A child that falls behind by Grade 3, stays behind.

99% of the children in India are enrolled in primary schools. However, such large strides in improving child enrollment rates have no meaning if children are not effectively learning. The ASER 2018 report states that 75% of Std 3 students cannot read a Std 2 level text while 81% of Std 3 students cannot solve questions on subtraction. Research shows that addressing these learning deficits gets only increasingly difficult as the students progress through the system. This is the crux of the foundational learning crisis. Any learning gap not addressed by the Std 3 becomes nearly impossible to bridge in higher grades.

A strong focus on foundational learning is, therefore, less about teaching children the alphabet or numbers, and more about laying the foundation for a nation of independent readers, thinkers and innovators.

As the Chief Management Partners for the TN State Foundational Literacy and Numeracy (FLN) Mission we are committed to ensuring that every child in Tamil Nadu achieves foundational learning skills by 2025.
Discover Projects

Ensuring access to meaningful primary education is the least we can do but the first thing we must do, for every child.

Foundational learning first, so every child can thrive.

Imagine a world where every child has a truly equal chance to achieve their potential. That is the world we dream of. The world we hope to build.

At Madhi we believe that the foundational literacy and numeracy learning gaps among children must be eliminated over the next ten years, in order to avert a monumental crisis and societal breakdown, where schooling does not equate to learning, and education is significantly devalued.

“A problem as complex as the foundational learning crisis needs a nuanced, holistic, and empathetic approach rooted in the realities of the context.”

– Merlia Shaukath, Founder, Madhi Foundation.

Systems Approach
We work with a systems approach to ensure that our solutions holistically address every layer of the complex education system. We believe all aspects of education including teaching materials, training, and governance, need equal focus and improvement.
Holistic Intervention
We design interventions both at a larger system level as well as at institutional levels to ensure maximum reach. For instance, while some of our programs are delivered through the state governments, others are taken directly to individual schools and institutions.
Not in Silos
We do not attack the problem in silos. Instead, we recognize that complex problems often require complex, integrated solutions.
Data Driven
We collect meaningful and verified data, and conduct thorough analysis that form the foundation of our decision-making process. We have developed robust data collection systems and technology to ensure the same.
Contextual Technology
We use simple, context-specific technology to drive outcomes across various domains. These range from mobile applications, to tailor-made digital systems.
Each team member is guided more by values than rules, which manifests in them treating all tasks – big or small – with an enormous sense of responsibility.
We operate with an unshakeable faith that change is possible and celebrate the fact that even if the glass were empty, at least we have a glass!
We love what we do, and on some days, we love it even when we hate it.
We know what we have set out to do is not easy. We will do whatever it takes to get the job done.
We are curious and always on a path to learn and grow. We are not afraid to seek answers to difficult questions, even if that makes us the ‘bad guys’.
The work that we do is emotionally and physically exhausting on many days. It helps to have a sense of humour and laugh the bad days away, as a team!
We believe that everyone we meet is fighting a battle we know nothing about. We strive to make empathy a habit, especially on days it is hard to come by.
We believe that by putting our heads together in the face of complex problems, our strength grows, as a team and through our work.