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Bridge Foundation Program
A. Project Context
Traditional teaching methods are not effectively developing students’ analytical and creative skills. Research indicates that fewer than 10% of classrooms have transitioned from rote learning to more dynamic approaches. Industry experts highlight a growing concern that current education systems are not providing the skills needed for future workplaces shaped by AI and automation. To bridge this gap, it is crucial to implement teaching methods that incorporate 21st-century skills, ensuring students are well-equipped for real-life challenges. National Educational Policies emphasize the importance of activity-based and experiential learning for skill development. Teachers need targeted capacity-building programs to acquire and apply new teaching strategies. This involves continuous learning, practice, and evaluation, supported by systematic monitoring and mentoring within the educational framework. By enabling teachers to adapt to these evolving requirements, we can transform classrooms into environments that effectively prepare students for future success.
B. Project Objective
The project follows a holistic, phased implementation strategy focused on improving teaching practices and learning experiences:
• Phase 1: A two-day workshop on experiential teaching and learning methods, including a needs assessment.
• Phase 2: A two-day workshop covering key concepts, perspectives, and the knowledge base of 21st-century skills.
• Phase 3: On-ground implementation of the program in selected schools.
• Phase 4: A two-day presentation workshop, showcasing learnings and outcomes.
• Teachers will receive comprehensive support packages that include: Project-Based Learning modules for English, Math, and Environmental Science/Science (Grades 4 to 7). Also, an assessment sheets aligned with the above subjects and grades. In the first year, the program will be implemented in 35 selected government schools, with training provided to 70 teachers.
• To ensure effective implementation and sustained impact, the project also emphasizes continuous handholding support through bi-weekly or monthly meetings between BRB facilitators and teachers. An online platform (including WhatsApp) for teachers to ask questions, share experiences, and access learning resources.
C. Key Activities Implemented
Signing of MoU with the Education Department- To ensure effective implementation of the project in close coordination with the Department of Education, a comprehensive joint partnership was initiated. A draft Memorandum of Understanding (MoU), incorporating the 21st-century skills approach under the “Rising Rajasthan” initiative, was prepared and shared with the Education Department for review and approval. After a series of reviews, discussions, and presentations on the project scope, the MoU was finalized and signed in March 2025. This MoU is valid for a period of four years. In accordance with departmental norms, a nodal officer was appointed to oversee the review and monitoring of project activities. Following the appointment, the nodal officer authorized the Block Education Department to extend full support and cooperation for the successful implementation of 21st-century skills across 106 schools in the Bassi Block. Based on this authorization, the Block Education Department issued a formal letter to 35 schools, inviting their participation in a three-day training program on 21st-century skills as part of the project.
Orientation of Project Team on 21st-Century Skills- A seven-day residential orientation and training program on 21st-century skills was conducted in collaboration with Bosch India Foundation. The training aimed to equip participants with essential skills needed to thrive in today’s fast-paced world, including critical thinking, creativity, collaboration, communication, digital literacy, and problem-solving. The sessions emphasized adaptability, lifelong learning, and a holistic educational approach. Participants were encouraged to reflect on their current competencies and explore ways to further enhance them for future success.
Baseline Assessment in Schools- To assess the learning levels of students in relation to the 4Cs (Communication, Collaboration, Critical Thinking, and Creativity) within the subjects of English, Mathematics, and Environmental Studies (EVS), a baseline assessment was conducted in 35 selected schools. The focus was on students from Grades 4 to 7. A Management Information System (MIS) format was developed using KOBO tools for data collection. The process of entering the collected data is currently ongoing.
District-Level Orientation with Government Officials- A district-level orientation workshop was organized on 12th February 2025 at Hotel Ramada, Jaipur, for education department officials. The objective was to build awareness around the “Bridge Foundation Program,” its goals, and its implementation strategy in the 106 schools of Bassi Block. The session also introduced participants to the key components of 21st-century skills—such as communication and collaboration, critical and creative thinking, digital literacy, and socio-cultural understanding—and their integration into project-based learning in classrooms. An Android-based learning application, “Teachopia,” developed by Caring with Colours, was introduced during the session. A shared understanding was also established regarding the expected support and facilitation roles of the Education Department and Bal Raksha Bharat in rolling out these initiatives in schools.
Orientation Training of Teachers on 21st-Century Skills- A three-day orientation and training program for government school teachers was conducted in collaboration with the Jaipur Education Department. The objective was to enhance teachers’ understanding of the “Bridge Foundation Program” and its implementation strategy in 106 schools of Bassi Block. Teachers were introduced to 21st-century skills—including communication, collaboration, creativity, critical thinking, digital literacy, and global awareness—and their integration into project-based learning in classroom practices. The training was participatory in nature, ensuring active involvement from all participants. One full day was dedicated to teacher-led demonstrations, showcasing the application of project-based learning approaches. The Teachopia app was also introduced as a classroom resource. A shared understanding was developed regarding the expected roles of the department and Bal Raksha Bharat in implementing the initiative. A total of 59 participants attended all technical sessions and demonstrations. Pre- and post-training questionnaires were administered, and analysis of responses is currently underway.
Translation of Documents- Teachopia is a mobile-based learning platform developed by Caring with Colours (Karnataka), featuring project-based learning content and worksheets for Grades 4 to 7 in English, Mathematics, and EVS. Originally available in English and Kannada, the content required translation into Hindi to suit the Rajasthan context. Additionally, other key documents—including the baseline and endline formats, concept notes, teacher reference materials, and presentations—also required translation. A vendor has been successfully onboarded for this task. As a result, translations of all presentations, assessment tools, project-based learning materials, concept notes, and worksheets for English and EVS (Grades 4 and 5) have been completed.
D. Top-line of Results (outputs/outcomes) achieved.
During 4-month implementation of the project, made significant progress towards its objective which are as-
• A Memorandum of Understanding (MoU) has been signed in partnership with the Education Department, Rajasthan.
• Key documents—including presentations, concept notes, project-based learning materials (for all grades and subjects), and assessment sheets (English for all grades, and EVS for Grades 4 and 5)—have been translated.
• Project teams have been oriented on 21st-century skills and their components.
• 21 officials have been oriented through district-level orientation and sharing sessions.
• 59 teachers have been trained on 21st-century skills and their components.
• Baseline assessments have been completed in 35 schools, reaching approximately 900 children.
