Says “Initiative to boost Foundational Learning in Schools”
Kulgam: The Classes of Joy Initiative (Phase–II) was Monday formally inaugurated by Deputy Commissioner (DC), Kulgam, Athar Aamir Khan Monday here at conference hall, Mini Secretariat Kulgam.
The initiative taken by District Administration in collaboration with Pratham Foundation towards creating joyful, inclusive, and engaging classroo
The event was attended by Joint Director Planning, Malik Suhail, district officers, education department officials, and representatives of the Pratham Education Foundation.
Adressing on the occasion, the DC said that the programme aims to strengthen foundational literacy and numeracy in schools through joyful, activity-based, and child-centric teaching practices.
On the occasion, the MME personnel of Pratham presented a comprehensive Report of Previous Class of joy intervention which was conducted from July- November 2025 in 463 Govt. Schools of District Kulgam in which 9,722 children were reached. The report provided detailed account of program implementation and impact of learning levels of children. As reported, during the baseline assessment only 31% of children could read Grade 2nd text which increased to 57% after the program was implemented and Endline was conducted. Similarly in maths, only 35% of children were able to solve simple division. But after the program intervention the number reached to 68% when Endline was conducted.
Also, zone-wise performance analysis, programImpact highlighting students’ learning levels, key strengths, and existing gaps were also discussed during the report.
In July 2025, 2100 teachers underwent the Teaching at the Right Level training for conducting class of joy and implementation of the intervention in the actual classroo
The presentation provided teachers with valuable first-hand insights to support better academic planning and targeted classroom interventions using the Teaching at the Right Level (TaRL) approach.
An interactive session with teachers was also held to gather feedback on the orientation programme and to address classroom-level challenges. Teachers expressed enthusiasm and strong commitment towards adopting activity-based teaching methodologies.
Demonstrations on the use of assessment tools, proper record maintenance, and systematic tracking of student progress were conducted to ensure effective implementation and monitoring of the initiative.
