This innovation was created to address two interconnected gaps that persist in education systems: the exclusion of the most vulnerable children, and the under-utilisation of leadership potential within their own communities. Across urban and rural India, children from migrant labour, informal settlements, and daily-wage households are routinely left outside formal education. Their exclusion is rarely due to a lack of interest or ability. Instead, it stems from instability—frequent migration, missing documentation, economic pressure, caregiving responsibilities, and the inability to attend fixed schools at fixed times. Over time, we observed that when education depends heavily on infrastructure and rigid processes, the children who need it most are the first to be excluded. At the same time, we witnessed a strong desire to learn. The Pavement Learning Model emerged as a way to remove infrastructure as a barrier and replace it with consistency, safety, and intentional teaching in informal spaces. However, access alone was not sufficient. Another critical gap was clear; who teaches matters as much as where learning happens. Women within these communities were deeply invested in children’s well-being but rarely recognised as leaders or educators. We created the Grassroots Leadership Program to train these women as teachers, mentors, and community anchors. By doing so, we strengthened learning environments while simultaneously reshaping social roles and increasing women’s agency.
Classrooms are set up in pavements, temple courtyards, open grounds, or any safe community space where children already gather. Learning does not rely on buildings, electricity, or technology. Instead, it relies on structure, consistency, and trained educators. Teaching is led by women from the same communities, trained through Sunaayy’s Grassroots Leadership Program. These educators plan lessons, manage classrooms, track attendance, and engage with families. Their shared social context allows them to respond sensitively to children’s realities, such as irregular attendance due to migration or household responsibilities. Learning materials are intentionally low-cost and resource-conscious. Children use repurposed paper, grains, natural materials, and simple tools for activities that build fine motor skills, creativity, problem-solving, and environmental awareness. Each centre operates with clear learning goals and accountability, despite being informal. Attendance, participation, and learning progression are tracked regularly. Children are gradually prepared for transition into government or low-cost private schools when conditions allow, including support with readiness and parental engagement. Beyond the classroom, women educators act as community anchors, supporting hygiene routines, reinforcing the value of education, and strengthening trust with families.
The innovation has expanded steadily through demonstrated impact and community demand. From a small set of pavement classrooms, it has grown to 15+ learning centres across urban, peri-urban, and rural regions, currently supporting 700+ children every day.
Growth has been driven primarily by local leadership. Over 30 women educators have been trained through the Grassroots Leadership Program, with several independently initiating new centres in their own communities—securing safe spaces, enrolling children, and sustaining daily learning routines.
In the last 18–24 months, 5 new rural centres were opened in response to parental demand, including in remote villages with limited access to formal schooling. Across centres, 90%+ average attendance is consistently recorded, and approximately 30% of children transition into formal schools each year, often as first-generation learners.
Over 15 years, the model has adapted across multiple geographies while maintaining its core structure, proving its replicability without dependence on infrastructure. Recent growth has focused on strengthening quality systems, teacher mentoring, and leadership capacity to support long-term, sustainable scale.
The innovation has evolved continuously in response to on-ground learning, community feedback, and the changing needs of children and educators.
Initially, the model focused primarily on access—bringing basic literacy and numeracy to children through pavement classrooms. As the number of learners grew, we recognised the need for greater structure and consistency without losing flexibility. This led to the introduction of defined learning routines, age-wise grouping, and clearer progression pathways to track foundational learning.
Over time, we expanded beyond academics to include creative, activity-led learning using low-cost and repurposed materials. These activities strengthened fine motor skills, problem-solving, environmental awareness, and engagement—particularly important in informal learning environments.
A major addition was the Grassroots Leadership Program, developed in response to the growing responsibility placed on local women educators. What began as basic teacher training evolved into a structured leadership pathway focused on pedagogy, classroom management, accountability, and community engagement. This has enabled women to independently manage centres and initiate new ones.
We have also strengthened systems around attendance tracking, learning observation, and readiness for formal schooling, allowing more children to transition successfully into government and EWS (Economically Weaker Section) quota of private schools.
Begin by identifying a group of children who are excluded from formal schooling and a safe, accessible community space where learning can happen regularly. This could be an open ground, courtyard, or any shared local area.
Next, identify a local woman from the same community who is willing to learn and lead. Invest time in training her in basic pedagogy, classroom routines, and child-centred practices. Leadership from within the community is essential to building trust and sustainability.
Start small. Use simple, low-cost, or repurposed materials to teach foundational literacy, numeracy, hygiene, and creative skills. Establish a consistent daily routine so children know when and where learning happens.
Focus on quality and relationships before scale. Track attendance, observe learning progress, and engage families regularly. Over time, strengthen systems for teacher mentoring and prepare children for transition into formal schooling where possible.
For organisations interested in adopting the model, Sunaayy can share training frameworks, lesson structures, and implementation guidance based on our experience.
