top of page

An initiative started in India to enhance public education by empowering education leaders to drive school improvements and bring quality education to all children.

OUR WORK IN LAST DECADE

272,000

276,000

36 million 

schools

education leaders

children reached

Andhra Pradesh

Backward Classes Welfare Department established a new Society in the name of Mahatma Jyotiba Phule Andhra Pradesh Backward Classes Welfare Residential Educational Institutions Society (MJPAPBCWREIS).

The society serves:

105

35,000+

schools

students

105

schools

students

35,000+

Backward Classes Welfare Department established a new Society in the name of Mahatma Jyotiba Phule Andhra Pradesh Backward Classes Welfare Residential Educational Institutions Society (MJPAPBCWREIS).

The society serves:

Bihar

Education Departments We Work With

Mantra4Change.png

Project Based Learning- Goals

To build capacity and momentum for PBL as a mechanism to improve the quality of teaching and learning at scale in India in a sustainable way

To bridge the literacy and numeracy learning gap in learners from backward classes in MJPAPBCWREIS schools.

To promote sustainable practices for PBL and learning by doing.

  •  

     

    Project-Based Learning (PBL) is an instructional approach focusing on students actively engaging in real-world, authentic projects to gain knowledge and develop essential skills. It is a student-centered pedagogy that promotes inquiry, critical thinking, collaboration, and problem-solving. PBL goes beyond traditional classroom learning, providing students with opportunities to explore topics deeply, work on complex problems, and apply their learning in meaningful ways.

  •  

    Project-based learning not only fosters academic growth but also nurtures 21st-century skills among students, such as collaboration, critical thinking, curiosity, problem-solving, teamwork, and leadership abilities. Unlike traditional teaching methods, project-based learning offers an alternative that transcends the mere imparting of subject knowledge, addressing the holistic development of students engagingly and dynamically.
    The National Education Policy (NEP 2020) proposes using project-based learning in various ways. It offers holistic and multi-dimensional means to assess and communicate student progress by incorporating project-based learning into the curriculum. It also insists that early childhood care and education consists of “multi-faceted, play and activity-based learning”. Under their larger goal that “learning should be holistic, integrated, enjoyable and engaging”, the NEP insists on using activity-based learning from Anganwadi/pre-school levels to Grade 5. Further, with the growth of online and hybrid learning media over the past couple of years, the NEP suggests blending experiential and activity-based learning with online education to cater to the social, affective, and psychomotor dimensions of learning. The NEP recognises the need for project-based approaches to learning for holistic student assessments, of students with special needs, early childhood care and education, and online learning and to promote a more holistic approach to student learning and outcomes.

  •  

    Andhra Pradesh: 105 schools. 240 teachers and 11,513 students.

    Bihar: 29,052 schools and 29,052 teachers

28,986

15,645

schools launched PBL

middle schools implemented PBL

11,000 teachers

attended PBL training

28,986

15,645

schools launched PBL

middle schools implemented PBL

11,000 teachers

attended PBL training

Project Based Learning
In Numbers

Project
Based Learning in Action

Dipstick study and baseline survey

State-wise localisation of our resources

Launch, monthly orientation and review meetings

Training and orientation of system leaders

How we work

ANDHRA PRADESH

“An English teacher from a school in the Eluru district of Andhra Pradesh started PBL in her grade 6 and grade 7 classrooms with great vigour and hope to engage her students better and improve their FLN skills. Her school being a single-teacher school, she had to take care of English for all grades from 5th to 10th. Maintaining her high energy levels and sustained passion for conducting PBL classes was becoming increasingly arduous for her. At the end of the second project and the dipping motivation levels, she experienced a wonder (in her own words). A low-achieving student who struggled with essential English reading and speaking came forward to perform in an activity and spoke fluent English. What surprised the teacher was that after the activity, she approached the teacher and said she wanted to learn English and study well. The teacher was overwhelmed by this turn of events and felt instantly energised and excited for the positive changes PBL would bring in the future.”
 

Sriram, Program Lead, Mantra4Change

A day before the Bi-Weekly Learning Circle is conducted, the upcoming Project is sent to the teachers on their respective PBL WhatsApp groups. On the day of the Learning Circle, the teachers are taken through the upcoming PBL Project so as to provide a gist of the project and clarify any doubts or misconceptions regarding concepts and activities. During the 5th Learning Circle, Ms Padma from Lepakshi school took ownership to introduce the project, explaining all four days to all the teachers in the LC, detailing how it is relevant to the syllabus, how it is beneficial to students and did not miss out on a single point for each day. The teachers showered her with abundant appreciation for her initiative and expressed how inspired they felt by her zeal. She was also appreciated by the society's leadership committee. She also proceeded to volunteer to facilitate an entire Learning Circle soon, after receiving confidence from her peers and mentors.

A few team members from the Mantra team visited Bethamcherla School in Nandyal district of Andhra Pradesh in the third week of November. The objective of the visit was to observe the on-ground implementation of PBL lessons and provide any support they may need in better implementation of the PBL program. The school has been operational for less than a year.

During the visit, the team interacted with a bunch of Grade 6 and 7 students who had just completed the project ‘Our Dream Hostel’. The models of dream hostels that the students had created reflected deep thinking and application of need-based design principles. On asking why they included an elevator in a 3-storied building or a bathtub, students gave insightful responses, deeply rooted in their context and experiences. They said that it takes them a lot of time to go up and down using stairs from their dormitories to their classrooms. They would want to save that time by using elevators. They said they included bathtubs because they wanted to experience the luxury of a good bathroom in their dream building. They felt that creating such futuristic designs allows them to imagine and hope for a better future, for things that are beyond their immediate reach.

On the 14th of December, Tekkali school in Srikakulam district of Andhra Pradesh was visited with an objective to understand how PBL is being implemented by the teachers and Principals in a school that has been operating for more than 20 years and that has an adequate number of teachers. Ms. Durgabai is the English teacher of the school who teaches 2 batches of 40 students each for grade 6 and the same for grade 7. She takes PBL for about 120 students in her school. Upon entering her classroom to observe a grade 7 PBL class, we noticed that all the students had worn their ID cards that they had made in the month of September. The teacher went on to conduct the PBL class based on the newest PBL project. As the class came to an end, on being asked about the ID cards, the students said that it is the ID card they had made as part of their 4th project, and had been wearing them ever since. Their teacher Ms. Durgabai took the effort to individually laminate all the ID cards, so that the card can sustain the year without tearing-away. Ms. Durgabai opined that the ID cards give the students a sense of identity and individuality, and pride over one’s being. It has now become a part of students’ school uniforms and they enjoy wearing it.

In the MJPAPBCWREIS schools, Parent-Teacher Meetings (PTMs) happen three times a year. During these PTMs, various activities are organised for parents to engage in, ranging from  Principals addressing the parents about the school's achievement to the students showcasing their work to the parents.

One such activity that caught the eye of the Department’s Secretary was the Food Stall project, which was done by grade 7 students. Impressed by the project's success, the Secretary suggested that it be scaled up and become one of the main activities during the PTMs. The idea was to have the students set up food stalls for parents. This initiative would provide a platform for students to showcase their culinary skills and an opportunity to learn about the concept of running a business. 

Students could learn about budgeting, pricing, marketing, and customer service by working on the project. Overall, the project was a huge success and a valuable learning experience for all the students who participated in it.

Success Story

Outcome in Numbers

Heading For The Map

Success Stories

In the MJPAPBCWREIS schools, Parent-Teacher Meetings (PTMs) happen three times a year. During these PTMs, various activities are organised for parents to engage in, ranging from Principals addressing the parents about the school's achievement to the students showcasing their work to the parents.

One such activity that caught the eye of the Department’s Secretary was the Food Stall project, which was done by grade 7 students. Impressed by the project's success, the Secretary suggested that it be scaled up and become one of the main activities during the PTMs. The idea was to have the students set up food stalls for parents. This initiative would provide a platform for students to showcase their culinary skills and an opportunity to learn about the concept of running a business.

Students could learn about budgeting, pricing, marketing, and customer service by working on the project. Overall, the project was a huge success and a valuable learning experience for all the students who participated in it.

Mantra4Change (1).png