Strengthening Childcare, Learning and Leadership in Public Education Systems
We work with educators and public systems to strengthen the environments which enable children to learn and grow.
Who We Are
FCLL is dedicated to creating nurturing spaces where learning can flourish in an atmosphere of safety, affection, enquiry and mutual support. We seek to do this through fostering the necessary leadership capacities among leaders of public learning systems that cater to the underserved, communities where children spend the bulk of their time, and civil society organisations who act as thought leaders.
Our work is designed in the belief that lasting improvement in education systems is brought about through patient attention to fostering a sense of purpose, building the confidence of capacity and instilling a commitment to widespread agency throughout the organisation.
Learn More About Us →Our Work
We work with the public systems that shape the environments in which children grow — anganwadis, schools and communities.
Deepening Children's Learning
Our programmes nurture children's hands, heads and hearts through engaging, age-appropriate activities in an environment that feels safe and affectionate.
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Strengthening State Capacity for Implementation
Our programmes equip state decision-makers to become transformational leaders in children's learning, connecting policy to practice across hierarchies.
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Building Technologies for Scaling
We have developed capacity-building processes that engage public functionaries in experiential, reflective learning, enabling them to train others.
Read More →Why This Work Matters
Education shapes not only what children know, but how they understand the world, how they engage with it and how they contribute to its growth, nurturing capacity and productive potential. When learning is meaningful — fostering the learners' agency, curiosity, reflection and connection to life — children develop the capacities needed to think clearly, work with others and respond creatively to the challenges they will face.
Yet meaningful learning does not emerge automatically from policy or curriculum. It requires classrooms where children can explore ideas with confidence, teachers who are supported in nurturing deeper understanding, and public systems capable of translating policy into thoughtful practice.
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Learning that connects children to the world around them.
Insights from Practice
Our work in classrooms, anganwadis and public systems constantly raises questions about learning, leadership and the environments in which children grow. From time to time members of our team write short reflective pieces emerging from these experiences.
Leadership and Systems
Organisational strategy, institutional ethos, management of systems, unique challenges of public systems, resilience and its criticality etc. are some of the areas we muse about.
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Learning
We engage with questions of what is worth learning, how children and adults best learn, how organisations can foster environments in which learning flourishes, and how all of it changes society etc.
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Communities
Communities have an existential interest in how their young are being educated. This stake doesn't always get reflected in the way they think of education systems. We seek their engagement.
Read More →Resources
Our training programmes generate resources in the form of audio pieces, videos, and written text. We make it available for use in the public ecosystems of learning.
Stream of Nurture
Explore →Leadership for Nurturing Care
Explore →Leadership for Learning with Meaning
Explore →National Education Policy 2020
Explore →Child Development
Explore →Foundation Stage
Explore →Stories for Children
Explore →Stability and Resilience
Explore →From the Field
There are moments that make our work worthwhile. Occasionally, we are able to capture them — in classrooms, anganwadis, workshops and conversations across public systems.
