Help Rural & Tribal Children of Odisha to receive a quality education | Milaap

Help Rural & Tribal Children of Odisha to receive a quality education

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.

Reading
Reading
Digital program for rural youth
Digital program for rural youth
Painting
Painting
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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.
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Rs.11,000 raised

Goal: Rs.500,000

Beneficiary: GRAMOTHHAN info_outline
Only INR donations accepted

Supporters (36)

AS
ASWINI SATPATHY SO ASHOK SATPATHY donated Rs.22
A
Anonymous donated Rs.10
S
Shashank donated Rs.1,000

All the best Pratap! Good to see this unfolding

A
Anonymous donated Rs.200
SC
SRIRAM CHANDRA MAHAPATRA donated Rs.100
SD
SUBHENDU DASH donated Rs.101