Jolly Phonics District Roll-outs in Maharashtra State, India


Ms Neeti Nagarkar and her team of trainers have been engaged in Jolly Phonics district rollouts in Gadchiroli and Jalgaon of Maharashtra, India. They have been training teachers in the multi-sensory approach to teaching English, specifically Jolly Phonics, and yielding great results. After the successful roll-out of the programme in Akola District in the last academic year, the CEO of Akola, Saurabh Katiyar recommended the project for Gadchiroli and Jalgaon Districts. The training team delivered the first part of training in the months of June and July, 2023. This has impacted 2889 teachers from Gadchiroli and 3128 teachers from Jalgaon. The teachers have embraced the method and are enjoying implementing it in their classrooms.

A total of 54,381 students have benefitted from this programme with 14,253 students in Gadchiroli and 40,218 students in Jalgaon. The engagement through WhatsApp groups and the sharing of teaching videos have shown the dedication and enthusiasm of the teachers, as well as the positive response from the children already. It is truly heartening to know that children are already making progress, reading words, formed from Group 1 letter sounds, in just three weeks of starting the programme.


The warm welcome and arrangements made by Mr. Ashirwad Kumar, CEO of Zilla Parishad Gadchiroli, and the interest shown by Mr. Ankit Kumar, the newly appointed CEO of Jalgaon, have been crucial for the success of this project. The support from government officials is essential for such initiatives. The acknowledgment of Jolly Futures for sponsoring the projects and providing necessary resources showcases the importance of collaboration and partnerships in education. The CEOs of both the districts appreciated the team of trainers for their commitment and dedication.  The trainers travelled long distances in the interiors and also faced power outage at some locations but remained joyful throughout. This project not only highlights the commitment of educators but also reflects positively on the potential for positive change in the literacy levels of students in these districts.

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