Co-Publishing Research

This report examines the effectiveness of in-service teacher training programs in India, highlighting the role of decentralized structures in enhancing teacher professional development and identifying key areas for improvement.

The CHISSEL project, co-published by Leadership for Equity (LFE) and FLAME University, focuses on creating a reliable and culturally relevant tool to measure social-emotional learning (SEL) competencies among middle school students in Maharashtra.

This research paper delves into the complexities and obstacles faced in implementing mother tongue as the medium of instruction in India, with a specific focus on the state of Maharashtra. It examines the historical context, policy frameworks, and ground-level realities that influence the adoption and effectiveness of mother tongue education.

This policy brief by Leadership for Equity (LFE) provides an overview of existing policies in India concerning social-emotional learning (SEL) and student well-being, and summarizes the current understanding and recommendations for integrating well-being goals into state programs.

This report examines the role of middle management in policy implementation, using the Maharashtra state's FLN mission, Pragat Shaikshanik Maharashtra (PSM), as a case study. It particularly emphasizes the contributions of cluster heads, extension officers, and block education officers.

This research paper is a part of a global study on family engagement in education, conducted by the Center for Universal Education at Brookings. It explores the perceptions and beliefs of parents in Maharashtra, India, regarding what constitutes a quality education.

This report presents a comprehensive study on the presence of bias in feedback data collected after training sessions. It explores the impact of various response styles on survey research and investigates the factors influencing data quality. The study aims to understand, analyze, and devise new ways to reduce bias in data collection, ensuring reliable and valid outcomes for effective decision-making.

This is an internal evaluation study to understand the applicability of course concepts on processes and teacher programs. The study was conducted with a sample of officers who completed one or more of the three courses offered under the LEAD program in 2021-22.

This reflection paper explores the critical need for comprehensive educational reforms in India, emphasizing the importance of a systemic approach to address the challenges and opportunities in the 21st-century learning landscape. It delves into the historical context of educational policies in post-colonial India, tracing the evolution of reforms and highlighting the persistent disparities in access to quality education.

This report examines the gaps in Tripura's SCERT (State Council of Educational Research and Training) and DIETs (District Institutes of Education and Training) compared to national guidelines from India's Ministry of Human Resource Development (MHRD). It identifies challenges such as resource scarcity, high vacancy rates, and misalignment of job responsibilities with mandates. The report offers recommendations to improve the quality of education in Tripura by restructuring these institutions, improving recruitment and performance management, and strengthening teacher training and support.

This comprehensive report delves into the training requirements of education officers across various levels in Maharashtra, India. It identifies the gaps in their knowledge, skills, and mindsets, aiming to enhance their effectiveness and ultimately improve educational outcomes in the state.

This report outlines a framework for developing a diagnostic tool to assess the educational needs in Khed Taluka, Pune District, Maharashtra. The tool aims to collect data from various stakeholders, including teachers, students, and community members, to identify gaps and priorities in education services.

This report presents the findings of an evaluation study on the Teaching with Technology (TWT) program, a technology-based intervention implemented in public schools of the Nashik Zilla Parishad. The program aimed to bridge student learning gaps by integrating technology into classrooms and providing teacher support through a one-to-one tech variant model, combining this with specific classroom and teacher support practices. It sought to address challenges such as providing level-based teaching and equipping teachers with the necessary tech skills and classroom management strategies.

This report presents a new framework for evaluating the quality of public services from the perspective of women and girls in India, focusing on three key sectors: education, health, and financial inclusion. It identifies the dimensions of quality that are most important to women and girls, and provides recommendations for how to measure and improve service quality.

This report presents a Teacher Needs Analysis (TNA) conducted in the Durg and Raipur districts of Chhattisgarh, India. The study, a collaborative effort between Leadership For Equity (LFE) and Jan Gyanodaya Vikas Samiti (JGVS), aimed to identify the training needs of teachers to enhance their professional development and, ultimately, improve student learning outcomes.

This report presents findings from a comprehensive training needs analysis (TNA) conducted among 2,250 teachers in the Nashik district of Maharashtra, India. The study employed a mixed-methods approach, combining surveys, focus group discussions (FGDs), interviews, and classroom observations to gather both quantitative and qualitative data. The research aimed to understand teachers' perspectives on various aspects of professional development, including training content, delivery methods, and post-training support, to inform the design of future teacher training programs that are more aligned with the actual needs and preferences of teachers.

This in-depth literature review investigates the landscape of public school outcomes in India, comparing them with private school outcomes. It delves into the multifaceted factors influencing parents' school choices, the nuances of learning outcomes, and the evolving dynamics of India's education system.

This report, a collaboration between Leadership for Equity (LFE) and the government, delves into the educational landscape of Maharashtra during the COVID-19 pandemic. It examines the challenges faced by teachers and parents due to school closures, the shift to remote learning, and the stark digital divide that became apparent.

This report offers a comprehensive analysis of student interests and aptitudes across five Indian states, utilizing data from the Shyamchi Aai Foundation's (SAF) Kal Chachni interest test and aptitude test, conducted in collaboration with Leadership for Equity (LFE). The study focuses on students who took the State School Leaving Certificate (SSC) exams in 2017-18, providing valuable insights into their preferred career paths and inherent potential.

A comprehensive assessment of the educational landscape in Khed Taluka, Maharashtra, India, highlighting challenges and opportunities across infrastructure, access, quality, and student, parent, and teacher perspectives. The study also explores the impact of social and economic factors on educational outcomes in the region.