The Raspberry Pi Foundation has been working in India since 2018 to enable young people to realise their potential through the power of computing and digital technologies.
We’ve supported Code Clubs, partnered with government organisations, and designed and delivered a complete computing curriculum for students in grades 6 to 12 and at the undergraduate level. Our curriculum is tailored to the Indian context, and we provide extensive support to help teachers deliver it effectively.
In another recent blog, we shared in detail how we’ve created an impactful curriculum for India. We’re now excited to share our new report evaluating how our curriculum is being taught in Telangana and Odisha. This report demonstrates the impact we’ve had so far, highlighting our successes and the key lessons we have learnt.
Key findings from the evaluation
Our evaluations of how the curriculum is being taught show that teachers are well-equipped to deliver the curriculum and provide high-quality and accessible learning experiences that develop students’ computing knowledge and skills.
In Telangana, we partnered with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) to introduce our curriculum at the Coding Academy School and Coding Academy College. Our report found that all school and college teachers we trained agreed they felt confident teaching students using the resources provided. Students were very positive about the classes, and their assessment scores demonstrated strong learning outcomes: 77% of school students and 70% of college students achieved at least 60% of available marks.
In Odisha, we worked with Learning Links Foundation and Quest Alliance, in partnership with Panchasakha Sikhya Setu (PSS) Abhiyan, to deliver the IT and Coding Curriculum (Kaushali) to students in grades 9 and 10. Our findings were also very positive:
87% of teacher respondents agreed that the curriculum resources were high quality and useful for their teaching
91% felt more confident about teaching IT and coding due to the curriculum resources
93% of teachers agreed that the training helped them understand the curriculum’s structure, content, and objectives
89% felt confident in teaching the curriculum after the training
Teachers also reported a positive impact on their students, with almost all agreeing that it improved students’ coding skills, digital literacy, and understanding of responsible digital citizenship
The report also highlights how students better understood how computing and coding are used in the world and developed an increased interest in pursuing careers in these fields.
Key factors for effective implementation
Our evaluations show the importance of several factors when launching a computing curriculum:
Aligning content with students’ experience and interests: Content should be tailored to students’ existing knowledge, culturally relevant, and follow industry standards to prepare them for employment
Providing extensive support to teachers: This includes careful selection and training of master teachers, comprehensive training for teachers that considers their knowledge and experience, and ongoing support through webinars, calls, and classroom observations
Ensuring sufficient quantity and quality of infrastructure: Adequate equipment and internet access are crucial for effective teaching and learning
We are committed to always improving our approach to ensure that all young people in India have the opportunity to learn about computing.
Join us in shaping the future
You can read our new report here. If you are interested in partnering with us or want to learn more about our mission, please contact india@raspberrypi.org.
The digital revolution has reshaped every facet of our lives, underscoring the need for robust computing education. At the Raspberry Pi Foundation our mission is to enable young people to realise their full potential through the power of computing and digital technologies. Since starting out in 2008 as a UK-based educational charity, we’ve grown into a global leader in advancing computing literacy.
At the heart of our efforts lies a simple yet powerful vision: to ensure every young person develops the knowledge, skills, and confidence to use digital technologies effectively. This includes understanding societal and ethical issues, using technology for creative problem solving, and fostering a mindset of adaptability that will enable them to thrive amid rapid technological change.
A vision for global computing education
To realise this vision, we developed The Computing Curriculum (TCC). Launched in 2018 as part of the UK’s National Centre for Computing Education, TCC is a comprehensive set of free teaching resources tailored for students aged 5–16. Over the years, the curriculum has evolved through rigorous testing and teacher feedback, which has helped to make it one of the most effective and inclusive computing education tools globally.
Contextualising computing education for India
India’s vast diversity — in languages, social and economic contexts, and educational infrastructure — creates unique challenges and opportunities. As a result, we at the Raspberry Pi Foundation have adapted and localised our computing curriculum to meet the needs of Indian students. Collaborations with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS) and the Odisha Mo School programme have been pivotal in this endeavour.
Modelling data using a spreadsheet (Grade 9)
Creating media — audio production (Grade 7)
In Telangana, we adapted TCC to create a 70+ hour computing curriculum designed for government schools with limited resources. Similarly, in Odisha, elements of this curriculum have been tailored to develop Kaushali, an IT and coding curriculum for over 8,000 state schools. This localised approach ensures that computing education becomes accessible and relevant for students across India.
A curriculum designed for impact
The computing curriculum for India spans Grades 6 to 10 (age group 11-16) and is structured to ensure progressive learning. Students revisit foundational concepts repeatedly, building on prior knowledge as they advance through the grades. The curriculum emphasises forming a strong understanding of concepts over rote learning and integrates research-informed pedagogical approaches.
We tested our localised curriculum resources in Telangana Coding Academy, and there was lots of positive feedback from educators and observers.Overall, the educators were happy with the content format, and the observers noted that students enjoyed learning and completing the activities. This was also evident from the student discussion notes and student survey responses.
“[…] this content is more than what we are expecting for the school years[…] this time they [are] having [a] practical session. So they are very happy to do it and whenever they are free[,] they will come and ask us. ‘[C]an you take [an] extra class for us?’” – Educator
“[…] They are very [appreciative of] the content and [t]hey [are] learning very well, and the response is very good.” – Educator
Key features of the curriculum:
Tailored content: Materials are customised to align with the proficiency levels and contexts of Indian students, ensuring accessibility
Localised examples: By incorporating culturally relevant examples, students find the learning experience relatable and engaging
Simplified language: Designed for students who may lack confidence in English, the curriculum employs clear and concise language for better comprehension
Hands-on learning: Practical activities, including projects and model creation, solidify understanding and foster creativity
Ready-to-use resources: Teachers are equipped with lesson plans, presentations, worksheets, and activity sheets, reducing preparation time and enhancing delivery
Learning objectives: The curriculum focuses on equipping students with:
An understanding of digital systems and their impact on people and society
Computational thinking and problem-solving skills for real-world applications
Confidence and knowledge to become creators and innovators
Awareness of digital citizenship and responsible technology use
Curriculum structure: Each academic year includes 30–34 sessions, each lasting 45–60 minutes. Lessons are structured into deliverable units comprising detailed plans, presentations, and worksheets. Both plugged (computer-based) and unplugged (activity-based) learning methods are used, with a 60:40 ratio, ensuring balanced and inclusive learning experiences.
Sample progression across grades:
Curriculum highlights
Grade 6: Building a foundation
Students develop foundational computer skills, learn basic text formatting, and explore introductory programming concepts using Scratch. They also begin to understand how to group and describe objects based on their properties.
Grade 7: Expanding horizons
Students delve into computer networks, the internet, and the World Wide Web. They learn to use loops in Scratch programming and explore data organisation using flat-file databases and spreadsheets.
Grade 8: Deepening understanding
Students gain a deeper understanding of how computer systems function and use spreadsheets for data analysis. They continue to build their programming skills in Scratch, focusing on sequences, variables, and selection. They are also introduced to HTML and CSS for basic web development.
Grade 9: Exploring advanced concepts
Students learn about data representation, including binary and character coding schemes. They design and create websites using HTML and CSS, incorporating accessibility and good web design principles. They also explore the layers of computing systems, including hardware, operating systems, and logic circuits.
Grade 10: Applying knowledge and skills
Students explore advanced data representation, including image and sound representation. They are introduced to cybersecurity concepts and delve deeper into Python programming, focusing on selection and iteration. They also learn about data science and how to create a blog to support a cause.
Assessment framework: To measure student progress effectively, the curriculum incorporates both formative and summative assessments:
Formative assessments: Embedded in lessons to monitor progress and identify misconceptions early.
Summative assessments: Provide a holistic overview of learning outcomes through tools like multiple-choice quizzes and rubrics. These assessments focus on understanding concepts and skills, moving beyond mere code writing.
Bridging the digital divide
Our localised computing curriculum is more than a technical education initiative — it is helping to bridge the digital divide. By empowering students with essential digital skills, it fosters innovation, enhances employability, and enables young people to participate actively in the global digital economy.
The road ahead
As technology continues to evolve, so does the need for adaptive and inclusive computing education. We remain committed to supporting governments, educators, and students in this journey. By fostering a generation of digitally literate and empowered individuals, we can create a future where technology serves as a force for good in society.
Through collaborations and localised efforts, the dream of making computing education accessible to every corner of India is steadily becoming a reality. Together, we can equip students with the skills and mindset needed to navigate the complexities of the digital age and shape a brighter, more inclusive future.
The aim of our partnership is to enable students in the school and undergraduate college to learn about coding and computing by providing the best possible curriculum, resources, and training for teachers.
As both institutions are government institutions, education is provided for free, with approximately 800 high-performing students from disadvantaged backgrounds currently benefiting. The school is co-educational up to grade 10 and the college is for female undergraduate students only.
The partnership is strategically important for us at the Raspberry Pi Foundation because it helps us to test curriculum content in an Indian context, and specifically with learners from historically marginalised communities with limited resources.
Adapting our curriculum content for use in Telangana
Since our partnership began, we’ve developed curriculum content for students in grades 6–12 in the school, which is in line with India’s national education policy requiring coding to be introduced from grade 6. We’ve also developed curriculum content for the undergraduate students at the college.
In both cases, the content was developed based on an initial needs assessment — we used the assessment to adapt content from our previous work on The Computing Curriculum. Local examples were integrated to make the content relatable and culturally relevant for students in Telangana. Additionally, we tailored the content for different lesson durations and to allow a higher frequency of lessons. We captured impact and learning data through assessments, lesson observations, educator interviews, student surveys, and student focus groups.
Curriculum well received by educators and students
We have found that the partnership is succeeding in meeting many of its objectives. The curriculum resources have received lots of positive feedback from students, educators, and observers.
In our recent survey, 96% of school students and 85% of college students reported that they’ve learned new things in their computing classes. This was backed up by assessment marks, with students scoring an average of 70% in the school and 69% in the college for each assessment, compared to a pass mark of 40%. Students were also positive about their experiences of the computing and coding classes, and particularly enjoyed the practical components.
“My favourite thing in this computing classes [sic] is doing practical projects. By doing [things] practically we learnt a lot.” – Third year undergraduate student, Coding Academy College
“Since their last SA [summative assessment] exam, students have learnt spreadsheet [concepts] and have enjoyed applying them in activities. Their favourite part has been example codes, programming, and web-designing activities.” – Student focus group facilitator, grade 9 students, Coding Academy School
However, we also found some variation in outcomes for different groups of students and identified some improvements that are needed to ensure the content is appropriate for all. For example, educators and students felt improvements were needed to the content for undergraduates specialising in data science — there was a wish for the content to be more challenging and to more effectively prepare students for the workplace. Some amendments have been made to this content and we will continue to keep this under review.
In addition, we faced some challenges with the equipment and infrastructure available. For example, there were instances of power cuts and unstable internet connections. These issues have been addressed as far as possible with Wi-Fi dongles and educators adapting their delivery to work with the equipment available.
Our ambition for India
Our team has already made some improvements to our curriculum content in preparation for the new academic year. We will also make further improvements based on the feedback received.
The long-term vision for our work in India is to enable any school in India to teach students about computing and creating with digital technologies. Over our five-year partnership, we plan to work with TGSWREIS to roll out a computing curriculum to other government schools within the state.
Through our work in Telangana and Odisha, we are learning about the unique challenges faced by government schools. We’re designing our curriculum to address these challenges and ensure that every student in India has the opportunity to thrive in the 21st century. If you would like to know more about our work and impact in India, please reach out to us at india@raspberrypi.org.
We take the evaluation of our work seriously and are always looking to understand how we can improve and increase the impact we have on the lives of young people. To find out more about our approach to impact, you can read about our recently updated theory of change, which supports how we evaluate what we do.
We are working with two partner organisations in Odisha, India, to develop and roll out the IT & Coding Curriculum (Kaushali), a computing curriculum for government high schools. Last year we launched the first part of the curriculum and rolled out teacher training. Read on to find out what we have learned from this work.
Supporting government schools in Odisha to teach computing
Previously we shared an insight into how we established Code Clubs in Odisha to bring computing education to young people. Now we are partnering with two Indian civil society organisations to develop high school curriculum resources for computing and support teachers to deliver this content.
With our two partners, we trained 311 master teachers during July and August 2023. The master teachers, most often mathematics or science teachers, were in turn tasked with training teachers from around 8000 government schools. The aim of the training was to enable the 8000 teachers to deliver the curriculum to grades 9 and 10 in the June 2023 – April 2024 academic year.
At the Foundation, we have been responsible for providing ongoing support to 1898 teachers from 10 districts throughout the academic year, including through webinars and other online and in-person support.
To evaluate the impact our work in Odisha is having, we gathered data using a mixed-methods approach that included gathering feedback from teachers via surveys and interviews, visiting schools, capturing reflections from our trainers, and reviewing a sample of students’ projects.
Positive impact on teachers and students
In our teacher survey, respondents were generally positive about the curriculum resources:
87% of the 385 respondents agreed that the curriculum resources were both high quality and useful for their teaching
91% agreed that they felt more confident to teach students IT & Coding as a result of the curriculum resources
Teachers also tended to agree that the initial training had helped improve their understanding and confidence, and they appreciated our ongoing support webinars.
“The curriculum resources are very useful for students.” – Teacher in Odisha
“The webinar is very useful to acquire practical knowledge regarding the specific topics.” – Teacher in Odisha
Teachers who responded to our survey observed a positive impact on students:
93% agreed their students’ digital literacy skills had improved
90% agreed that their students’ coding knowledge had improved
On school visits, our team observed that the teachers adopted and implemented the practical elements of the initial training quite well. However, survey responses and interviews showed that often teachers were not yet using all the elements of the curriculum as intended.
In their feedback, many teachers expressed a need for further regular training and support, and some reported additional challenges, such as other demands on their time and access to equipment.
When we observed training sessions master teachers delivered to teachers, we saw that, in some cases, information was lost within the training cascade (from our trainers, to master teachers, to teachers), including details about the intended pedagogical approach. It can be difficult to introduce experienced teachers to new pedagogical methods within a short training session, and teachers’ lack of computing knowledge also presents a challenge.
We will use all this data to shape how we support teachers going forward. Some teachers didn’t share feedback, and so in our further evaluation work, we will focus on making sure we hear a broad and representative range of teachers’ views and experiences.
What’s new this year?
In the current academic year, we are rolling out more advanced curriculum content for grade 10 students, including AI literacy resources developed at the Foundation. We’re currently training master teachers on this content, and they will pass on their knowledge to other teachers in the coming months. Based on teachers’ feedback, the grade 10 curriculum and the training also include a recap of some key points from the grade 9 curriculum.
A State Resource Group (SRG) has also been set up, consisting of 30 teachers who will support us with planning and providing ongoing support to master teachers and other teachers in Odisha. We have already trained the SRG members on the new curriculum content to enable them to best support teachers across the state. In addition to this, our local team in Odisha plans to conduct more visits and reach out directly to teachers more often.
Our plans for the future
The long-term vision for our work in India is to enable any school in India to teach students about computing and creating with digital technologies. A critical part of achieving this vision is the development of a comprehensive computing curriculum for grade 6 to 12, specifically tailored for government schools in India. Thanks to our work in Odisha, we are in a better position to understand the unique challenges and limitations of government schools. We’re designing our curriculum to address these challenges and ensure that every Indian student has the opportunity to thrive in the 21st century. If you would like to know more about our work and impact in India, please reach out to us via india@raspberrypi.org.
We take evaluation of our work seriously and are always looking to understand how we can improve and increase the impact we have on the lives of young people. To find out more about our approach to impact, you can read about our recently updated theory of change, which supports how we evaluate what we do.
In our series of community stories, we celebrate some of the wonderful things young people and educators around the world are achieving through the power of technology.
In our latest story, we’re heading to Vivek High School in Mohali, India, to meet Sahibjot, a 14-year-old coding enthusiast who has taken his hobby to the next level thanks to mentorship, Code Club, and the exciting opportunity to take part in the Coolest Projects 2023 global online showcase.
When he was younger, Sahibjot loved playing video games. His interest in gaming led him to discover the world of game development, and he was inspired to find out more and try it out himself. He began to learn to code in his spare time, using tutorials to help him develop his skills.
Keen to share the joy he had experienced from gaming, Sahibjot set himself the challenge of creating a game for his cousin. This project cemented his enthusiasm for coding and developing games of his own.
“I always felt that I have played so many games in my life, why not make one and others will enjoy the same experience that I had as a child.
For my cousin, I made a personal game for him, and he played it and he liked it very much, so once he played it, I felt that, yes, this is what I want to do with my life.” – Sahibjot
Mentorship and collaboration
While continuing to hone his computing skills at home, Sahibjot heard that his school had started a Code Club. After initially feeling nervous about joining, his enthusiasm was bolstered by the club mentor, Rajan, talking about artificial intelligence and other interesting topics during the session, and he soon settled in.
At Code Club, with support and encouragement from Rajan, Sahibjot continued to develop and grow his coding skills. Alongside his technical skills, he also learned about teamwork and working collaboratively. He embraced the opportunity to help his peers, sharing his knowledge with others and becoming a mentor for younger club members.
“Last year, we joined this coding club together and we became friends. He’s a very friendly person. Whenever we need him, he just quickly helps us. He helps us to troubleshoot, find any bugs, or even fix our codes.” – Akshat, fellow Code Club member
A global opportunity
The next step for Sahibjot came when Rajan introduced him and his fellow Code Club members to Coolest Projects. Coolest Projects is a celebration of young digital creators and the amazing things they make with technology. It offers participants the opportunity to share their tech creations in a global, online showcase, and local in-person events celebrating young creators are also held in several countries.
Sahibjot was eager to take part and showcase what he had made. He submitted a Python project, a ping-pong game, to the online showcase, and was very excited to then see his creation receive a special shout-out during the Coolest Projects global livestream event. He was delighted to share this achievement with his friends and family, and he felt proud to be representing his school and his country on a global stage.
“I told everyone around me that there was going to be a livestream and I possibly might be featured in that, so that was really exciting. I learned a lot about just not representing my school and myself as an individual, I learned about representing my whole nation.” — Sahibjot
Sahibjot’s passion for computing has helped shape his aspirations and ambitions. Looking to the future, he hopes to use his technology skills to benefit others and make an impact.
“Using code and technology and all of the things like that, I aspire to make effort to do something with the world, like help out people with technology.” — Sahibjot
Inspire young creators like Sahibjot
To find out how you and young creators you know can get involved in Coolest Projects, visit coolestprojects.org. If the young people in your community are just starting out on their computing journey, visit our projects site for free, fun beginner coding projects.
For more information to help you set up a Code Club in your school, visit codeclub.org.
Join us in celebrating Sahibjot’s inspiring journey by sharing his story on X (formerly Twitter), LinkedIn, and Facebook.
At the Raspberry Pi Foundation, our mission is to enable young people to realise their full potential through the power of computing and digital technologies. One way we achieve this is through supporting a global network of school-based Code Clubs for young people, in partnership with organisations that share our mission.
For the past couple of years we have been working with Mo School Abhiyan, a citizen–government partnership that aims to help people to connect, collaborate, and contribute to revamping the government schools and government-aided schools in the Indian state of Odisha. Together with Mo School Abhiyan we have established many more Code Clubs to increase access to computer science education, which is an important priority in Odisha.
We evaluate all of our projects to understand their impact, and this was no exception. We found that our training improved teachers’ skills, and we learned some valuable lessons — read on to find out more.
Background and aims of the project
After some successful small-scale trials with 5 and then 30 schools, our main project with Mo School Abhiyan began in August 2021. In the first phase, between August 2021 and January 2022, we aimed to train 1000 teachers from 1000 schools.
For a number of reasons, including coronavirus-related school closures, not all teachers were able to complete their training during this phase. Therefore we revised the programme, splitting the teachers in two groups depending on how far they had progressed with their initial training. We also added more teachers, so our overall aim became to support 1075 teachers to complete their training and start running clubs in 2022.
Our training and ongoing support for the teachers
We trained the teachers using a hybrid approach through online courses and in-person training by our team based in India. As we went along and learned more about what worked for the teachers, we adapted the training. This included making some of the content, such as the Prepare to run a Code Club online course, more suitable for an Indian context.
As most of the teachers were not computing specialists but more often teachers of other STEM subjects, we decided to focus the training on the basics of using Scratch programming in a Code Club.
We continue to provide support to the teachers now that they’ve completed their training. For instance, each Friday we run ‘Coding pe Charcha’ (translating to ‘Discussion on Coding’) sessions online. In these sessions, teachers come together, get answers to their questions about Scratch, take part in codealongs, and find out on how their students can take part in our global technology showcase Coolest Projects.
Measuring the impact of the training
To understand the impact of our partnership with Mo School Abhiyan and learn lessons we can apply in future work, we evaluated the impact of the teacher training using a mixed-methods approach. This included surveys at the start and end of the main training programme, shorter feedback forms after some elements of the training, and follow-up surveys to understand teachers’ progress with establishing clubs. We used Likert-style questions to measure impact quantitatively, and free-text questions for teachers to provide qualitative feedback.
One key lesson early on was that the teachers were using email infrequently. We adapted by setting up Whatsapp groups to keep in touch with them and send out the evaluation surveys.
Gathering feedback from teachers
Supported by our team in India, teachers progressed well through the training, with nine out of every ten teachers completing each element of the training.
Teachers’ feedback about the training was positive. The teachers who filled in the feedback survey reported increases in knowledge of coding concepts that were statistically significant. Following the training, nine out of every ten teachers agreed that they felt confident to teach children about coding. They appeared to particularly value the in-person training and the approach taken to supporting them: eight out of every ten teachers rated the trainer as “extremely engaging”.
The teachers’ feedback helped us identify possible future improvements. Some teachers indicated they would have liked more training with opportunities to practise their skills. We also learned how important it is that we tailor Code Club to suit the equipment and internet connectivity available in schools, and that we take into account that Code Clubs need to fit with school timetables and teachers’ other commitments. This feedback will inform our ongoing work.
The project’s impact for young people
In our follow-up surveys, 443 teachers have confirmed they have already started running Code Club sessions, with an estimated reach to at least 32,000 young people. And this reach has the potential to be even greater, as through our partnership with Mo School Abhiyan, teachers have registered more than 950 Code Clubs to date.
Supported by the teachers we’ve trained, each of the young people attending these Code Clubs will get the opportunity to learn to code and create with technology through our digital making projects. The projects enable young people to be creative and to share their creations with each other. Our team in India has started visiting Code Clubs to better understand how the clubs are benefiting young people.
What’s next for our work in India
The experience we’ve gained through the partnership with Mo School Abhiyan and the findings from the evaluation are helping to inform our growing work with communities in India and around the world that lack access to computing education.
In India we will continue to work with state governments and agencies to build on our experience with Mo School Abhiyan. We are also exploring opportunities to develop a computing education curriculum for governments and schools in India to adopt.
If you would like to know more about our work and impact in India, please reach out to us via india@raspberrypi.org.
India’s rapidly digitising economy needs people with IT and programming skills, as well as skills such as creativity, unstructured problem solving, teamwork, and communication. Unfortunately, too many children in India currently do not have access to digital technologies, or to opportunities to learn these technical skills.
Roadblocks to accessing digital skills
Before children and young people in India can even get a chance to learn digital skills, many of them have to overcome numerous roadblocks. India’s digital divide is entrenched due to a lack of access to electricity, to the internet, and to digital devices. In 2017–18, only 47% of Indian households received electricity for more than 12 hours a day. Moreover, only 24% of households have internet access, with the figure dropping as low as 15% in rural regions.
During the coronavirus pandemic, when children in India had to plunge head-first into adapting to restrictions, 29 million students around the country did not have access to a digital device. In addition, only 38% of households in India are digitally literate. At the Raspberry Pi Foundation, we define digital literacy as the skills and knowledge required to be an effective, safe, and discerning user of various computer systems. Digital literacy in rural regions stands far lower at 25%.
We partner with organisations in India
We are conscious that we cannot solve these massive access issues. Regardless, we are committed to moving the needle for those young people that need access to digital skills and digital literacy the most.
We partner with organisations around the country that are committed to bringing access to coding and digital skills to the most disadvantaged and digitally excluded young people. Our partnership model includes:
Co-designing learning experiences
Providing free, open-source learning resources
Designing bespoke training programmes
Supporting with technology solutions
The Pratham–Code Club programme for digital skills
Pratham means ‘first’ in Hindi, and rightly so: Pratham Education Foundation, a non-profit established in 1994, has been at the forefront of addressing gaps in the education system in India. In 2018, we joined hands with Pratham Education Foundation to introduce coding to children in hard-to-reach, disadvantaged communities around the country. We co-designed a Pratham–Code Club programme to provide youth in underserved communities with training and access to devices and learning resources. The goal of the training was to build the youth’s programming confidence so that they could go on to teach children in their communities.
To be effective, it was crucial that the programme be localised. We made adaptations to our learning resources and training content to make them more relevant to the context of the learners, and we worked with volunteer translators to translate the material into Hindi, Kannada, and Marathi.
We also provided the youth with training to use the PraDigi kit — an innovative, lightweight device, developed by Pratham Education Foundation and based on the Raspberry Pi computer — for teaching children to code.
Adapting the programme during the pandemic
In 2020, when we could no longer implement the programme the same way due to the pandemic and the ensuing disruptions, we made several adaptations:
Firstly, instead of the three-hour in-person training we had previously conducted, we hosted multiple 30-minute online sessions over a week, using cloud-based platforms like Zoom. Secondly, we used familiar apps such as WhatsApp and Facebook Workplace to share the training content.
Finally, since the Pratham staff in the communities could not bring the PraDigi kits to the remote locations during lockdowns, we adapted the training content for smartphones and tablets, using the online Scratch editor and a phone-friendly online code editor called Replit.
Over the course of the pandemic, we trained 300 youth from Pratham’s communities in the basics of programming and digital skills. The impact was:
62% of youth said they were now interested in jobs that included coding skills
We also surveyed the youth for what non-technical skills they had learned during the training:
66% of youth reported that they had improved their problem-solving skills
60% of youth reported that they improved their communication skills
Where we are taking the programme next
Using a train-the-trainer model, we are now scaling our programme with Pratham Education Foundation to train 3000 youth from underserved communities. Once they have completed the training, we will help these 3000 youth pave the way to programming and digital skills for 15,000 young learners around the country.
We look forward to continuing our partnership with Pratham Education Foundation to make digital skills and coding education accessible to children all over India.
Amol Deshmukh from the University of Glasgow got in touch with us about a social robot designed to influence young people’s handwashing behaviour, which the design team piloted in a rural school in Kerala, India.
In the pilot study, the hand-shaped Pepe robot motivated a 40% increase in the quality and levels of handwashing. It was designed by AMMACHI Labs and University of Glasgow researchers, with a Raspberry Pi serving as its brain and powering the screens that make up its mouth and eyes.
How does Pepe do it?
The robot is very easy to attach to the wall next to a handwashing station and automatically detects approaching people. Using AI software, it encourages, monitors, and gives verbal feedback to children on their handwashing, all in a fun and engaging way.
Little boy is thinking: “What the…” then “OK, surrrrre”
Amol thinks the success of the robot was due to its eye movements, as people change their behaviour when they know they are being observed. A screen displaying a graphical mouth also meant the robot could show it was happy when the children washed their hands correctly; positive feedback such as this promotes learning new skills.
Socialising with Pepe keeps children at the sinks for longer
Amol’s team started work on this idea last year, and they were keen to test the Pepe robot with a group of people who had never been exposed to social robots before. They presented their smiling hand-face hybrid creation at the IEEE International Conference on Robot & Human Interactive Communication (see photo below). And now that hand washing has become more important than ever due to coronavirus, the project is getting mainstream media attention as well.
What’s next?
The team is now planning to improve Pepe’s autonomous intelligence and scale up the intervention across more schools through the Embracing the World network.
More than 90% of the students liked the robot and said they would like to see Pepe again after school vacation.
67% of the respondents thought the robot was male, while 33% thought it was female, mostly attributing to the robot’s voice as the reason
60% said it was younger than them, feeling Pepe was like a younger brother or sister, while 33% thought it was older, and 7% perceived the robot to be of the same age
72% of the students thought Pepe was alive, largely due to its ability to talk
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Die technische Speicherung oder der Zugang ist unbedingt erforderlich für den rechtmäßigen Zweck, die Nutzung eines bestimmten Dienstes zu ermöglichen, der vom Teilnehmer oder Nutzer ausdrücklich gewünscht wird, oder für den alleinigen Zweck, die Übertragung einer Nachricht über ein elektronisches Kommunikationsnetz durchzuführen.
Vorlieben
Die technische Speicherung oder der Zugriff ist für den rechtmäßigen Zweck der Speicherung von Präferenzen erforderlich, die nicht vom Abonnenten oder Benutzer angefordert wurden.
Statistiken
Die technische Speicherung oder der Zugriff, der ausschließlich zu statistischen Zwecken erfolgt.Die technische Speicherung oder der Zugriff, der ausschließlich zu anonymen statistischen Zwecken verwendet wird. Ohne eine Vorladung, die freiwillige Zustimmung deines Internetdienstanbieters oder zusätzliche Aufzeichnungen von Dritten können die zu diesem Zweck gespeicherten oder abgerufenen Informationen allein in der Regel nicht dazu verwendet werden, dich zu identifizieren.
Marketing
Die technische Speicherung oder der Zugriff ist erforderlich, um Nutzerprofile zu erstellen, um Werbung zu versenden oder um den Nutzer auf einer Website oder über mehrere Websites hinweg zu ähnlichen Marketingzwecken zu verfolgen.
