PI: Dr.Poornima. M
Co-PI: Ms. Ramandeep Kaur
Associated Academic Staff: Mr. Gitesh Sinha
Funding Agency/s OR Institution/s: Foundation for Education and Development (FED)
Time Period:  15 September 2025 to 14 September 2026

Brief Description

Objectives

This study aims to undertake a comprehensive evaluation of the Doosra Dashak (DD) initiative and assess its impact over the past 25 years on marginalised and disadvantaged rural communities. Specifically, the study aims to examine the effectiveness of DD interventions in improving education, social development, and livelihood outcomes among adolescents, using both intervention and non-intervention comparison groups. It will assess the role of community-based organisations (YSS and JMS) in sustaining social transformation and evaluate the strategies, design, and implementation mechanisms of the programme. Drawing lessons from its experience, the study will offer recommendations for scaling, adaptation, and replication across other regions.

Methodology

The study will adopt a mixed-methods approach and be conducted across seven districts of Rajasthan—Ajmer, Alwar, Baran, Jaipur, Pali, Sirohi, and Phalodi—covering nine blocks where FED has implemented the Doosra Dashak (DD) programme. Using purposive sampling, the study will target both beneficiaries (n=910) and non-beneficiaries (n=115), ensuring age-wise and year-wise representation since 2001. Beneficiaries will be stratified into four age cohorts in the ratio 4:3:2:1 to assess short-, medium-, and long-term outcomes. Quantitative data will be collected using CAPI/Solstice Portal. Qualitative tools will include 90 FGDs (one per village), 45 Key Informant Interviews (five per district), and 18 narrative case studies (two per block). Respondents will include DD alumni, non-beneficiaries, parents, CBO leaders, youth and women’s groups, PRI members, teachers, and field staff. Sampling will ensure gender and caste/class diversity. Real-time monitoring will be conducted for data quality assurance.

Project Coordinator: Prof. Ashok Pankaj
Project Directors: Dr.Poornima. M (PD-1), Dr. Amrita Sastry (PD-2), Dr.Senthamizh Kanal (PD-3)
Associated Academic Staff: Ms.Ramandeep Kaur, Ms.Jaya Lekshmi Nair, Mr. Gitesh Sinha
Funding Agency/s OR Institution/s: ICSSR
Time Period: September 2024 to

Brief Description

This study seeks to explore the persistently high incidence of out-of-school children, particularly dropouts among 6–18-year-olds, with a special focus on children from marginalised communities such as Scheduled Castes (SC), Scheduled Tribes (ST), Muslims, and girls. Existing research has largely focused on the 6–14 age group under the Right to Education Act, leaving significant gaps in understanding dropouts at the secondary and higher secondary levels. This study aims to investigate both demand- and supply-side factors that hinder enrolment, retention, and continuity in schooling, including poverty, discrimination, cultural practices, and institutional barriers. By identifying regional variations and structural inequalities, the study intends to offer evidence-based recommendations to reduce dropouts and promote inclusive education. The overarching goal is to align with national development priorities including NEP 2020, Sustainable Development Goals (SDGs), and the Viksit Bharat vision, which emphasises equitable development through universal access to quality education for all.

Methodology

The study employs a mixed-methods approach, integrating both quantitative and qualitative techniques. It covers six states—Assam, Madhya Pradesh, Odisha, Maharashtra, Uttar Pradesh and Telangana—selected based on upper primary-level dropout rates, among girls. From each state, districts and blocks have been purposively selected, resulting in a sample of 1,200 households and 40-60 schools. Quantitative data is being collected through structured household and school surveys, focusing on demographics, enrolment status, reasons for dropout, and aspirations. Secondary data from U-DISE+2022-23, NSSO 75^th round, PRABANDH and other official sources are used for trend analysis. Qualitative methods include interviews with government officials, teachers, as well as FGDs with parents and community members. Case studies documents lived experiences and grassroots interventions. Snowball and purposive sampling techniques have been applied, with a focus on gender and social diversity.

PI: Dr Poornima M
Co PI: Dr. Susmita Mitra, Dr Sourindra Ghosh,
Associated Academic Staff: Ms Ramandeep Kaur, Ms Jayalekshmi Nair, Mr Gitesh Sinha
Funding Agency/s OR Institution/s: Centre for Microfinance & Livelihood (CML) An Associate of- TATA TRUSTS
Time Period: December 2023 to March 2024

Brief Description

This study was undertaken to assess the impact of the Assam State Initiative (ASI), an educational programme implemented by the CML-Tata Trusts to address the issue of out-of-school children (OoSC) in the state. The core objectives of the evaluation were to understand the outcomes of the initiative in relation to four key areas: (i) the implementation and effectiveness of motivation camps set up for OoSC; (ii) the provision of remedial support for children enrolled in schools; (iii) the strengthening and activation of School Management Committees (SMCs) and mothers’ groups as mechanisms to promote community engagement in education; and (iv) the capacity building of teachers to ensure pedagogical improvement and learning outcomes in schools.

The study employed a mixed-methods approach, combining both quantitative and qualitative techniques to gain a comprehensive understanding of the programme’s implementation and outcomes. Structured household surveys, semi-structured interviews, and focus group discussions (FGDs) were conducted with various stakeholders, including children, parents, education facilitators, members of SMCs, and mothers’ groups. Data was collected from four districts of Assam—Baksa, Bongaigaon, Goalpara, and Nalbari. A total of 743 households were surveyed to capture the voices of both programme beneficiaries and other stakeholders. The combination of tools allowed for triangulation of data, enhancing the reliability and richness of the findings. The study was conducted over a period of three months, culminating in its completion on 28 March 2023.

The evaluation revealed important insights into the programme’s impact and areas that require further strengthening. A significant proportion – 22.5 per cent of children in Bongaigaon was found to have irregular school attendance, mainly attributed to economic hardship. In the case of motivation camps, factors such as family out-migration and poverty were key barriers to the retention of children. The remedial support programme faced challenges as sessions were held during regular school hours every other day, which disrupted both regular instruction and the remedial sessions themselves. While some positive developments were observed in SMC and mothers’ group activity levels, full community ownership and sustained involvement remained limited. In terms of teacher training, although 317 teachers were trained under the initiative, this did not significantly translate into the adoption of activity-based learning practices in schools.

The study recommended sustained focus on underprivileged children through continued interventions and targeted support. It also proposed engaging in advocacy with the Assam government for the introduction of conditional cash transfers to incentivise educational continuity up to the age of 18. Remedial classes should ideally be held after school hours and aligned with grade-specific competencies, using customised worksheets that build foundational literacy and numeracy skills in connection with the curriculum. Efforts to sensitise and counsel fathers’ groups should be intensified to foster positive attitudes towards education. Lastly, sustained engagement with SMCs and continued motivation of teachers are essential to foster community ownership and pedagogical improvement.

PI: Prof. Ashok Pankaj
Co PI: Dr. Poornima M
Associated Academic Staff: Ms. Ramandeep Kaur and Mr. Gitesh Sinha, Ms. Taarika Singh, and Ms. Antora Borah
Funding Agency/s OR Institution/s: Malaysian Trust for Cambridge University
Time Period: February 2015 to August 2022

Brief Description

This study aimed to critically examine the on-going process of privatisation in school education in India and assess the reach, characteristics, and implications of private schools across four states—Karnataka, Rajasthan, Tamil Nadu, and Uttar Pradesh. Specifically, the study investigated the increasing prevalence of private schools, their growing share in enrolments, the financial burden on families, and the opportunity cost for poorer households. Furthermore, the research explored disparities in infrastructure, teacher qualifications, and learning levels between government and private schools. It also sought to understand parental preferences and the socio-economic factors shaping school choice, while assessing how the proliferation of low-fee private schools has altered the educational landscape for marginalised communities.

The study adopted a survey-based research design, integrating both primary and secondary data. A district from each of the four selected states was chosen based on the extent of school privatisation. In each district, one block was identified, and from each block, five villages were randomly selected. In total, 35,462 households were listed across 20 villages and 400 households were selected through stratified random sampling. Interviews were also conducted with approximately 200 children, 80 teachers, and 80 schools (15 private schools and 5 government schools per state). Semi-structured interview schedules were used to gather in-depth insights from various stakeholders, including parents, students, and school authorities.

The study found that access to private schools was clearly stratified along lines of gender, caste, and income. Boys and children from upper castes were more likely to be enrolled in private schools. Income levels significantly determined the type of private school accessed: high-income families sent their children to elite institutions, while low-income families, driven by aspiration and the perceived superiority of private schools, enrolled their children in low-fee private schools that often lacked basic infrastructure and qualified teachers. Many poor families struggled to meet the financial demands of private schooling, often borrowing money or selling assets, thus facing a high opportunity cost. In contrast, government schools, though better staffed and regulated in many instances, suffered from negative public perception. Some private schools employed aggressive marketing strategies and often lacked transparency, and operated on a commercial motive rather than educational commitment. The research also highlighted irregularities such as caste-based admissions and misrepresentation in fee structures.

The study highlighted the need for the state taking full responsibility for providing free, quality, and equitable school education to prevent market forces from deepening educational inequality. Strengthening government schools through increased investment, better infrastructure, teacher recruitment, and improved accountability is imperative. Regulatory oversight of private schools must be enhanced to ensure transparency, affordability, and non-discriminatory practices. Moreover, parental awareness regarding school quality should be strengthened to counteract perception-based choices. Without robust public education, privatisation threatens to exacerbate existing social divides and undermine the constitutional promise of universal, inclusive education.

PI: Dr.Poornima. M
Co PI: Dr.Susmita Mitra, Dr. Aparajita Sharma
Associated Academic Staff: Ms. Ramandeep Kaur, Mr. Gitesh Sinha
Funding Agency/s OR Institution/s: Tata Education and Development Trust
Time Period: December 2021 to May 2022

Brief Description

This study was undertaken to examine the multifaceted impact of the COVID-19 pandemic on the lives and education of rural children in four Indian states—Jharkhand, Karnataka, Rajasthan, and Uttar Pradesh. It aimed to examine perceptions of teachers, students, parents, and key stakeholders-including community leaders and civil society on the disruption of school education during the pandemic, focusing on infrastructural and digital gaps, and challenges faced after graded reopening. It explored differences in impacts between government and private school children within the same community; documented the experiences of children entering Grade I in 2020-21 and reverse-migrated students, and explored policy and implementation challenges. The study also identified best practices for strengthening rural public education to ensure equitable access and quality learning in post-pandemic contexts.

Adopting a child rights-based and child-centred approach, the study employed a mixed methods strategy to gather both qualitative and quantitative data. The primary survey, conducted between mid-January and mid-March 2022, covered three blocks in two districts from each of the four selected states. Data collection tools included structured survey schedules, focus group discussions, and open-ended interviews. A total of 1,200 children, 1,200 parents, 120 teachers, 120 Anganwadi workers, 14 schools, and multiple stakeholders—including government officials, NGO representatives, SMC members, and elected panchayat leaders—were engaged in the study. This comprehensive sample enabled a nuanced understanding of the pandemic’s impact on children’s education and overall well-being.

The study revealed that economic hardship caused by the pandemic led to school dropouts, as children were compelled to support their families through labour or domestic work. School closures disrupted children’s nutritional intake, increased their mental stress, and reduced social interaction. Many children experienced heightened anxiety and emotional distress, exacerbated by rising instances of domestic violence. Vulnerabilities such as child labour, trafficking, child abuse, and early marriage were observed in all four states in varying degree. The shift from private to government schools was common, primarily due to families’ inability to pay fees. Learning loss was significant—three-quarters of surveyed children lacked access to digital education, and 10% were not studying at all during the closure. Parents reported a sharp decline in learning levels, with children forgetting basic skills and concepts.

The study recommended enhancing social protection for marginalised groups through expanded MGNREGA jobs and targeted assistance, strengthening child protection with relaxation in criteria for availing benefits, increased residential facilities for girls, and zero tolerance for abuse, labour, trafficking, and early marriage. It urged investment in real-time data on child vulnerabilities, rights-based and inclusive interventions, increased education funding, and stronger public education through teacher recruitment, training, and infrastructure. ICT should be used as a supportive tool, not a substitute for face-to-face learning. The study called for widening the definition of learning, funding research on child vulnerabilities, and promoting community ownership via active PRIs and SMCs.

https://csdindia.org/wp-content/uploads/2024/05/Policy-Brief-Rajasthan-English.pdf

https://educationemergency.net/2022/11/study-on-the-impact-of-covid-19-pandemic-on-children-in-four-states-in-india/

https://horizons.tatatrusts.org/2023/april/tata-trusts-horizons-lessons-to-learn.html

PI: Dr. Susmita Mitra
Co PI: Dr. Aparajita Sharma
Funding Agency/s OR Institution/s: Child Fund India (CFI)
Time Period: January 2020 to May 2021

Brief Description

To understand the feelings and perceptions of children—such as fear, anxiety, apprehension, or excitement—regarding prolonged school closures, to examine parents’ perceptions and readiness for school reopening, including their expectations of the system and preferred timelines for sending children back to school, to identify children at risk of dropping out after reopening, explore the underlying reasons, and recommend measures to prevent dropouts, to assess teachers’ concerns and perspectives related to school reopening and to explore enrolment-related or financial challenges faced by children and parents during re-enrolment.

A rapid survey was conducted in 20 backward districts across 10 states (UP, Bihar, Chhattisgarh, MP, Rajasthan, Odisha, Delhi, West Bengal, Jharkhand, and Maharashtra) in November 2020. The sample included 1,725 children, 1,605 parents, and 127 teachers. Data was collected through Computer-Assisted Personal Interviews (CAPI) to ensure large-scale coverage within a short period. Both quantitative and qualitative methods were employed to capture perspectives, fears, and support requirements regarding school reopening. Semi-structured interviews were conducted at household and individual levels, along with key informant interviews with representatives and education functionaries. Multiple responses were presented using stacked bar diagrams, while exclusive responses were shown through pie charts. Qualitative insights from 10 states were analyzed using frame analysis to identify problems, diagnose issues, and suggest remedies. The data primarily represented public education stakeholders, with two-thirds of children from government schools, many being first-generation learners.

Findings:

• A large majority of parents (84%) and children (83%) wanted schools to reopen quickly, mainly to reconnect with friends/teachers and bridge the learning gap.
• Lack of digital devices (60%) and difficulty of online learning (80%) were major challenges; both parents and teachers reported barriers including poor interaction and limited training.
• Prolonged school closures caused socio-emotional impacts: over half of parents observed behavioural changes such as anger, irritation, and lack of concentration among children.
• While some children enjoyed extra playtime, most (74%) felt sad or anxious, with girls reporting higher levels of anxiety.
• Teachers feared further closures could increase dropout risks, particularly for girls, child labour, and deepen learning gaps.
• Inadequate infrastructure, especially WASH facilities and overcrowded schools, posed major concerns.

Policy Implications

Increase financial and infrastructural support, ensure safe reopening protocols, provide remedial learning opportunities, and strengthen coordination among government, NGOs, parents, and communities to bring all children back to school.

PI: Dr. Poornima M
Associated Academic Staff: Ms. Ramandeep Kaur and Mr. Ajay Kumar Samariya
Funding Agency/s OR Institution/s: ICSSR
Time Period: January 2018 to December 2020

Brief Description

This study examined gaps in the education system and showcased innovative practices for reviving government schools, drawing on field insights from Bihar and Tamil Nadu. The objectives were to identify practices that enhanced enrolment, reached out to out-of-school children, and prevented school closures; assess factors that contributed to these as best practices; document and analyse case studies addressing quality, implementation, and monitoring challenges; recognise key individuals who drove such initiatives; and highlight effective strategies adopted to strengthen public education and promote equity and inclusion.

The study employed a case study approach to capture indigenous best practices in the public school system. Primary data was collected from two states—Bihar and Tamil Nadu—which represent contrasting educational contexts based on the Education Development Index, with Bihar being relatively low and Tamil Nadu relatively high. Three districts were selected from each state, and a total of 15 schools per state were identified for in-depth fieldwork. Selection criteria included indicators of improved performance, stakeholder participation, and innovation in teaching or governance. Data was gathered from a range of key respondents, including government officials, school heads, teachers, students, and parents. The aim was to record the diverse strategies adopted by these schools and communities to overcome systemic challenges and provide quality education.

The findings revealed that significant transformations were led by dedicated teachers and headmasters who acted as visionaries, demonstrating strong commitment and adopting context-specific leadership styles. In Bihar, active community and panchayat involvement emerged as a critical factor in improving school functioning. In contrast, Tamil Nadu showcased successful collaborations with private organisations, alumni, industries, and civil society groups. Many of the selected schools had made notable progress in upgrading infrastructure and were largely compliant with Right to Education (RTE) norms, with the exception of the pupil-teacher ratio in some cases. It was evident that alignment between school-level strategies and overarching policies or legal frameworks is essential for sustained improvement.

The study highlighted that effective school-level strategies must be policy-aligned, emerge from the local context, and foster active stakeholder engagement. Strengthening school performance requires innovative action, creative leadership, and consistent dialogue with the wider community. These case studies should serve as reference models to encourage and guide other government schools towards inclusive and quality education delivery.

PI: Prof. Ashok Pankaj,                 
Co PI: Dr Aprajita Sharma, Dr Susmita Mitra
Funding Agency/s OR Institution/s: Child Fund India (CFI)
Time Period: October 2019 to December 2020

Brief Description

Following the RTE Act 2009, many Indian states, including Rajasthan, Gujarat, Maharashtra, Karnataka, Andhra Pradesh, and Odisha, began shutting down and merging schools. In Rajasthan alone, 25,629 schools were closed between 2014 and 2017. This study on Rajasthan highlights that school mergers often result in students traveling far beyond RTE norms, leading to increased dropouts, especially among girls and disadvantaged communities. Receiving schools are often ill-equipped and lack necessary preparatory measures. The study recommends adhering to RTE norms, enhancing infrastructure at receiving schools, providing transportation, and involving community consultations to ensure smooth transitions and uphold children’s right to education.

PI: Mr Ambarish Rai
Associated Academic Staff: Ms Srijita Majumdar, Mr Mitra Ranjan
Funding Agency/s OR Institution/s: OXFAM
Time Period: April 2019 to March 2020

PI: Mr Ambarish Rai
Associated Academic Staff: Ms Srijita Majumdar, Mr Mitra Ranjan
Funding Agency/s OR Institution/s: Terre de hommes
Time Period: April 2018 to March 2019

PI: Dr. Poornima. M
Associated Academic Staff: Ms. Ramandeep Kaur, Ms. Antora Borah & Mr. Gitesh Sinha
Funding Agency/s OR Institution/s: CSC, Ministry of Electronics and Information Technology, Digital India
Time Period: February 2017 to February 2018

PI: Dr. Poornima. M
Associated Academic Staff: Mr. Gitesh Sinha, Ms. Ramandeep Kaur, Ms. Taarika Singh
Funding Agency/s OR Institution/s: CSC, Ministry of Electronics and Information Technology, Digital India
Time Period: 1-31 July, 2017

PI: Prof Ashok Pankaj
Associated Academic Staff: Dr Susmita Mitra, Mr Gitesh Sinha
Funding Agency/s OR Institution/s: RTE Forum with support from Malala
Time Period: April to December 2018

PI: Prof Ashok Pankaj
Associated Academic Staff: Dr Poornima M, Prof Suman Sachdeva, Dr Sandhya Pranjpy, Prof Vinita Kaul, Dr Vartika Chaudhary
Funding Agency/s OR Institution/s: Brookings Institute NVF
Time Period: January 2017 to May 2018

PI: Prof Ashok Pankaj
Associated Academic Staff: Dr Susmita Mitra, Ms Antora Borah
Funding Agency/s OR Institution/s: New Education Group- Foundation for Innovation and Research in Education
Time Period: January to March, 2017

1. Consultation of India’s New Education Policy (2016).
2. Harnessing and Leveraging the Demographic dividend through Inclusive and Equitable Education and Skill (2014).
3. Project on a National Campaign for an Inclusive Implementation of RTE 2009 (2013).
4. Evaluation of Jan Shikshan Sansthan (Gwalior, Bhind, Datia and Bhopal) (2010).
5. Evaluation of Jan Shikshan Sansthan (Ujjain, Indore, Ratlam & Satnal) (2010).
6. Evaluation of Jan Shikshan Sansthan Bhadoi (2009).
7. External Evaluation of Post-Literacy Programme (2007).
8. Monitoring the Citizen’s Social Charter in India: Assessing the Status of Right to Elementary Education and Right to Food (Mid-Day Deal Scheme) (2006).
9. External evaluation of the post literacy programme Etawah, UP. (2006).
10. Evaluation of the post literacy programme in Bikaner district (2002).
11. Evaluation of the total literacy campaign in Deoria district (2002).
12. Evaluation of the total literacy campaign in Lucknow district (2002).
13. Evaluation of total literacy porgramme in Jind district (Haryana) (2000).
14. Evaluation of functioning of Ashram schools (1997).
15. Study of the functional literacy programme of ICDS scheme, Mylliem Block, Upper Shillong, Meghalaya (1982).
16. The School Lunch Programme in Orissa (1971).