The portal has a strong network of organizations working in the field of education, pooling in expertise from different parts of the country. These partners have years of experience in empowering teachers and creating resources that are useful for teachers and educators in the Indian context.
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Teacher Plus created in 1989, Teacher Plus is a magazine aimed primarily at the schoolteacher. It is a forum within which teachers can raise their concerns, discuss ideas, and share and update their knowledge. Teacher Plus discusses alternative ways of thinking and doing within the context of the Indian classroom, while recognizing the constraints that most teachers face, day to day. In addition, its aim is to foster a sense of community among teachers, of being a part of an important group of change agents.

Teacher Plus is published monthly from Hyderabad. It draws from a large pool of contributors from across India, persons with experience in varied aspects of education, from primary school teaching to tackling board exams to the place of art and craft in learning, to child development and classroom management. Each month brings the reader a mix of thought-provoking features and hands-on activities that can be adapted for use in most classrooms.

Teacher Plus is not a scholarly journal. It is a magazine for the practicing teacher who wants to keep up with trends in education and find ways to energise her classroom with new ideas and approaches.
Content Partners

AID INDIA was started in 1996 with the aim of improving the education, health, and livelihood sectors in the state of Tamil Nadu. With its base spreading to as many as 1000 villages across Tamil Nadu, AID INDIA’s primary focus now is education. It is working to provide the best possible education for every child in every village to fulfil its mission of ensuring quality education for every child. Apart from direct action on a large scale, AID INDIA works in partnership with other NGOs, the government and the community to achieve its goals. AID INDIA’s efforts towards improving reading skills, science education, and village libraries have been recognized through various awards. To know more about their vision and projects visit.

The Association for Computing Machinery (ACM) India has started an education initiative, CSpathshala (, to develop a computing curriculum and initial teaching material for K-12. The curriculum and teaching aids are distributed freely under the CC BY 4.0 license. The primary goal of teaching Computational Thinking is to develop ability to solve problems and express the solution in the form of an algorithm that is precise and can be understood by a human or a machine. Experts feel that this does not require the use of computers and can be taught as a series of interesting, engaging and fun activities.  This overcomes the hurdle of having to learn programming before being able to explore ideas and articulating solutions as algorithms. We want students to realize that they are capable of finding solutions to problems on their own, rather than being given a solution to apply to the problem.

Digantar located just out side of Jaipur, Rajasthan, Digantar Shiksha Evam Khelkud Samiti has been working in alternative quality education for marginalized minority community since its founding in 1978 by two teachers trained by Mr. David Horsburgh, Neel Bagh, Karnataka.

Digantar  believes that the purpose of education is to make the child a self motivated and independent learner with the ability to think critically. Digantar strives to develop educational opportunities for all children based on this idea.

Digantar currently runs  its own schools on the outskirts of Jaipur.  Digantar is running 4 Projects - Digantar Vidyalay (DV), The Academic Resource Unit (TARU), The Resource Support Unit (TRSU) and Shiksha Samarthan Project(SSP) in Phagi, Jaipur.

DRCSC is a non-government development organization working in 12 districts of West Bengal and other states. Their major concern is food and livelihood security of the rural poor through sustainable management of natural resources on the basis of principles and actions, that are environment friendly, economically appropriate, socially just and developed by mutual cooperation.

Development Research Communication and Services Centre (DRCSC) was formed in 1982 as a resource centre for collection, collation and dissemination of information on various socio-economic issues and to highlight the struggles of various NGOs, CBOs and individuals to ensure social justice; especially for informal sector workers, indigenous communities and small & marginal farmers/landless labourers. Since 1992, the centre focused on Sustainable Agriculture & Natural Resource Management for improving food & livelihood security of the rural poor. During the journey, DRCSC felt the need to work with young minds and started life and livelihood oriented action research based education, focusing on nature as a tool of learning in schools and village based groups. It has facilitated development of many lesson plans, books, ideas, materials by the children and teachers. The resource centre started to expand its services through a Network of local NGOs and Development Cooperation Groups.

Eklavya is a non-profit, non-government organisation that develops and field tests innovative educational programmes and trains resource people to implement these programmes. It functions through a network of education resource centres located in Madhya Pradesh.

For over two decades, Eklavya has sought to relate the content and pedagogy of education – both formal and non-formal - to social change and the all-round development of the learner.

It evolves learner-centred teaching methodologies that foster problem-solving skills in children and encourages them to ask questions about their natural and social environment. This approach helps children become life-long self-learners.

Eklavya looks at innovation holistically, which means that reforms in classroom practices are accompanied by reforms in examination systems, teacher training methods and the way schools are managed. It also means that learning spaces are extended beyond the school into the community.

Eklavya has built up an extensive base of resource materials that includes educational literature, children's literature, magazines, textbooks and other learning aids.

Jodo Gyan is an organisation working to find workable solutions to the problems in classroom practices. Since 1998 they have worked closely with students, teachers, teacher-educators and parents, particularly in mathematics and science education, to introduce innovative methods through which children will understand and enjoy what they are being taught. Conducting workshops, mainly in-service as well as for trainee teachers, designing, producing, procuring and distributing low-cost teaching and learning materials (TLMs) for promoting activity-based education, have all been a part of this endeavour.

They have set up Maths Labs in many schools and designed Science Discovery Rooms. Presently they are engaged in a programme called Design and Development of Innovative Curriculum for Primary Mathematics in four progressive schools in NCR. This involves curriculum designing, module making, modeling classroom transactions, assessment and evaluation.

They run an experimental school for first-generation learners involving the pre-primary and primary levels in Shakurpur in West Delhi, where they are located. The school follows an integrated project-based approach involving non-graded teaching apart from having innovative methods in mathematics.

Jodo Gyan is a non funded, not-for-profit social enterprise. They intend to carry forward our work by establishing linkages with all organizations and individuals concerned with providing quality education to children to enable them to embark on the path of inquiry-based learning.

The Journal of the Krishnamurti Schools has been in existence since 1995. It began with the intention of providing a forum for the teachers of Krishnamurti schools across the world to share their educational experiences and insights. Over the years, keeping the same primary intention, the Journal has expanded in terms of both contributors and readers. The Journal of the Krishnamurti Schools is a unique response to the need for teachers writing on school education.

Articles in the Journal broadly cover the areas of philosophy and practice in education. Many of the authors of the articles have been deeply moved by questions of life and education raised by the philosopher J Krishnamurti, and their ongoing enquiry into such questions is reflected in their teaching and writing. This aspect of the Journal widens its scope and relevance to far beyond the classroom, indeed to the heart of learning and life itself.


Khan Academy is a not-for-profit organization founded in 2008 with the "goal of changing education for the better by providing a free world-class education for anyone anywhere." With a library of over 3300 videos on subjects ranging from history to mathematics, finance and astronomy, available for free through the Khan Academy website and on youtube, and other online material, Khan Academy hopes to provide people around the world with educational materials that cater to their individual needs. 

Azim Premji University’s Teachers of India team has undertaken the dubbing/subtitling work  on some of the elementary level Math videos into  the following regional languages at this time: Hindi, Tamil and Kannada . and

Pratham Books: Making a difference to the lives of children in India! Pratham Books was set up in 2004, as part of the Read India movement, a nation- wide campaign to promote reading among children. Pratham Books is a not-for-profit organization. Pratham Books was created in order to:

  • Reach out to ALL children in India with high quality books that are affordable
  • Publish children's books in multiple Indian languages so that children in every corner of India can have access to books

Our mission is to see "a book in every child's hand" and democratize the joy of reading. In the last seven years we have published over 235  titles in upto 11 languages and have spread the joy of reading to millions of children! We have a very inclusive policy on our content and have released more  than 50 of our books (in multiple languages) under the Creative Commons framework. Books have been translated to languages such as Assamese,  French, Spanish and German and we have also created over a hundred derivative versions of these books - entirely new books to audio books from the existing books!

An on-going concern of the Rishi Valley Education Centre is to nurture the growth of teachers, and enable them to engage with the philosophical dimensions as well as pedagogic practices that underpin a holistic education. Rishi Valley Institute for Teacher Education (RVITE) was set up in November 2006 to respond to this concern. 

RVITE supports programmes of curriculum development and ‘on-the-job’ learning  for teachers at the Rishi Valley School. In addition it plans to develop facilities and programmes through which it can reach out to a wider range of schools, teachers and prospective teachers.

Current engagements of faculty at RVITE include:

1. Curriculum and material development projects for:

  • Hindi as a second language for classes 1 to 5.
  • Science for classes 6 and 7 (in English and Telugu).

2. Workshops and mini-courses for teachers from a range of schools.

3. Developing a 2 year (B.Ed level) teacher education programme for practising teachers, in collaboration with the Azim Premji University.

Launched by Sri Aurobindo Society in 2015, Rupantar is a journey to transform the quality of education in government schools across the country, starting at the very roots- The Teachers. No new systems, no more layers of processes. This is a movement to create an ecosystem where everyone works together in synergy to harness the power of the people and existing resources. With several innovative projects to empower teachers, gear up education officers, support students and increase parents’ and community’s participation, Rupantar is fast on its way to become the world’s largest program to improve state education.

SANDHAN is a non-profit, non-governmental and secular organization founded in 1983. The organization imbibes in practice a philosophy of allowing people to discover themselves. Its activities are rooted in a basic framework which values diversity, respects people's knowledge and places confidence in their capacity to learn.

Socio-economic forces, caste, class and gender have increasingly pushed a significant section of the society to the sidelines. Two decades ago, SANDHAN  took upon itself to help them back into the mainstream with a vision to evolve and play a substantial role as a national resource center for integrated education of adolescents and children, bringing the concerns of health, life skills and livelihood closer to academic enterprise. Peace and progress through probe and partnership, perhaps, best define SANDHAN.

Inspired by the vision of a just and equitable society in which people live in dignity and harmony, SANDHAN aims to counter the processes of marginalisation through systematically designed education.

The Schools Water Portal is an open, web-based platform that shares learning resources on water among educators, students, school management and parents. It is not restricted to these groups, however; the Schools Water Portal welcomes anyone who is interested in sharing ‘water knowledge’ or learning more about basic water issues.

The Schools Water Portal is a part of the India Water Portal, an open, inclusive online space that disseminates water management knowledge amongst practitioners and the general public. It is a voluntary effort coordinated by Arghyam, a non-profit trust set up with a personal endowment from Ms. Rohini Nilekani, which works in the area of water and sanitation.

SHIKSHAMITRA,  set up in April 2005, is an experimental school and resource centre mainly for middle school education. While the school experiments with making education both fun and effective, and obviously less burdensome, the education resource centre aspires to take the fruits of this experiment to as many students and teachers as possible. An evening section, primarily vocational by nature, seeks to cater to the underprivileged section in the locality.

The Education Resource Centre (ERC)  at Shikshamitra  is well equipped with a wide range of teaching resources and offers services targeted at networking among teachers, supervisors, researchers, educationists, media persons, government policy makers, NGOs  and academics. The Centre has a good education library stocked with books, songs and films, TLM, reports.

Teacher/Student training workshops are offered by them regularly with emphasis on developing language skills and innovative teaching methodologies. The ERC  also provides links to other innovative teachers, schools, education NGOs.  It hopes to connect with teacher associations, research bodies at state and national levels.

The school came to a closure in Dec 2010 along with the evening section. Shikshamitra continues as an interactive learning centre for students, teachers and parents

The Society for Integrated Development of Himalayas (SIDH) is based in Kempty,  12km outside of Mussoorie  in the Central Himalayas. Located in the Jaunpur  block of the Tehri Garhwal district of Uttarakhand, SIDH  is committed to providing meaningful, relevant, and holistic education to local children and youth. SIDH’s  primary mission is to use education as a tool for social change and to encourage a more meaningful exploration and dialogue, not only in the social and political spheres but also within individual mindsets. Currently SIDH  operates 11 schools from the pre-primary level through high school and serves nearly 500 children in 40 villages of the Aglar Valley in Jaunpur.  SIDH  has expanded to include youth courses, teacher training, educational research, advocacy, and publication units, thus reaching out to all those concerned with quality in education. 

SIDH is composed of a team of young, local, and committed individuals who are viewed as leaders in the community. The SIDH  team members have been successful in encouraging youth and women’s groups to address various issues concerning women’s health, education, agriculture, and village economies.

The Tamil Nadu Science Forum (TNSF) was started in 1980 by a group of research scholars in the University of Madras as a forum for scientists to popularize science. By the late Eighties,  the TNSF joined the People's  Science Movement in the country and redefined itself with its involvement in environmentalism, production of science material in Tamil, and connecting science education with everyday life.

In the Nineties, the Forum’s intense involvement in Arivoli Iyakkam, the total literacy campaign in Tamil Nadu, turned it  into a people's movement, identifying with the needs of the poorest sections of rural society. This further metamorphosed into extensive workin school education (universalisation, community mobilisation, curriculum and pedagogy), and rural women's health (especially reproductive health).

Now,  the TNSF has a membership of more than 12,000 which includes not only scientists, college professors and school teachers but also farmers and women from self-help groups, indeed, people from almost every walk of life. Its programmes include popularising science, publishing science related material,  adult literacy and continuing education campaigns, intervention in primary education, development interventions in health, rural women's development, and income generation. 

The Forum  is also contributing richly to the educational space  through  Tamil magazines like Thulir (a monthly science magazine for children), Vizhuthu (a quarterly for school teachers), Siragu (a monthly discussion of policy issues relating to S&T and development) and Arivu Thenral (a broadsheet for neoliterates). Jantar Mantar, a bimonthly science magazine, reaches out to older children.  TheTNSF has published more than 250 titles, mostly on general science.

Vidya Bhawan started off as a small middle school in Rajasthan,with only four classes, way back in 1931. It aimed at shifting the emphasis from book learning to character formation. Physical, aesthetic and ethical development of the students is an integral part of the educational program at Vidya Bhawan.

Vidya Bhawan is now a group of 14 institutions located in and around Udaipur. The current activities of the organization include school education, professional and technical education, teachers training, educational research, farmers’ support and agricultural research, skill and technical training to lower middle class, making hand-made paper, orientation of Panchayati Raj personnel, orienting Anganwadi workers.

The geographical coverage of VB is quite large. The support from VB extends to children from many different towns and villages of Rajasthan and its organizations support many institutions in the State. Part of the faculty of VB is engaged in helping other State Governments develop educational packages including teacher training modules and textbooks and playing host to a large number of state and National level workshops and teacher training camps.

The vision of the four Vidya Bhawan schools is to provide democratic, secular and socially meaningful quality educational experience to children from all sections of society to make them socially responsible and capable citizens. Children are encouraged to be co-operative and individual competition is eschewed. Children coming to these are from mixed backgrounds such as the bastis, the rural area around Udaipur, the orphanage in Sukher and from other low income and socially disadvantaged communities.

The Vidya Bhawan Education Resource Center (VBERC) was established in 1995 to facilitate cross fertilization of ideas on pedagogy and sharing of experiences among Vidya Bhawan institutions. Since then, VBERC has been working with the governments of Rajasthan, Chhattisgarh, Bihar, Andhra Pradesh and Gujarat in various dimensions such as organizing teacher’s trainings with the objective of reparing resource groups with deeper understanding of concepts, nature of subjects, textbooks, syllabus and curriculum.

Vigyan Prasar(VP) is an autonomous organisation under Department of Science and Technology. Objectives of VP are to take up large-scale science popularization tasks/activities, to promote and propagate scientific and rational outlook, to act as a resource-cum-facility centre for S&T communication.
VP was established in 1989.

Objectives of Vigyan Prasar :-

  • To promote and propagate scientific and rational outlook.
    ·To act as a resource-cum-facility centre for S&T communication.
  • To take up large-scale science popularization tasks/activities.
  • To develop, disseminate and market a variety of software on S&T popularization in different Indian languages (Audio, Video, Radio, TV, Print, Learning packages, Kits, Toys).
  • Using different media for S&T Communication.
  • Use of new/emerging technologies for S&T Communication.

Vigyan Prasar - A Resource-Cum-Facility Centre:

  • VP is a national resource-cum-facility centre for S&T communication
  • VP strives to adapt, utilize and employ new and emerging technologies for S&T communication / popularization.
  • VP’s emphasis is on development, production, dissemination and marketing of S&T software.
  • VP’s emphasis is on development of a countrywide network for S&T popularization / communication.
  • VP organizes training programmes on use and dissemination of software produced.

The main activities of Vigyan Prasar includes production of popular science films and their telecast through various channels, production and broadcast of popular science radio program, publication of popular science books and magazines, organization of conference and lecture series of various aspects/topics of science.

Science activity kits, posters is also produced and used for the demonstration and sell purpose.

Vikramshila Education Resource Society is an organisation based in Kolkata, West Bengal;  working in the sector of education since 1989, especially with teachers, children, communities and the government system in a bid to making quality education a reality for all children.

Vikramshila reaches out to underprivileged and under-resourced sections of society to make education meaningful and relevant to their lives.  Over the last twenty years, Vikramshila has undertaken various initiatives in action research and teacher-development programmes all over India, reaching out to more than 200 grassroots level organisations 25,000 teachers and 14, 00,000 children.

Vikramshila works with children, teachers and government systems through teacher development programmes and childrens’ learning support programmes. The organisation through its various action research initiatives is attempting citizenship education in its centres, quality improvement in madrasas as well as linking education to employability within the formal school system.

In addition the organisation has actively advocating for children's right to education, equity and for strengthening the public education system. Vikramshila works actively with the government machinery of the state and is also a member of several State Resource Groups.

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