Rural and Tribal children need your help for continuing learning | Milaap
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Rural and Tribal children need your help for continuing learning

Problem:
When we talk about education in India, we can’t just talk about how education is in urban cities of India, without going deep into rural and tribal education that constitutes almost 90% of the schools being located in rural and tribal areas. The most common problem of rural and tribal education
Lack of proper transportation:
Lack of quality human resources
Lack of infrastructure
Children in rural and tribal areas of Odisha feel disinvested in their education and this is evident as 2.8% of children drop out of school every year and average attendance in school on any working day is 80%.
Odisha Government closed every year number of schools. In Sonpeur 2019-20 more than 150 primary schools are identified for closing.
Iswar, is a child from Salepali Community of Sonepur District. He is studying in 7th grade at Moraloye village which is the distance around 3 km from salepali. He is the first person who reaches the 7th standard. Every child should learn but they don’t have to receive an education. Every child is born with enormous potential, but around the world, a hundred million children can only dream of realizing that potential simply because of where they born and how many their families earn.

About:
GRAMOTHHAN is a non-profit organization that works on providing quality primary education to Tribal and Rural children of Sonepur District of Odisha.
Gramothhan currently providing quality education to approx... 1500 children from marginalized communities, through Innovation, School Transformation, and creating a local pool of Education Leaders.

Approach:
Developing CHILDREN as co-creator of content and pedagogy to take ownership of their own learning journey is a self-paced and self-designed manner
Leverage COMMUNITY, for its resources and practices, to prepare teaching and learning resources. Empower TEACHERS to organize classroom experiences in harmony with the child’s ecosystem and references to the existing knowledge
Design processes and practices for ADMINISTRATION to ensure and implement in schools   We have invested heavily in learning processes including training/capacity building, the repository of teaching-learning materials

We plan to expand for the next 3 years
Enable 10 existing government schools to become model schools with the help of community Participation and school staff
Create contextual academic resources for children to improve learning outcome

Create a pool of 50 Education leaders to sustain model schools. Rural and tribal children need your help for continuing learning 

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9th November 2020
Dear Supporters,

Thank you for the support 

Problem:

When we talk about education in India, we can’t just talk about how education is in urban cities of India, without going deep into rural and tribal education that constitutes almost 90% of the schools being located in rural and tribal areas. The most common problem of rural and tribal education
Lack of proper transportation:
Lack of quality human resources
Lack of infrastructure
Children in rural and tribal areas of Odisha feel disinvested in their education and this is evident as 2.8% children drop out of school every year and average attendance in school on any working day is 80%.
Odisha Government closed every year number of schools. In Sonpeur 2019-20 more than 150 primary schools are identified for closing.
Iswar, is a child from Salepali Community of Sonepur District. He is study in 7th grade at Moraloye village which is distance around 3 km from salepali. He is the first person who reach 7th standard. Every child should learn but they don’t have receive education. Every child is born with enormous potential, but around the world, hundred millions of children can only dream of realizing that potential simply because of where they born and how many their family earn.

About:

GRAMOTHHAN is a non-profit organization that works on providing quality primary education to Tribal and Rural children of Sonepur District of Odisha.
Gramothhan currently providing quality education to approx... 1500 children from marginalized communities, through Innovation, School Transformation and creating a local pool of Education Leaders.

Approach:
Developing CHILDREN as co-creator of content and pedagogy to take ownership of their own learning journey is a self-paced and self-designed manner
Leverage COMMUNITY, for its resources and practices, to prepare teaching and learning resources. Empower TEACHERS to organize classroom experiences in harmony with the child’s ecosystem and references to the existing knowledge
Design processes and practices for ADMINISTRATION to ensure and implement in schools   We have invested heavily in learning processes including training/capacity building, the repository of teaching-learning materials

We plan to expand for the next 3 years
Enable 10 existing government schools to become model schools with the help of community Participation and school staff
Create contextual academic resources for children to improve learning outcome

Create a pool of 50 Education leaders to sustain model schools. Rural and tribal children need your help for continuing learning

Dear Supporters,

Thank you for the support 

Problem:

When we talk about education in India, we can’t just talk about how education is in urban cities of India, without going deep into rural and tribal education that constitutes almost 90% of the schools being located in rural and tribal areas. The most common problem of rural and tribal education
Lack of proper transportation:
Lack of quality human resources
Lack of infrastructure
Children in rural and tribal areas of Odisha feel disinvested in their education and this is evident as 2.8% children drop out of school every year and average attendance in school on any working day is 80%.
Odisha Government closed every year number of schools. In Sonpeur 2019-20 more than 150 primary schools are identified for closing.
Iswar, is a child from Salepali Community of Sonepur District. He is study in 7th grade at Moraloye village which is distance around 3 km from salepali. He is the first person who reach 7th standard. Every child should learn but they don’t have receive education. Every child is born with enormous potential, but around the world, hundred millions of children can only dream of realizing that potential simply because of where they born and how many their family earn.

About:

GRAMOTHHAN is a non-profit organization that works on providing quality primary education to Tribal and Rural children of Sonepur District of Odisha.
Gramothhan currently providing quality education to approx... 1500 children from marginalized communities, through Innovation, School Transformation and creating a local pool of Education Leaders.

Approach:
Developing CHILDREN as co-creator of content and pedagogy to take ownership of their own learning journey is a self-paced and self-designed manner
Leverage COMMUNITY, for its resources and practices, to prepare teaching and learning resources. Empower TEACHERS to organize classroom experiences in harmony with the child’s ecosystem and references to the existing knowledge
Design processes and practices for ADMINISTRATION to ensure and implement in schools   We have invested heavily in learning processes including training/capacity building, the repository of teaching-learning materials

We plan to expand for the next 3 years
Enable 10 existing government schools to become model schools with the help of community Participation and school staff
Create contextual academic resources for children to improve learning outcome

Create a pool of 50 Education leaders to sustain model schools. Rural and tribal children need your help for continuing learning

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.
Rs.1,300 raised

Goal: Rs.50,000

7 Days to go

Beneficiary: GRAMOTHHAN info_outline
Only INR donations accepted

Supporters (3)

A
Anonymous donated Rs.500
p
priyanka27593 donated Rs.300
S
Snigdha donated Rs.500

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