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1st July 2020
Dear Supporters,

Thank you for your Support

With COVID period because of lock down the most of the services are cancelled or closed, Health and livelihood is the primary concern among the people, fear and stress clearly displayed among the face of the common people.  Although livelihood is the most important aspect for this time. But when we emphasizes on education for the children everyone focused upon the Tech-based online learning. Integration of technology for learning of the children has been changes the concept of class room teaching during this pandemic situation. But for the backward region like K.B.K. where poverty and migration had brake all the record no one care for tech-based learning. In this remote geography like Sonepur not more than 7% population technology friendly when it comes to access any services.
Sonepur had created a high image for its poverty and migration and it was considered as one of the migration prone district. In the lock down situation, families along with the children return to their own areas. Some seasonal migrants are returnees in between and some family are after a long time. And because of no access to technology or digital platform for learning, in this context, Gramothhan’s role is support quality education to children. In lock down it is very challenges to reach for children so that we try to provide educational kits/material to the children, which can helps them to continue their learning and they can stay at home safely.
When the society most concern about the children and their learning through online platform, Gramothhan designed learning kit and deliver at the door step of the children of rural and tribal community of Sonepur. And we believe these learning kits are help them for learning and may be considered as the alternative rather than online platform. May this initiative can address various issues, i.e.-
  • Continuing the learning among the children of interior pockets through offline mode.
  • Assist us to designed integrated multi lingual based contextualized concept will help the children to continuing their education and may it’s minimize the chances of dropout.
  • It’s may be the only option to sustaining the learning of the existing children as well as the children returning from outside along with their family.
Reaching:
  • 1000 children through worksheet (designed by Gramothhan) Per set worksheet cost 30/- 1000*30= 30000
  • 5000 children through picture and story books
Thank you for your Support

Keep Supporting

Dear Supporters,

Thank you for your Support

With COVID period because of lock down the most of the services are cancelled or closed, Health and livelihood is the primary concern among the people, fear and stress clearly displayed among the face of the common people.  Although livelihood is the most important aspect for this time. But when we emphasizes on education for the children everyone focused upon the Tech-based online learning. Integration of technology for learning of the children has been changes the concept of class room teaching during this pandemic situation. But for the backward region like K.B.K. where poverty and migration had brake all the record no one care for tech-based learning. In this remote geography like Sonepur not more than 7% population technology friendly when it comes to access any services.
Sonepur had created a high image for its poverty and migration and it was considered as one of the migration prone district. In the lock down situation, families along with the children return to their own areas. Some seasonal migrants are returnees in between and some family are after a long time. And because of no access to technology or digital platform for learning, in this context, Gramothhan’s role is support quality education to children. In lock down it is very challenges to reach for children so that we try to provide educational kits/material to the children, which can helps them to continue their learning and they can stay at home safely.
When the society most concern about the children and their learning through online platform, Gramothhan designed learning kit and deliver at the door step of the children of rural and tribal community of Sonepur. And we believe these learning kits are help them for learning and may be considered as the alternative rather than online platform. May this initiative can address various issues, i.e.-
  • Continuing the learning among the children of interior pockets through offline mode.
  • Assist us to designed integrated multi lingual based contextualized concept will help the children to continuing their education and may it’s minimize the chances of dropout.
  • It’s may be the only option to sustaining the learning of the existing children as well as the children returning from outside along with their family.
Reaching:
  • 1000 children through worksheet (designed by Gramothhan) Per set worksheet cost 30/- 1000*30= 30000
  • 5000 children through picture and story books
Thank you for your Support

Keep Supporting

29th January 2020
Gramothhan is addressing the issue of educational disparity and inequality in tribal and rural Odisha. Currently, the organization is functional in the Sonepur District of Odisha state which is undivided by KBK region.
Our primary focus has been on the relevant support towards better learning outcomes and access to quality education.
  • According to the ASER report, 32% of standard 5th students cannot read standard 1st level text. Only 44% of students are able to do simple addition and subtraction and 26% of students can’t recognize the two-digit numbers.
  • 93% population of Sonepur District in Odisha belongs to rural and tribal areas where neither proper infrastructure nor other facilities like health, education, etc. are available
  • 46% population is illiterate and they are not aware of their rights and responsibilities, Educational scenario is even worse, most of the students of government schools are not getting access to quality education.
  • Teaching-learning processes are also very conventional and monotonous which is unable to bring out the best out of children in rural and tribal areas.
  • We feel that a child learns to his/her full potential if we provide to them space of independent learning. Also, we feel that each and every activity of education should be connected to their context and their day to day lives.
  • Traditional methods of teaching and learning actually kill the student’s curiosity and make them just a silent listener. So we just don’t consider education as something to give to children but we believe in mutual construction of knowledge.  
Differences between the structure of schools and the context of children are the major regions of disinterest in the community towards the modern schooling system. Sonepur District comes under undivided KBK zone is creating a barrier in physical and virtual connectivity and accessibility, providing proper educational facilities and infrastructures like road and communication, school structure etc.
Also, Migration is one of the major problems in Sonepur District; in 1990 different communities comes from various tribal areas (Sundargarh, Mayurbhanj, and Keonjhar) and tried to settle here and it leads to the highest drop-out, disinterest of school education. The language also one of the major problems. The migrant people are still speaking their mother language (tribal language), and Sonepur district mother tongue is Sambalpuri and the state syllabus is in Odia.
  • Despite all the odds, how can we ensure a childhood which a child deserves?
  • What is the impact of the structure of modern schooling in the education of children in this particular context?
  • What is the most closet and related to the child? - What s/he is experiencing or abstract?
  • How parents/community can get engaged with education and schools in regions like Tribal and Rural areas and other difficult zone with minimum external intervention.
  • What is the impact of language issues in primary and secondary tribal/rural schools?
  • How can we ensure excellent education in tribal/rural community?
In this critical situation we found lack of any proper and long-term intervention in region. Hence, we decide to stay with proximity of problem in an immersive mode rather than doing projects. Among various pressing issues, we decided to get engaged with fundamental educative challenges in region (which was our trigger point as well, from our initial days) i.e. quality education and difference between-medium of instruction (Odia) in school and children’s mother tongue and authorized state curriculum, content and context of children while
Through Community Learning Centre we address the drop-out and in-regularity of Children Bridge the gap between Tribal community and School.
We also address the issue of quality education for children who are live in tribal and rural areas.

Gramothhan is undertaken with the 3 approaches:
  • Creating a learning environment for children in rural and tribal areas
  • Develop contextual pedagogical practice/solution
  • Collaborative with government
Innovation and Extension:
  • Develop communities learning center which aims to bridge the gaps between community and schools.
  • Integrated local context and eco-system in the learning center.
  • Mother tongue and contextual pedagogy.
  • Increase the role of community in school education by giving ownership of before/after school initiative to the community itself.
  • Develop self-respect in//for their language and culture and enrich human knowledge.
  • Research, design, and implementation.
  • 900+ children benefited till now.
School Transformation Program
  • Developing classroom and school libraries with contextually relevant references and content.
  • Integrated local context and eco-system in the classroom.
  • Set-up 21st-century Resource lab, which handles differentiated learning levels. Different subjects: mathematic, art, craft, language, social science, etc.
  • Develop MLE based workbook.
  • To develop a model school room.
  • To reaching 500+ children.
Library
  • Develop 6 community library initiatives.
  • Improve reading habits, storytelling, read aloud, art and craft.
  • Develop a mobile library:- to reach 5 government schools, 
From the upcoming academic year (2020-21) we will plan to extend the next 2 government schools as part of the school transformation program.
Gramothhan is addressing the issue of educational disparity and inequality in tribal and rural Odisha. Currently, the organization is functional in the Sonepur District of Odisha state which is undivided by KBK region.
Our primary focus has been on the relevant support towards better learning outcomes and access to quality education.
  • According to the ASER report, 32% of standard 5th students cannot read standard 1st level text. Only 44% of students are able to do simple addition and subtraction and 26% of students can’t recognize the two-digit numbers.
  • 93% population of Sonepur District in Odisha belongs to rural and tribal areas where neither proper infrastructure nor other facilities like health, education, etc. are available
  • 46% population is illiterate and they are not aware of their rights and responsibilities, Educational scenario is even worse, most of the students of government schools are not getting access to quality education.
  • Teaching-learning processes are also very conventional and monotonous which is unable to bring out the best out of children in rural and tribal areas.
  • We feel that a child learns to his/her full potential if we provide to them space of independent learning. Also, we feel that each and every activity of education should be connected to their context and their day to day lives.
  • Traditional methods of teaching and learning actually kill the student’s curiosity and make them just a silent listener. So we just don’t consider education as something to give to children but we believe in mutual construction of knowledge.  
Differences between the structure of schools and the context of children are the major regions of disinterest in the community towards the modern schooling system. Sonepur District comes under undivided KBK zone is creating a barrier in physical and virtual connectivity and accessibility, providing proper educational facilities and infrastructures like road and communication, school structure etc.
Also, Migration is one of the major problems in Sonepur District; in 1990 different communities comes from various tribal areas (Sundargarh, Mayurbhanj, and Keonjhar) and tried to settle here and it leads to the highest drop-out, disinterest of school education. The language also one of the major problems. The migrant people are still speaking their mother language (tribal language), and Sonepur district mother tongue is Sambalpuri and the state syllabus is in Odia.
  • Despite all the odds, how can we ensure a childhood which a child deserves?
  • What is the impact of the structure of modern schooling in the education of children in this particular context?
  • What is the most closet and related to the child? - What s/he is experiencing or abstract?
  • How parents/community can get engaged with education and schools in regions like Tribal and Rural areas and other difficult zone with minimum external intervention.
  • What is the impact of language issues in primary and secondary tribal/rural schools?
  • How can we ensure excellent education in tribal/rural community?
In this critical situation we found lack of any proper and long-term intervention in region. Hence, we decide to stay with proximity of problem in an immersive mode rather than doing projects. Among various pressing issues, we decided to get engaged with fundamental educative challenges in region (which was our trigger point as well, from our initial days) i.e. quality education and difference between-medium of instruction (Odia) in school and children’s mother tongue and authorized state curriculum, content and context of children while
Through Community Learning Centre we address the drop-out and in-regularity of Children Bridge the gap between Tribal community and School.
We also address the issue of quality education for children who are live in tribal and rural areas.

Gramothhan is undertaken with the 3 approaches:
  • Creating a learning environment for children in rural and tribal areas
  • Develop contextual pedagogical practice/solution
  • Collaborative with government
Innovation and Extension:
  • Develop communities learning center which aims to bridge the gaps between community and schools.
  • Integrated local context and eco-system in the learning center.
  • Mother tongue and contextual pedagogy.
  • Increase the role of community in school education by giving ownership of before/after school initiative to the community itself.
  • Develop self-respect in//for their language and culture and enrich human knowledge.
  • Research, design, and implementation.
  • 900+ children benefited till now.
School Transformation Program
  • Developing classroom and school libraries with contextually relevant references and content.
  • Integrated local context and eco-system in the classroom.
  • Set-up 21st-century Resource lab, which handles differentiated learning levels. Different subjects: mathematic, art, craft, language, social science, etc.
  • Develop MLE based workbook.
  • To develop a model school room.
  • To reaching 500+ children.
Library
  • Develop 6 community library initiatives.
  • Improve reading habits, storytelling, read aloud, art and craft.
  • Develop a mobile library:- to reach 5 government schools, 
From the upcoming academic year (2020-21) we will plan to extend the next 2 government schools as part of the school transformation program.
22nd October 2019
32% of standard 5th students cannot read the standard 1st level text, only 44% of students are able to do simple subtraction and 26% of students can’t recognize the two-digit numbers.
46% population is illiterate and they are not aware of their rights and responsibilities. An educational scenario is even worse, most of the students of government schools are not getting access to quality education.
Sonepur one of the most backward region of the country witnessing some of the worst tragedies of modern days in India in terms of Farmer's suicide, migration, poverty, and displacement for the development project. A glimpse of the socio-economic condition of the region;
  • The district covered by 91% rural area which is 109 number of Gram Panchayat.
  • 35% population belongs to the Scheduled Caste and Scheduled tribe.
  • 90% of GPs with poor or no transportation facilities.
  • The infrastructure like a school building, Library is poor.
  • The student-teacher ratio is not satisfactory.
  • Children are migrated with their parents for livelihood and also converted as child labour, and that creates the drop-out.
Gramothhan is undertaken with the 3 approaches:
  • Creating a learning environment for children in rural and tribal areas
  • Develop contextual pedagogical practice/solution
  • Collaborative with government
1). Community Learning Centre:
  • Creating digital curriculum with contextual pedagogy for rural and tribal areas
  • We at Works win 6 community learning center
  • Community workshop: storytelling, art, craft, dance and music to build up concepts.
  • Introducing Experiential Value Education through storytelling and other activities.
2). Community Library:
  • Set up 6 Community Libraries in the community provided the place.
  • The spreading joy of reading to children.
3). School Transformation Program:
  • Create education resources for teachers, children, and communities that are contextual.
  • Teacher capacity building on using local recourse in the classroom.
  • Creating a documented local knowledge repository.
  • Children friendly environment
A short Impact:
  • In the Learning center, Over 250+ children are fully engaged
  • 37+ Children back of schools across 6 village
  • Directly involved 500+ children through community libraries 
 Gramothhan needs your support for community library infrastructure sep-up. where children can access books easily. we have 2000+ books from different publications like Pratham, NBT, Tulika, Eklavya, etc.
32% of standard 5th students cannot read the standard 1st level text, only 44% of students are able to do simple subtraction and 26% of students can’t recognize the two-digit numbers.
46% population is illiterate and they are not aware of their rights and responsibilities. An educational scenario is even worse, most of the students of government schools are not getting access to quality education.
Sonepur one of the most backward region of the country witnessing some of the worst tragedies of modern days in India in terms of Farmer's suicide, migration, poverty, and displacement for the development project. A glimpse of the socio-economic condition of the region;
  • The district covered by 91% rural area which is 109 number of Gram Panchayat.
  • 35% population belongs to the Scheduled Caste and Scheduled tribe.
  • 90% of GPs with poor or no transportation facilities.
  • The infrastructure like a school building, Library is poor.
  • The student-teacher ratio is not satisfactory.
  • Children are migrated with their parents for livelihood and also converted as child labour, and that creates the drop-out.
Gramothhan is undertaken with the 3 approaches:
  • Creating a learning environment for children in rural and tribal areas
  • Develop contextual pedagogical practice/solution
  • Collaborative with government
1). Community Learning Centre:
  • Creating digital curriculum with contextual pedagogy for rural and tribal areas
  • We at Works win 6 community learning center
  • Community workshop: storytelling, art, craft, dance and music to build up concepts.
  • Introducing Experiential Value Education through storytelling and other activities.
2). Community Library:
  • Set up 6 Community Libraries in the community provided the place.
  • The spreading joy of reading to children.
3). School Transformation Program:
  • Create education resources for teachers, children, and communities that are contextual.
  • Teacher capacity building on using local recourse in the classroom.
  • Creating a documented local knowledge repository.
  • Children friendly environment
A short Impact:
  • In the Learning center, Over 250+ children are fully engaged
  • 37+ Children back of schools across 6 village
  • Directly involved 500+ children through community libraries 
 Gramothhan needs your support for community library infrastructure sep-up. where children can access books easily. we have 2000+ books from different publications like Pratham, NBT, Tulika, Eklavya, etc.