None of the State or National Education Boards produce accessible educational content and it creates major learning challenges for the Students with Special Needs.
The new proposed LAAMS is a Learning and Assessment Management System for schools and individual students. It provides varied learning content such as Digital textbooks, weekly learning content, assessments, Videos, Audio podcasts, quizzes, multiple choice, and descriptive questions based on the assignment pattern of the new NEP 2020 based on CBSE / NCERT.
As everybody agrees upon the quality of education standards among students is at an all-time low. A major reason for this can be found in 5 reasons:
Adaptable lightweight browser-based LAAMS is a solution for education boards to use as a teaching and assessment tool with quality smart teachers as content developers.
Smart Digital Panels of the schools will be able to help the subject teachers use the smart video lectures of the lessons and clarify the doubts of the students. Students can be ensured that they get the best quality, innovative lectures than the boring lectures of their school teachers.
Students with their login IDs can also access all these contents in the LAAMS and better prepare. The State can also conduct centralized assignments for the students have a rich database of their students and take measures to support weak students and conduct remedial methods.
Each school and teacher can also do their school’s version of additional content and assignments to ensure the overall standards of their students.
LAAMS will go live in the 2025-26 academic year.
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To lower the operation cost and work efficiently Chakshumathi works from the cloud and does not have a physical office other than Ram Parivar Hostels. Primarily, the Trust does not work on sponsorships or seek any fees or fundraising. Chakshumathi’s strength is its 1000s of trained volunteers around the world to handhold children with special needs and guide them and other NGOs who bear the expenses of beneficiaries and Ram Parivar Hostels.
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