LFE s systems-change approach focuses on improving classroom practice and enabling government ownership through three core levers:
- Co-creating high-quality curricular resources and building teacher capacity
- Developing academic leadership to coach and mentor teachers
- Providing data-driven advisory support and policy implementation guidance
Our model empowers teachers as instructional leaders and embeds long-term support through government-run mentor cadres, continuous classroom observation cycles, and in-system academic structures. Technology plays a critical role, including an in-house Classroom Observation App for real-time monitoring and a WhatsApp-based teacher support chatbot for contextual resource delivery.
The approach is iterative and context-responsive, grounded in classroom realities and tailored to state and district needs. Implementation varies across geographies whether working directly with teachers or through government-appointed mentors ensuring relevance and feasibility within existing structures. A continuous feedback loop of training, observation, and coaching moves beyond one-time interventions toward sustained practice change. All programs are co-designed and co-implemented with government partners to ensure scale, sustainability, and systemic ownership, ultimately leading to improved student learning outcomes in foundational and future literacy.
About Content and Curriculum Vertical
The
Content and Curriculum vertical
of LFE focuses on two key areas: developing high-quality
educational resources and building stakeholder capacity
to use them effectively. This includes creating curriculum frameworks, need analysis tools, instructional materials, digital content, blended learning courses, training design, and assessment frameworks tailored to program goals. Additionally, the vertical ensures that field teams are trained to implement these resources with the stakeholders.
About FLN Mission
The Ministry of Education (previously Ministry of Human Resource and Development - MHRD) passed the
National Education Policy
(NEP) this year. NEP in its principles, accords the highest priority to achieving Foundational Literacy and Numeracy (FLN)
in all students of Grade 3 by .
The announcement to set up the National FLN Mission is one of the path-breaking initiatives that the new policy prescribes for solving India s learning crisis. It goes a step further and sets a deadline of to achieve FLN in the country. However, this new direction would require a common understanding of well-defined indicators to measure foundational skills like word recognition and oral reading fluency. To ensure the attainment of FLN among all students, the State needs to focus on this growth trajectory and continue to build on the factors that have led to earlier successes. Therefore LFE as an advisory partner to the Maharashtra State Department of School Education is keen to support the strategy and implementation of the state-wide FLN mission. For this, LFE is proposing to set up a support team under the SCERT, School Education Department to support the state authorities to lead this mission.
The Mathematics Expert will work closely with Program Associates and the project manager to ensure the achievement of project goals. The role is crucial in designing, reviewing, and contextualising high-quality mathematics resources for the FLN intervention across project districts.
The role involves playing a critical role in creating resources for the project as outlined below:
Content development & review (70%)
- Design overall scope and sequence for FLN, contextualised to the needs of intervention districts.
- Set content creation priorities based on the need assessment data.
- Ideate, create, and review teacher training content, including handbooks, lesson plans, presentations, activity guides, and videos.
- Align content with the Maharashtra state curriculum, National Education Policy (NEP) , and adult learning frameworks.
- Review scripts, storyboards, videos, and other content outputs as created by the team to ensure pedagogical soundness and rigour.
- Design teacher assessment tools to assess teacher knowledge, skills, and classroom implementation.
Capacity building (30%)
- Design and conduct monthly orientation sessions for the field team to build their capacity to engage with and deliver the designed content.
- Design feedback mechanisms to understand teachers engagement with the content and integrate these insights into future content development
- Co-facilitate sample sessions at the field level.
- Observe field implementation to bridge the gap between content design and implementation.
Requirements
Education & Experience
- A Master s degree in Education, Mathematics or allied discipline is preferred.
-
10 to 12 years of experience
, primarily in training design and implementation, at least at the district level. - At least
1-2 years of classroom teaching
experience is a must. - Proven experience in creating curriculum-aligned Maths resources for state or national boards.
Knowledge, Skills & Capabilities
- Strong conceptual understanding of primary and secondary level mathematics concepts.
- Excellent writing, editing, and proofreading skills in English and Marathi.
- Knowledge of Maharashtra state curriculum, NEP & NCF and state-level programs/initiatives in the last 10 years.
- Proficiency in large-scale facilitation, content and instructional design, and curriculum development.
- Ability to design comprehensive and impactful training materials.
- Belief in the potential of the government education system to overcome systemic inequities and achieve improved outcomes for all citizens.
- Being able to take initiative and work in an autonomous, semi-structured environment.
- Adaptability to changing responsibilities and resourcefulness to respond to them.
