BUILDING STRONG FOUNDATIONS: A PERSPECTIVE ON SCHOOL DEVELOPMENT PLANNING

Understanding the ground realities

During my initial visits in the schools of laldhang and shyampur clusters, it became apparent that educational support slone was insufficient. The schools were facing critical infrastructural challemges:

• Dilapidated buildings with inadequate maintenance.

• Non-functional libraries and limited utilization of available spaces.

• Poor sanitation facilities and a lack of clean drinking water.

• Harsh geography and extreme weather conditions are affecting school operations.These insights highlighted that a holistic approach to school development was necessary — one that addressed both learning and infrastructure.

Initiating the School Resource Centers (SRCs)

Our first step in addressing these challenges was to establish School Resource Centers (SRCs) — dedicated library spaces designed to enhance learning and promote skill-based activities among students.

We began this initiative with Primary School-1, Gujjarbasti, and Primary School, Tantwala. Our approach involved:

1. Space Utilization: Repairing and preparing existing spaces to optimize usage.

2. Infrastructure Enhancement: Painting, electrical work, and proper lighting to create a conducive learning environment.

3. Library Setup: Installing carpets, wooden racks, and almirahs to organize books.

4. Resource Provision: Stocking the SRCs with books by renowned authors and children’s magazines to encourage reading.

The idea of setting up School Resource Centers (SRCs) was born out of this understanding. The aim was to create a dedicated learning space — a small library where children could read, engage in skill-based activities, and develop a love for learning. 

The process of setting up SRCs was rooted in collaboration and partnership:

• Teachers and principals helped in identifying the right spaces.

• Community members extended support in small repair and painting works.

• Samanta’s team coordinated the entire process with regular monitoring.

Together, we transformed available spaces into vibrant learning corners. The first SRC was established at Primary School – 1, Gujjarbasti, followed by Primary School Tantwala, Chandighat, Shyampur, Gendikhata, and Primary School – 2, Gujjarbasti — completing a total of six SRCs.

Each SRC was furnished with bookshelves, an almirah, and books written by renowned children’s authors. The feedback received from teachers and students was extremely encouraging. Today, when we visit these schools, we often find children reading, engaging in mindful activities, and enjoying the new environment — a true reflection of collective effort.

SRC developed in a school

Expanding the focus: Prioritizing school development

After setting up the SRCs, our team reconvened to strategize on the next set of priorities based on our field insights. These included:

• Providing clean and safe drinking water facilities

• Supplying sports equipment and kitchen utensils

• Repairing classrooms and toilets.

Among these initiatives, the water cooler installation project emerged as a critical yet challenging task. While it initially seemed straightforward — purchasing and installing water coolers — the ground reality required careful planning:

• Identifying appropriate spaces with access to electricity and water.

• Ensuring feasibility based on local geography and school infrastructure.

• Evaluating water quality, including TDS levels, to determine if specialized filtration was needed.

Collaborative problem-solving

To navigate these challenges, we collaborated with Mr. Arvind, a technician from OMS Enterprises, who assisted in assessing each school’s requirements and ensuring the suitability of water coolers. The cooperation of school teachers and headmasters was equally vital, providing support in space identification and practical considerations.

Currently, the project is being implemented in phases, starting with Primary School Chandighat and Primary School Tantwalla, with plans to extend to the remaining schools. The process has taught me the importance of preparation, flexibility, and collaboration when implementing infrastructure-related initiatives in schools.

Reflections and Perspectives

This journey has reinforced my understanding that school development is multi-dimensional. True improvement goes beyond academic support and requires addressing infrastructural, environmental, and community-driven factors.

A few key takeaways from my perspective-driven experience include:

• Ground Insights are Crucial: Direct observation and engagement with schools provide a realistic understanding of challenges.

• Holistic Planning Matters: Prioritizing interventions — from SRCs to water cooler installations — ensures meaningful, sustainable change.

• Collaboration is Key: Working closely with educators, technicians, and community members leads to effective implementation.

• Impact Measurement: Feedback from students and teachers validates the initiatives and encourages continuous improvement.

Partnership as the foundation of progress

From setting up school resource centers to installing water coolers, every initiative at Samanta Foundation has been built on collaboration between educators, communities, schools and parents.

This journey has taught me that development work is not about doing things for people, but doing things with people. True progress happens when every stakeholder feels equally responsible and invested in the outcome.

At Samanta Foundation, we continue to nurture these partnerships — not only to improve school infrastructure but to build a stronger foundation for children’s learning, growth, and overall well-being.

The School Development Plan at Samanta Foundation represents a strategic and thoughtful approach to enhancing learning environments and strengthening school infrastructure. Each initiative, whether completed or ongoing, reflects a collective effort aimed at creating meaningful and sustainable improvements for the students and communities we serve.

By Jaideep

Program Associate