1. My journey with the social sector had started long ago in 1992. That makes it a good twenty years.
However, the roots date back to longer than that when, as a student, I passed my Post Graduate
Diploma in Rural Development from XISS (Xavier Institute of Social Sciences) Ranchi.
Over all these years, I have gambolled specifically with the education sector, as soon after my
association with this sector, I felt that education was one of the few ways to ensure not only
economic upliftment but holistic upliftment as well. On this footing, I have worked as Associate
Coordinator with DRU (District Resource Unit) Hazaribagh, as a District Resource Person with Bihar
Education Project (BEP) and finally as Executive Director with Nalanda. Nalanda, incidentally, is an
NGO that came into existence in the year 1996 and acts as an education based resource centre to
the two states of Uttar Pradesh and Jharkhand.
Various government and state run programs like District Primary Education Program, Sarva Siksha
Abhiyan and Bal Adhikar Pariyojna have taken technical support from Nalanda over the years as
have donor bodies like UNICEF, SDTT, REACH India and IIMPACT. Simultaneously, we have also
provided technical and academic support to NGO partners of Terre des Hommes (TdH), Plan India,
Rajiv Gandhi Foundation and ground level NGOs working on education.
While there are variouswaysinwhichthe sectormade me a more thinkingand sensitive individual,
there are areas where Ihave possibly made my humble contribution to the sector as well. Some of
these are functional.Forexample,Ihelpedinthe establishmentof BRCandCRC duringmy stint with
CURRICULUM VITAE
NAME : PRABHAT JHA
DATE OF BIRTH : 21st November, 1966
ADDRESS : 2/97, Sector – 2,
Jankipuram Extension
Lucknow (U.P.) India
Mobile No- 09415089316
Email : prabhatjha@yahoo.com

2. BEP, I contributedtothe establishmentof the DRU as an Associate coordinatorand Ihave conducted
and trained several batches of teachers and instructors.
However, personallyIdo think that my contribution has beenmore as etchingnew paths, breaking
new barriers and introducing newer quality parameters to various aspects of primary education.
Over the years and particularly during my stint as an Executive Director of NALANDA – a
Resource Centre for Educational Innovation and Training, I have tried to develop and
experiment with different models of intervention on quality education. Some of these
models such as the Madarsa based model of intervention have been replicated by
several organizations.Similarly,we are onthe roadto developingamodel of interventionwithin
the RTE framework, which is expected to be a pioneer within the framework.
- A case in point is that of Muslim education and how I have revolutionized it in certain
ways. When Nalanda, the organization for which I work as an Executive Director, opened
its doors to quality primary education, it found that a newer chunk of children can be
inducted into quality primary education. These are the children who are largely exposed to
religious education in the Madarsas but not to mainstream education. This was in 2003 and
at a time when almost no organization in Uttar Pradesh working successfully on this issue.
Today, we have not only succeeded in forging ties with these Madarsas but we have forged a
relationship where a lot ofthem are open to adopt Nalanda’s guidance unconditionally. The
way the children sit, the type of interaction in classrooms, the teaching pedagogy, the
cleanliness levels and the seriousness with which they pursue education have gradually
changed over the years. More and more Madarsas as well as blocks and districts have come
under our umbrella over the years. Today Nalanda has covered as many as 355 Madarsas
through this program.
- Besides this, we are slowly ushering a change in the education scenario of the two
states of Uttar Pradesh and Jharkhand by partnering NGOs who are working on the
field of education. These NGOs are getting capacity building inputs with us and a base of
such networking NGOs have now been formed who are taking up various issues of quality
education. So there is a wind of positive change from implementation to advocacy.
- Then again we have been able to get good support from government schools and partner
them in Jharkhand. Simultaneously, we have been able to develop books in mother tongue
of tribal children and thus revolutionize the world of education for them.
- Finally, I have played a key role in development ofvarious training materials and packages
that have been adopted by the government for a wide base of interventions. These include
packages like forty days training package for the capacity building of instructors of

3. alternative schools, module for establishment and use ofSchool Libraries adopted by DPEP
and Janshala Programe Uttar Pradesh and Jharkhand and three days teachers training
module for science subjects – adopted by DPEP, Uttar Pradesh and intensively implemented
in Uttar Pradesh. All these have received positive feedback and are said to have had a
definite impact on the level of education in various education institutes.
Some of the functional areas where I have contributed are:
As an associate Coordinator in District Resource Unit (DRU), (established by Ministry of
HRD, Government of India and managed by NBJK, Hazaribagh, Jharkhand) and Bihar
Education Project (BEP) , Patna, I have been associated with participatory training of the
teachers, BRC and CRC coordinators, instructors and village level committees (SMCs).
Also I have facilitated development of training modules in Nalanda that are now widely
used for capacitating NGOs and even donor agencies across the sector.
I have also written many books for children in Hindi namely, "Aao Bacchon Khelin Khel"
"Bihar Ke Gauranwit Wayktitwa," ”Jano Sakhi”, “Sikho Sakhi ", Geet Nara Sankalan" and
Ham aur Hamara Swasthya. I have also contributed in development of primer namely “Padhe
Badhe” for NFE children under the Directorate of Education (AE/NEF), Patna, Bihar, presently
known as Jan Shiksha Nideshalay, Patna, Bihar.
I have been associated with the appraisal and evaluation work of many government and
nongovernment projects, like evaluation of alternative schooling programme of District
Primary Education Programme, appraisal of NGOs for the project grant etc.
I have guided and conducted many state level studies named “Assessment of SC, ST School
functioning in Bihar” for UNICEF Bihar, “Minority Education for Growth and Advancement – Skill
for Youth- A Rapid Need Assessment” for EDC,“Transition rateof children from primary to upper
primary and upper primary to secondary level- a comparative study” for UNICEF Lucknow etc.
I have received number of trainings like TOT of SSK, Lucknow and PRIA , New Delhi; District
level educational planning training, in NIEPA, New Delhi, etc. I have been associated with
the planning of District Primary Education Programme (DPEP), Uttar Pradesh.
AREAS OF SPECIALISATION
- Training
- Research and Study
- Training Module Design for different level of Education Functionaries.
- Community based Micro Planning.
- Training Programme Implementation.

4. - Managing Educational Projects
- Management, administration and team building.
- Monitoring and evaluation
PROFESSIONAL EXPERIENCE
 January 1998 onwards
Executive Director in an NGO – NALANDA – Resource Centre for Educational
Innovation and Training, Lucknow. Nalanda is a resource centre in the field of
Elementary Education.
Roles and Tasks
- Building up NALANDA as a centre of education and innovation.
- Development of a team of professionals.
- Training module development for different types of educational training, like
primary school teacher’s training, instructor training, training of trainers and
staff training etc.
- Development of curriculum and Text books.
- Imparting training to teachers, instructors, young professionals, NGOs
working in the field of elementary education.
- Monitoring, appraisal and evaluation of educational projects.
- Facilitating and supporting in implementation of the elementary education
programmes under Sarva Shiksha Abhiyan(SSA) and UNICEF.
- Management and administration of organization
 October1993 to January 1997
District Resource Person (DRP) in Bihar Education Project (BEP) in district
Chatra, Bihar.
Roles and Tasks
- As a Component Incharge of NFE and Primary Formal Education,
establishment of BRC, CRC, micro-planning, NFE centre management etc.
- Imparting training to Primary and Middle School Teachers, Head Masters,
Inspecting Officers, NFE Instructors and ECCE Functionaries.
- Served as an active member of the team which conceptualized, prepared and
implemented, “UJALA” – a teacher training programme and “PRASOON” –
micro-planning module for primary education in Bihar.

5.  September 1992 to September 1993
Associate Coordinator in District Resource Unit (DRU), Hazaribagh – a Unit of
Department of Elementary Education and Literacy Bureau under Ministry of HRD,
managed by Nav Bharat Jagriti Kendra (NBJK), Hazaribagh, Bihar
Roles and Tasks
- Establishment of District Resource Unit at district level.
- Imparting training to the Instructors and Supervisors of Non-Formal
Education (NFE)/Volunteers of Total Literacy Campaign, Village Organisers,
Members of Village Education Committee and Teachers of Primary Education.
- Development of Primer and Literature for NFE Children.
- Management of DRU activities.
EDUCATION
Examination Passed University /
Institution
Year of
Passing
Division /
Grade
Percentage
Secondary School
Examination
B.S.E.P., Patna 1983 Ist 64.7%
Intermediate
(I.Sc.)
Bihar Intermediate
Education Council,
Patna
1985 IInd 48.1%
B.Sc. (Hons.) Ranchi University,
Ranchi
1988 Ist 60.4%
Post Graduate
Diploma in Rural
Development (DRD)
Xavier Institute of
Social Service (XISS),
Ranchi
1992 Points–6.44 80.5%
(PRABHAT JHA)