With Whom we work - the communities

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Women & Youth Development

Organise women from the tribal, other traditional forest dwelling, pastoral nomads, scheduled caste and rural communities into women education groups.

Women from these communities have traditionally been involved in day to day work of - rearing of animals (buffaloes, sheep, goats etc), collecting wood, building Deras, farming. Some of the communities also practice transhumance. These tribals, rural, OTFDs, pastoralist communities have had to deal with rapid changes – political, economic and social; the prolonged systemic inequities and injustices have deprived these communities of their fundamental human rights. 

This has led to –

1. Poor literacy and numeracy 

2. Failing health (especially women, girls)

3. Poor opportunities to generate incomes by use of traditional skills – among men and women from the community. The women from the community are well versed in a host of skills learned orally across generations – traditional art, natural resource management, livestock etc.

Form WEG -

  1. Literacy and numeracy sessions

  2. Indigenous knowledge documentation

  3. Health Literacy

  4. Financial literacy and business planning

  5. Youth Development

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Children

Whole School Transformation of Forest Schools/State Govt Public Schools. 

We work with the children from Tribal, Other Traditional Forest Dwelling, Pastoral nomads, Scheduled caste and Rural communities. The children are primarily first generation learners who have never been to a school ever. Most of the families they come from have zero to very poor literacy levels. The children also have mother tongue ( Gojri, dialects of Hindi etc) which is different from the language of instruction in schools. The community has a history which they share orally along generations; the nomads are known as Gujjars. The access is also determined by the relative economic well being, sedentarization of the community over the years, and a host of other factors. This has led to -

  1. Poor enrolment and attendance

  2. Valuing context while teaching children (mother tongue, ecosystem)

  3. Usage of TLMs

  4. Availability  and access to resources, libraries

  5. Poor learning outcomes

Forest School / Government School

  1. Establishing learning levels of children

  2. Support training (in class) for educators

  3. Parental engagement with education of child

  4. Setting up library and running library sessions