The Learning Enhancement and Accessibility Project (LEAP), a three-year initiative launched in June 2023, is set to conclude in June 2026 after making significant strides in digital education across Kiphire district.
Implemented under NITI Aayog’s Aspirational Districts Programme in partnership with the Kiphire district administration and NagaEd, the project sought to address long-standing challenges in one of Nagaland’s most remote districts. LEAP introduced curriculum-aligned digital learning in Mathematics and Science to Classes 9 and 10 across 15 government and private schools.
Over the course of the project, more than 1,200 students and 35 teachers benefitted from structured training, digital infrastructure, and innovative teaching tools designed to strengthen classroom practices and improve learning outcomes. By combining technology with teacher capacity-building, LEAP aimed to bridge foundational gaps, enhance confidence, and ensure sustainable adoption of digital learning.
Founder of NagaEd, Kevisato Sanyu, explained that LEAP was never about simply placing technology in classrooms but about building solutions that genuinely served teachers and students. “When a teacher in a remote village becomes a champion of digital learning — not because she was told to, but because she chose to — that is the kind of transformation we set out to achieve,” he remarked.
Deputy Commissioner, Kiphire, Temsuwati Longkumer, noted that collaboration between implementing partners and the district administration had been key to sustaining progress.
EAC Kiphire, Takatemjen Pongen, added that three years reflected a maturing of systems on the ground, with schools and teachers increasingly confident in adopting digital methods.
LEAP equipped schools with interactive learning management systems carrying NBSE-aligned content, 5G routers, and internet access. More than 35 educators received structured training and sustained support through refresher sessions, blended learning demonstrations, one-on-one troubleshooting, and direct access to subject experts via WhatsApp. Offline graded-test booklets ensured continuity during connectivity disruptions, while gamified leaderboards encouraged student participation.
The project also introduced a “Prerequisites” approach—short digital lessons designed to strengthen foundational knowledge before new syllabus topics were introduced. This freed teachers to focus on deeper instruction rather than revisiting basics, improving classroom efficiency and student confidence.
Teachers and school leaders shared their experiences, highlighting improved student engagement and learning outcomes. Asela Rothrong of Saramati View Modern School said her students’ learning pace had changed significantly with the help of online content, making lessons more fun and interesting.
Gopal Koirala of GHS Salmomi praised NagaEd’s consistency and mentorship, noting their rare ability to manage a complex multi-year curriculum while keeping everyone motivated.
Gracy Sangma of Loyola Higher Secondary School described teaching through the NagaEd platform as an enriching journey, with curriculum-aligned digital content and assessment tools greatly enhancing student outcomes. Graduate Teacher Wapangrenla Imchen of GHSS Kiphire added that the digital platform had been resourceful for both teachers and students, integrating lesson plans and LIVI AI aligned with the syllabus.
Over three years, LEAP established reliable access to curriculum-aligned learning across 15 schools. Platform engagement grew by 155% within a single academic session, from 7,370 minutes in April 2025 to 18,836 minutes by February 2026, driven primarily by teacher-led usage. Early indicators showed improvements in quiz performance and student confidence, while surveys revealed that 72–75% of educators expressed willingness to adopt digital learning, with 40% already reporting improved student understanding.
As LEAP concludes, schools are transitioning from supported implementation to independent use. Digital infrastructure, offline resources, and LIVI AI—a WhatsApp-based teaching assistant—are being handed over to ensure sustainability beyond the project’s formal end. Pen drives loaded with graded tests, additional online resources, and offline learning materials will enable educators to continue independently, without reliance on external support.
