Embedding Innovation in State Systems: Lessons from Pratham in India
This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today
Abstract
This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits.
This work is part of the ‘Research on Improving Systems of Education’ (RISE) programme
Citation
Bano, M. and Oberoi, Z. 2020. Embedding Innovation in State Systems: Lessons from Pratham in India. RISE Working Paper Series. 20/058. https://doi.org/10.35489/BSG-RISE-WP_2020/058
Link
Embedding Innovation in State Systems: Lessons from Pratham in India