Select Youth from the tribal, other traditional forest dwelling, pastoral nomads, scheduled caste and rural communities as fellows.

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Youth 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 –

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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.

Whole School Transformation of Forest Schools/State Govt Public Schools, Development of Model AWCs and Training Teachers/Educators​

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We work with the children from Tribal, Rural, Other Traditional Forest Dwelling, Pastoral nomads, Scheduled caste communities. The children are first generation learners. Most families have zero to very poor literacy levels. The mother tongue of children ( Gojri, Other spoken languages) is different from the language of instruction in schools. The community has an oral history shared along generations; the nomads are known as Van Gujjars. The , sedentarization of the community over the last decade and a host of other factors impact education outcomes leading to -

1. Poor enrolment and attendance

2. Not valuing context while teaching children (mother tongue, ecosystem)

3. Availability and uage of TLMs

4. Availability  and access to resources, libraries

5. Poor learning outcomes