It is widely acknowledged that a significant proportion of children, especially those from underprivileged backgrounds and girls, either drop out of primary school or even if they attend school, learn very little. Moreover, there is a wide gap in learning achievements between government schools and private/aided schools. The active participation of children in primary education hinges on a plethora of factors. Besides access, a range of demand and supply issues influence why children choose to attend school regularly. Thus far, policy-makers and education administrators have focused mainly on the formal school system and on improving access to education. The creation of `backward and forward' linkages is essential to creating an environment where every child not only goes to school but benefits from it