Science, technology, engineering and mathematics
STEAM Science, technology, engineering, the arts and mathematics
SWAYAM Study Webs of Active Learning for Young Aspiring Minds
TPD Teacher professional development
UDISE Unified District Information System for Education
UN United Nations
UTs Union territories
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
UNICEF United Nations Children’s Fund
VR Virtual reality
WAY World Around You

Endnotes
1. Ministry of Education, National Achievement Survey 2021, https://nas.gov.in/download-national-report.
2. UNESCO, Education: From disruption to recovery, 2022.
3. UNICEF, The State of the Global Education Crisis: A Path to Recovery, December 2021.
4. Bansal, Sanjay, How India’s ed-tech sector can grow and the challenges it must overcome, VCCIRCLE, 13 July 2017,
https://www.vccircle.com/the-present-and-future-of-indias-online-education-industry.
5. UNICEF, Rapid Assessment of Learning During School Closure in the Context of COVID-19, 2020.
6. Ministry of Statistics and Programme Implementation, Key Indicators of Household and Social Consumption on Education
in India (2017-18), 2018.
7. Ministry of Education, Report on UDISE+, UDISE+2020_21_Booklet.pdf (education.gov.in).
8. UNICEF, Rapid Assessment of Learning During School Closure in the Context of COVID-19, 2020.
9. Ibid.
10. GSMA, The Mobile Gender Gap Report, 2022.
11. OECD, Bridging the Digital Gender Divide - Include, Upskill, Innovate, 2018.
12. Intel and Dalberg, Women and the Web - Bridging the Internet and Creating New Global Opportunities in Low and Middle
Income Countries, 2012.
13. UNESCO, Education 2030: Incheon Declaration and Framework for Action for the implementation of SDG 4, 2018.
14. Ministry of Human Resource Development, Government of India, National Education Policy 2020.
15. Muralidharan, Karthik, Reforming the Indian School Education System, in What the Economy Needs Now, edited by Abhijit
Banerjee, Gita Gopinath, Raghuram Rajan and Mihir Sharma, Juggernaut, 2019.
16. Pratham, Annual Status of Education Report (ASER), 2018.
17. Department of School Education & Literacy, NIPUN BHARAT programme, 2021 (page 58, section a).
18. Pratham, Annual Status of Education Report (ASER), 2018.
19. Department of School Education and Literacy, Ministry of Education, Government of India, Unified District Information
System for Education Plus (UDISE), 2019-2020.
20. Ministry of Human Resource Development, Government of India, National Education Policy 2020.
21. Bhupendra Singh & Patanjali Mishra, The Pursuit of Preparing Professional and Humane Teacher: What lies behind the
National Curriculum Framework for Teacher Education, 2009.
22. Ibid.
23. Ibid.
24. United Nations, United Nations Population Fund Report, 2019.
25. Government of India, Ministry of Education, Unified District Information System for Education Plus (UDISE+), 2019;
Ministry of Education, Report on UDISE+, UDISE+2020_21_Booklet.pdf (education.gov.in).
26. UNICEF, Global Business Coalition for Education (GBC-Education) Report, 2019.
27. International Labour Organization, Women and Men in The Informal Economy: A Statistical Picture, Third Edition, 2018.
28. OECD, OECD Economic Survey India, 2017.
29. Ibid.
30. Ministry of Statistics and Programme Implementation, National Sample Survey Office (NSSO), 2019.
31. Central Board of Secondary Education, Facilitating School to Work Transition, 2021.
32. Chakrabarty, Roshni, “93% Indian students aware of just seven career options: What are parents doing wrong?”, India
Today, 4 February 2019, https://www.indiatoday.in/education-today/news/story/93-indian-students-aware-of-just-seven-
career-options-what-are-parents-doing-wrong-1446205-2019-02-04.
33. UNDP, School to Work Transition in India: Data and Information Base, 2022.
34. Ibid.
35. World Economic Forum, The Future of Jobs, 2020.
36. Ministry of Education, Report on UDISE+, UDISE+2020_21_Booklet.pdf (education.gov.in).
37. Department of School Education and Literacy, Ministry of Education, Government of India, National Digital Education
Architecture (NDEAR), July 2021.

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Education 4.

Education 4.0 India 2

Education 4.0 India 3

True education must correspond to the surrounding

Education 4.0 India 4

Education 4.0 India 5

Education 4.0 India 6

1. 2 Barriers to digital learning

Education 4.0 India 7

Internet users aged 5+ Internet usage

385 million 36%

Internet users aged 5-11

They access the internet on devices

Education 4.0 India 8

1. 4 The KINDLE approach

Education 4.0 India 9

Education 4.0 India 10

2.1 Current challenges

TA B L E 1 Foundational literacy and numeracy: Challenges and potential actions

Challenges Priority areas identified

Creating content: Creation of content relevant for specific

– in different formats such as print, digital, phygital, audio, video, simulations

– for young children, in short, digestible, digital formats

– in the form of affordable and quality printable materials/kits

Communicating data effectively at all levels Development of formative, child-centric

– through comprehensive use of technology

– by identifying the right metrics for FLN assessments

– with assessments that are formative in nature

Education 4.0 India 11

Education 4.0 India 12

FIGURE 2 Summary of 45 solutions

Source: World Economic Forum.

Education 4.0 India 13

Solution Unique features Technology Resources required to scale

Personalized – Parents can use personalized AI-enabled chatbot – Parents’ smartphones

– Engaging materials can create significant

– Social media challenges, influencer role-

– Digitized and gamified assessments

Note: 3. The description of a solution in this section is

Education 4.0 India 14

Solution Unique features Technology Resources required to scale

– Telephone helpline and WhatsApp bot

CASE STUDY Saarthi Education

Education 4.0 India 15

Solution Unique features Technology Resources required to scale

Android app to Speech-based reading-tutor app developed in multiple Speech – Smartphones

– aid in pronunciation of words and sentences

– Contextualized, bite-sized content created by and – Teachers’ capacity to deliver

CASE STUDY Sampark Smart Shala

Sampark Foundation runs two initiatives,

Education 4.0 India 16

Solution Unique features Technology Resources required to scale

CASE STUDY Nanhi Kali

The Nanhi Kali initiative uses the MindSpark

Education 4.0 India 17

Education 4.0 India 18

FIGURE 3 Critical aspects of teacher professional development

Critical gaps A vision of Particulars A framework

Source: World Economic Forum.