Through Project English we aim to provide wider access to quality English language teaching and to work with our partners to improve the standards of English language teaching and learning across India. In order to achieve this vision and our target of reaching 750,000 teachers, we have been working with state governments across India. These include the Government of NCT of Delhi, Kerala, Punjab, Tamilnadu , Karnataka and West Bengal. Our projects focus on teacher training and education, consultancies on curricula and textbook reform, developing course materials, providing innovative ELT resources and building teacher communities. Further, we have been collaborating with CSR Foundations and NGOs for improving the employment prospects of youth in rural, semi-rural and urban India.
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NCT of Delhi
Case Study |
Increased levels of English in primary and secondary classrooms. 210 Master Trainers trained, cascading to 3800 teachers |
Kerala SSA
Case Study |
300 Master Trainers trained in one district, cascading to 6000 primary teachers |
| Punjab B.Ed Colleges |
Training trainers and pilot of qualification for pre-service English teachers |
Tamil Nadu SSA
Case Study |
INSET Teacher Development Cascade Programme for primary school teachers impacting 1200 Master trainers; 62,000 teachers; 3,000,000 upper primary learners |
West Bengal Primary Board
Case Study |
Primary curriculum and text book revision for Class I – V, thereby reaching 200,000 teachers and 12 million children |
Karnataka SSA
Case Study |
INSET Teacher Development Cascade Programme for teachers of standard 5-8 impacting 700 master trainers and 10,000 teachers. |
 For executing these projects, we draw upon our vast experience and research into teacher training cascade projects around the globe. The cascade model is best visualised as a pyramid with number of layers of trainers who train those in the layer below. A typical project in India may have several layers depending on the number of teachers to be trained. Through out the project lifecycle, we adopt a consultative approach (indicated by arrows in the diagram) so that the final programme design meets the needs as far as possible.
We do not prescribe one particular methodology. However, our teacher development projects are based on some guiding principles, which represent our beliefs about English language learning and teacher education and development. Find out more.
In summary, our aim is to make each project sustainable and create a long-term impact.
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