Partnering for Educational Transformation in Uttar Pradesh (IEC)

Pedagogy with Purpose: Reforming Education, One District At a Time

A transformative project advancing Competency-Based Education and community-led school governance to build student-centered, accountable, and resilient public education systems. Implemented by India Education Collective (IEC) & Supported by Mobius Foundation

Impact in Numbers

Six editions. One shared goal — a sustainable future through education.

3,614

Participants 

507

Schools Engaged 

1596

Teachers Empowered

1,931+

Stakeholders Engaged

391

Gram Panchayats Involved

488

Meetings Conducted

8

Block Level Workshops Facilitated 

Overview

In the underserved districts of Bahraich and Shravasti in Uttar Pradesh, students in government schools face systemic challenges, including low learning outcomes, a lack of student-centric pedagogies, and minimal community involvement in education. Traditional teaching approaches have failed to equip students with the foundational competencies, and governance mechanisms often lack the capacity and collaboration necessary for effective implementation. There was a critical need to embed Competency-Based Education (CBE) and community-driven school governance to transform education at the grassroots level.0

How We Do It

Competency-Based Education (Bahraich)

In Bahraich, the focus was on enabling meaningful classroom experiences through structured teacher support, peer learning, and assessment tools aligned with CBE. Teachers were empowered through monthly Teachers’ Collectives, direct classroom observations, and data-driven planning sessions.

Institutionalising Community Participation (Shravasti)

In Shravasti, efforts were concentrated on activating Gram Panchayats, School Management Committees (SMCs), and cross-departmental education committees to create sustainable and community-owned education solutions. By fostering strong collaboration between parents, PRI members, teachers, and government officials, the program institutionalized local planning and accountability mechanisms in schools.

Interventions

Teacher Empowerment and Pedagogical Shifts

Peer-led Teachers’ Collectives institutionalized across clusters
Teachers adopted multi-group learning methods in 95–100% of classrooms
Formative assessment practices strengthened through portfolio-based tracking

Student Learning Outcomes

Noticeable progress from basic to intermediate levels in Maths, English, and Hindi
Enhanced student abilities in analysis, application, and questioning

Community-Led School Transformation

School Management Committees became active in creating and implementing plans
Gram Panchayat-led governance structures led to improved enrollment and retention
Collaborative efforts fostered accountability and local ownership of education