Our partner, Education Above All (EAA), is committed to ensuring equal access to education and leveraging the power of quality education to drive positive, sustainable, and inclusive change.

Andhra Pradesh
Schools with PBL = 105
Teachers Trained = 240
Students Impacted = 11513

Nagaland
Schools with PBL = 300
Teachers Trained = 600
Students Impacted = 8700

Odisha
Residential Schools with PBL = 80
Districts = 4
Students Impacted = 11000

Bihar
Schools with PBL = 156
Teachers Trained = 1000
Students Impacted = 50000

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.

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

Hands-On Learning Through Project-Based Learning

What is Project-Based Learning?

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.

Why do we need Project-Based Learning??

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.

Where are we doing Project-Based Learning?

Project-Based Learning is being implemented across four states in India. In Andhra Pradesh, it is part of teaching English, Math, and Science in 107 residential schools. In Bihar, the approach is being used in nearly 29,000 government schools across all 38 districts, focusing on Science and Math. In Odisha, it is integrated into Odia and Social Science in 80 residential schools across four districts. In Nagaland, PBL is being implemented in 300 government schools in Dimapur and Kiphire, with a focus on English and Math.

The Impact Of Project-Based Learning

A concise overview of PBL training, current projects, completed initiatives, and the results they’ve achieved.

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Project-Based Learning in Action

See how our hands-on approach is transforming learning outcomes and driving student success.

Dipstick study and baseline survey

State-wise localisation of our resources

Launch, monthly orientation and review meetings

Training and orientation of system leaders

Our Theory of Change

Explore our strategic framework for driving comprehensive and sustainable change through project-based learning.

Project-Based Learning (PBL) is being implemented across 107 residential schools in Andhra Pradesh under the Mahatma Jyotiba Phule Andhra Pradesh Backward Classes Welfare Residential Educational Institutions Society (MJPAPBCWREIS). The intervention focuses on improving conceptual understanding in subjects like English and Math. Students engage in projects that help them connect classroom learning with real-life situations, encouraging active participation, questioning, and problem-solving. The approach aims to move away from rote learning and support deeper understanding and application of concepts.

Bhumika’s Journey: From Disinterest to Discovery through PBL

Bhumika Kundruka, an 8th-grade student from Rayagada, once found history and geography uninteresting, a common sentiment among students accustomed to traditional rote learning. However, the introduction of Project-Based Learning (PBL) transformed her perspective. She shares, “PBL has been crucial for me; it improved my research and thinking skills and helped me learn new concepts. Earlier, I wasn’t very interested in history or geography, but PBL changed that. It prepared us to learn effectively through discussion, deep thinking, and writing, with support from our teachers.” Bhumika’s story exemplifies how PBL’s hands-on, inquiry-based approach can ignite curiosity, foster critical thinking, and make even challenging subjects engaging, empowering students to become active participants in their own learning journey.

Aditya's Transformation: From Phone Games to Project Creation

Aditya, a student at MJPAPBCWRS Tuni, used to spend his holidays engrossed in phone games, a common concern for many parents. However, the introduction of Project-Based Learning (PBL) transformed his approach to learning. His mother, Ramanamma, proudly shares, "My son is learning very well by doing projects. Earlier, he used to play on his phone instead of studying during the holidays. But now he is creating projects during the Dussehra holidays. He is also explaining them to us at home." This shift highlights how engaging, hands-on learning can captivate students' interest, extend learning beyond school hours, and foster a deeper understanding of concepts, turning passive screen time into active, creative exploration.

Nandini and Rishabh: From Sibling Squabbles to Shared Learning

Nandini and Rishabh, a brother-sister duo, used to bicker over TV channels and playtime, a typical scene in many households. However, the introduction of Project-Based Learning (PBL) transformed their home into a lively environment of shared learning. Nandini, who has been engaged in PBL for the past year, now enjoys building science and math models and brainstorming solutions to local problems. This year, her younger brother Rishabh joined her PBL journey. Now, after school, they collaborate on projects, creating models from household items and exchanging ideas. Their parents are overjoyed, as their home has become a hub of collaborative learning, free from conflicts. This story exemplifies how PBL not only enhances academic skills but also fosters teamwork, curiosity, and a positive learning culture within families.

A two-day offline workshop was conducted for all the society’s grade 6 & 7 English and Math teachers. This workshop took place in three different places, Simhachalam, Nandalur and Amalapuram, for the ease of teachers to travel to the closest place to their respective schools for the workshop.

The workshop’s objective was to give all the teachers an idea of the What, Why and How of PBL. The different structures and processes they will be following for the academic year concerning PBL implementation in their schools.

The workshop also had a simulation of teachers taking up a challenge(Marshmallow Challenge) where they were asked to work in teams to give them all an understanding of how a PBL classroom would look like.

Teachers were also made to go through the lesson plans of PBL, and some critical feedback was taken from them, which helped us to make it easier for the teachers to implement it in the classroom.

Project-Based Learning (PBL) is being implemented in Bihar to improve how science and math are taught in Grades 6 to 8 in government schools. The approach focuses on helping students understand concepts through hands-on projects that connect classroom learning to their daily lives. By encouraging students to ask questions, explore ideas, and work together, PBL moves away from rote memorization and promotes deeper learning. The intervention aims to make classrooms more engaging and student-centered, helping learners build problem-solving and critical thinking skills.

Our approach is to address the issues in the education system by supporting and developing the capabilities of stakeholders running the system.

Leadership Capacity Building

Designing Tools

Developing Processes

Dipstick Study and Baseline Survey

PBL Dipstick assessments in Bihar were conducted before starting the program, in Bihar. Based on the learning-levels assessment conducted in 8 schools across the district of Bhagalpur and Bhojpur with around 328 students from grades 6-8, it has been found that students have difficulty comprehending and understanding certain elements in the science chapters, i.e., the learning outcomes (LO) mapped in the chapters. The baseline study done by third party (ConveGenius Insights), is done with the purpose of determining the effectiveness of this program in Bihar. CGI has conducted a baseline to measure the impact of students’ learning while an end-line study is in progress.

Co-creation of resources with SCERT

Mantra4Change, along with the implementation partner Education Above All, created the 24 lesson plans based on the Science textbooks of Bihar. These were further contextualized to meet the needs of Bihar's students. These 24 plans and the supporting videos were co-created with SCERT. The Joint Director, SCERT, and several other educationists from Science colleges vetted the resources. After this, the state invited 10 Science teachers to participate in the pilot program, who practiced all projects and provided their input. A final edited version based on their feedback was published and distributed to all science teachers. Furthermore, to support the teachers better, the DIKSHA* course was also launched along with micro-improvement projects to support their actions in the classroom and school. It aids the implementation of the program, where the teachers share what they have learned and best practices with the state (SCERT). It was launched in 3 phases.

State-wide Launch, Monthly Orientation and Review Meetings

The program was launched on 24 August 2023 in Bihar by the Director of SCERT Bihar. It was live-streamed on the YouTube channel SCERT. 15k viewers watched the launch video on video, which can be watched here. With the objective of its reach at scale and to ensure that the government and other stakeholders adopted the program, the cadence of the monthly orientation and review meeting was set with SCERT (State Council of Educational Research and Training) and BEPC (Bihar Education Project Council) to review the program and share the updates of each month, which is streamlined live through SCERT YouTube channel. Till now, 7 orientation and review meetings have been conducted by the state. Different stakeholders (teachers, students, TE coordinators**) from different districts shared their experiences implementing the Project-Based learning program. It acted as a major motivation factor for other stakeholders.

Training and orientation of system leaders

The program is aimed to reach a total of 28986 schools. These schools cater to students from grade 6 to grade 8. Post launch of the program in August 2023, out of 14446 designated Science teachers, 11000 Science teachers (76.14%) were trained at the state and in districts. Not only teachers, but the state also oriented ~900 head teachers on PBL so better support can be provided to the teachers. The HTs also went through the DIKSHA course. SCERT, supported by Mantra4Change, conducted an in-person orientation on the PBL program of 260 Block resource persons (BRPs) at SCERT. BRPs are responsible for school visits and, hence, monitoring the progress of the program. One-day training was conducted for TE coordinators* and district tech team members at the state level to further support the block officials (BEO**, BRPs). The training focused on the further support and orientation of block-level officials to ensure the smooth and effective implementation of the Project-Based learning program.

Stories From the Ground to Social Media

Regular field visits are conducted by the Mantra4Change team to understand the ground reality, take status updates, and support the stakeholders if required. Interaction with teachers, head teachers, and students helped me understand the program's current status. The stories from the field are quite powerful and provide the team with a reality check of what’s happening and what more can be done. To capture the stories from the classroom, a Facebook page dedicated to the program was created by SCERT, where teachers and head teachers shared anecdotes from their classes/schools. Several other social media handles are leveraged to share updates on the program, such as SCERT and BEPC websites, the YouTube channel of SCERT, and the Twitter and Instagram handles of the Bihar education department. Along with these, WhatsApp groups are created with block and district-level officials such as BRPs, TECs, teachers, head teachers, etc.

Project-Based Learning (PBL) is being implemented across residential schools under the ST & SC Development, Minorities and Backward Classes Welfare Department (SSD) in Odisha. The intervention focuses on making classroom learning more engaging and relevant by encouraging students to work on projects connected to their local environment, culture, and everyday experiences. Designed for middle school grades, PBL helps students build critical thinking, collaboration, and communication skills. It also creates space for students to take pride in their cultural identities while deepening their understanding of core academic subjects.

Project-Based Learning (PBL) has been introduced in 300 government schools across Dimapur and Kiphire districts in Nagaland, focusing on English and Math for Grades 4 and 5. The intervention promotes participatory and inclusive classrooms by connecting textbook content with students’ local context. Teachers have been trained and supported through Professional Learning Communities (PLCs) and mentoring from EBRCs and block officials. Students engage in projects that link academic concepts to real-life experiences, for example, writing storybooks based on local folktales or calculating daily expenses from the market. A PBL Dipstick assessment was conducted in 8 schools, involving 100 students across both districts, with classroom observations and evaluations used to track student learning and communication skills.

Voices From Ground

Hear firsthand experiences from those at the heart of our work.

Dilleshwar,
Grade 7, MJPAPBCWRS Srikakulam

"In textbooks, after we read the questions once, we forget it the next time. When we do something as projects, we sit with group members, plan it, learn how good the project is, and learn from the project. When we do a project, it might be difficult that day but we will remember the concept always."

Ramanamma,
Parent of Aditya, MJPAPBCWRS Tuni

"My son is learning very well by doing projects. Earlier, he used to play on his phone instead of studying during the holidays. But now he is creating projects during the Dussehra holidays. He is also explaining them to us at home."

Shri Sunil Kumar,
Hon’ble Minister, Education Department, Govt. of Bihar

"I truly appreciate the efforts behind the PBL Mela—a showcase that proves project-based learning is changing education in Bihar. This year, we had the opportunity to connect with parents, allowing them to witness how students are actively engaging in project-based learning. It may be a small step, but it is significant in building community engagement. It is inspiring to see students actively engage, experiment, and excel through PBL. The State Level PBL Mela has been a great learning experience. This is the way forward to empower our students and build their futures."

Shobha Tiwari,
Teacher, Bihar

"Although I studied in Chandigarh, I truly grasped the meaning of education only after moving to this small village in Rohtas. Teaching is not just a job for me—it is my passion. When I started teaching science and math to my students, I realised that the tradition of rote learning was crushing their curiosity and imagination. It was then that I decided to make a change. I began experimenting with project-based learning (PBL), a method that would not only teach them the subject but also foster their curiosity and imagination."

Sujata Saraka

"During the ‘Make ID Card’ project, I created ID cards and learned about Rama Devi’s childhood, which I really enjoyed. I found PBL classes more interesting than regular classes because I got to learn through activities. This project helped me improve my speaking, writing, and teamwork skills. I liked making the project with my friends and sharing what we learned together. It made learning fun and meaningful for me."

Lipsha Patra

"We did a project called ‘Weekday Haat’ in our school ground, and it felt like a real exhibition. Many visitors came that day like the ward member, Samiti Sabhya, CRCC, and the Sarpanch. Our team won, and the Sarpanch sir gave us ₹200 as a reward. Through Project-Based Learning, I get to learn from my classmates and understand their ideas. We work together, discuss, and make decisions as a team. My favorite part of PBL is learning by doing. If we get another new project, I’d love to lead the group to discuss with everyone, write well, and present confidently. Earlier, we had some issues with classroom space and couldn’t follow the process properly. But we spoke to our teachers, and they supported us by arranging the school ground for our activities. Now, we usually do our PBL clasess there."

Bhumika Kumburka

"One of my favorite PBL projects was ‘Design Your Own Comic’, which was connected to our Odia textbook lesson ‘Dussehra Bheti’. I really enjoyed working in a group where everyone shared their opinions and we discussed together. We even exchanged notebooks to check each other's work as a team. I feel that through PBL, I understand the subject better and also learn how to listen to others’ ideas much more than in regular classes. PBL has helped me become more confident, and now I can express my thoughts and feelings in front of others without fear. At first, we were confused and couldn’t come to a decision, so we approached our teacher. They guided us to understand the main goal of the project, and that really helped us move forward. In the future, I want to create a project that not only I enjoy, but one that also interests my classmates, teachers, and everyone else who sees it."

Jibika Kalaka

"Among all the PBL projects, my favorite was the Odia project ‘Language Bridges’, which was based on the mythological story of ‘Baishishtha and Bishwamitra’. Before we started PBL, we followed the traditional way of learning, but now I truly enjoy hands-on and experiential learning. It has helped me grow in confidence, understand my emotions better, learn social values, and support others in my group. Whenever we got stuck or felt confused, we reached out to our teachers. They guided us and made the concepts clear, which made it easier to understand the whole situation. I felt proud when students from junior classes visited our project and showed great excitement to see our PBL work. And when my parents saw my project, they felt very happy and proud of me. This experience has motivated me even more, and now I feel excited to take part in every PBL project."

Sagarika Sahoo (Assistant Teacher)

"The impact of group discussions on students is clearly visible. These discussions have proven to be highly effective in encouraging critical thinking. If any student in the group has a doubt, it often gets resolved through the group discussion itself. Telling a child to "read it later" was never a real solution, engaging them in projects helps improve retention and understanding. Leadership skills are also developing. Students are now volunteering to take on leadership roles, saying things like, "Last time, someone else was the leader this time, I want to lead.""

Dr. Kekhrielhoulie Yhome,
Advisor, School Education & SCERT

"I am delighted that we are able to host this rare mela, where our children and teachers come together to learn, create, and share. This Project-Based Learning (PBL) experience has truly helped us stay inspired and motivated. I would also like to extend my heartfelt thanks to ShikshaLokam, Education Above All, Mantra4Change, Samagra Shiksha, SCERT, and the Department of School Education for their strong partnership and continued support in making this possible."

Aienla Longkumar,
Principal, GHSS Singrijan

"PBL has truly triggered a positive transformation in both teaching and learning processes. Teachers have become more collaborative, creative, & innovative in their classrooms, evolving from traditional ‘instructors’ into mentors and companions in their students’ learning journeys. Students, in turn, are showing greater confidence, enthusiasm, & curiosity, learning has become more fun, meaningful, & engaging. The impact extends beyond classrooms, as parents & local stakeholders are now more involved and participative in school activities."

Lolia Woch,
Teacher, GMD Kuda

"Tangible positive changes are now visible in our classrooms. Students are less afraid of making mistakes & are more open to experimenting and exploring new ideas. There’s a noticeable increase in peer interaction as they collaborate on projects and learn from one another. Initially, using English as the medium of instruction created some confusion, but students now participate more confidently & understand concepts better. Even teachers’ approaches have evolved; instead of simply pointing out errors, they are encouraging students to find multiple ways to solve problems, nurturing learner autonomy and critical thinking."

Mhonyani Ezung,
Teacher, GHS Thahekhu

"The transition to Project-Based Learning (PBL) was not easy at first, but with consistent support from the PBL team, coordinators, and Training of Trainers (ToTs), the process gradually stabilized. Over time, teachers found the approach more seamless and manageable. Today, students are noticeably more confident, creative, and expressive in their work, reflecting the growing success of PBL in classrooms."

Shri Sunil Kumar,
Hon’ble Minister, Education Department, Govt. of Bihar

Dilleshwar,
Grade 7, MJPAPBCWRS Srikakulam, AP

Ramanamma,
Parent of Aditya, MJPAPBCWRS Tuni, AP

Shobha Tiwari,
Teacher, Bihar

Dr. Rashmi Prabha,
Joint Director (DIET) SCERT

Project-based learning has transformed traditional education. It sparks curiosity and critical thinking as students learn by doing and develop essential skills through creative projects.

Sunidhi Kumari,
Student, Gov.Primary School, Nalanda

I have learned many concepts through PBL. I enjoy doing projects with my friends. It's so much fun to work in groups, share ideas, and learn together!

Nisha Lal,
Teacher, Gov.Primary School, Siwan

I've noticed that students who were once irregular now attend school regularly, and even those who struggled with concepts beforeare | eagerly participating. The divide between front and backbenchers s fading away.