Alternative Elementary Education Program (AEEP) - Digantar’s philosophy is actualised through the AEEP that comprises running four schools in the immediate rural neighbourhood on the outskirts of Jaipur and associated activities. These schools are also part of the core agenda of developing and promoting an alternative system of elementary education.

The Academic Resource Unit (TARU) - TARU is the resource support wing of Digantar. The idea behind TARU emerged from the frequent demands from a variety of organisations for specific output based support. TARU undertakes research studies, need based training programmes, teacher education programmes, curriculum development, evaluation and documentation of Digantar’s own programmes.

Certificate Programme in Foundations of Education - DIGANTAR has been organizing a Certificate Programme in Foundations of Education for last few years. The programme consists of a series of four workshops, each workshop spread over a period of 12 working days, and covering three courses.

Shiksha Vimarsh - Vimarsh is a bimonthly magazine on education in Hindi. It is probably the only magazine of its kind in Hindi that publishes material on both the theory and practice of education. it aims to establish a dialogue on elementary education as well as provide readers with good quality material in Hindi.

Shiksha Samarthan - Pehchan is an innovative project that seeks to bring ‘missing girls’ back to the mainstream education system. Pehchan aims to change the prevalent attitudes towards female education, ensure education for out-of-school girls and work with mainstream government schools to bring about qualitative improvement in the education provided.

Early Literacy Research Project - The Early Literacy Research Project (ELRP), Digantar, launched in January 2008, aims to study Hindi teaching in Indian government primary schools. The research project is being carried out under the guidance of Rohit Dhankar, Secretary, Digantar (Project Manager) and Dr. Caroline Dyer, Senior Lecturer, University of Leeds, U.K (Principal Investigator). The aim is to undertake qualitative research using a case study in Rajasthan of how pedagogical practices in literacy are shaped by i) teachers’ underlying theories of early years literacy teaching and learning; ii) their constructs of learners from socio-economically disadvantaged backgrounds; and iii) the influences of other factors such as school size, head teacher views and so on.