While Education Technology was making its way mainly to high-end private schools about a decade ago, CLT,on the other hand, was deeply immersed in understanding the challenges of teacher shortage and its direct impact of missed learning opportunities for children. Thus, CLT e-Patashale was conceptualized,to bring about a transformation in rural classrooms.
The strategy was to build a scalable and replicable model where the master-teachers would design innovative pedagogy for digital STEM for the local practitioners and technology would be leveraged to deliver them to remote areas. The entire program architecture was built around what ‘Access’ translated to in the context of underserved communities, which further meant that the resources had to be in many regional languages; technology had to be robust yet affordable; teachers could be easily ‘upskilled’;and content could be accessed without the internet.
Today, we have a repository of 15,000+ videos in 4 regional languages, 2,000+ digital workbooks for teachers, 81,600+ teachers upskilled, having impacted 2.7 million students in 12,600+ classrooms learning from e-Patashale STEM.
State and District level governments, corporates, NGOs and local communities - have made the model sustainable.