NEG strongly feels that research becomes crucial for filling in knowledge gaps and more importantly contextualizing information on education, in an effort to bring about change. Research for our work is necessary because:

  • there is lack of concrete information on the situation of marginalized communities
  • there are issues and groups that have so far remained outside the purview of practitioners and only marginally considered by researches
  • there is little linkage between academic knowledge and the scattered civil society initiatives in the area of education and learning for children in general, and marginalized children in particular
Research is conducted on two levels:
  • At one level these researches is to be a feeder to its other prominent roles of being a facilitator, resource agency and advocacy group.
  • At the other level the research archive is to be built for reference by other groups and institutions to enhance NEG's visibility and credibility in the public and professional domain.

While many of these researches are taken up by NEG on its own, for some, institutional associations are also sought.Methodologically these researches are qualitative, quantitative, or a combination of both. In terms of coverage also,both extensive and intensive kinds of studies are taken up.

Given below is the list of our recent research studies (completed and on-going):

  1. The Conflict and Education Tangle: A Study of Conflict and Education in Gajapati District of Odisha (January 2016)
  2. Piloting Mother Tongue-Based Multilingual Education in Madhya Pradesh: Endline Results and Comparison with the Baseline (June 2015)
  3. Right to Education of Children of Nomadic Medicants and Entertainer Communities: An Action Research (April 2015)
  4. Ways and Means of Bridging Gender Gap in Education of Girls: A Report on Status of Secondary Schooling Demand and Supply in Maharajganj, Uttar Pradesh (March 2015), and
  5. Assessment of Right to Education Act in Karnataka with Special Reference to Socially and Economically Marginalized Communities (ongoing, to be completed by February 2016)