What We Do - The Programs
We are working in the lower shivaliks of the Great Himalayan Range of India in the state of Uttarakhand and parts of Uttar Pradesh (sharing borders with Uttarakhand). The region is inhabited by - Scheduled Tribes (Jaunsari), Other Traditional Forest Dwellers (Van Gujjars), Scheduled Caste (Taungyas) and Other Communities.
We are working on bridging gaps of access, availability and affordability to “EDUCATION” for children specially the girl child from the forest dwelling and peripheral communities in the Shivaliks of the Great Himalayan Range.
Whole School Transformation of the Forest Schools - Primary and Middle School.
Fill learning gaps to develop capacities based on de-schooling and alternative pedagogies
Develop indigenous curriculum
The Strategy - how we work
The strategy is to work with individual and communities to build capacities for long term change. Cadre building of Youth is at the core of this strategy so as to promote long term gains and social change.
We are working with the communities, education department, forest department, local self governance institutions to support the first generation learners by working on “Whole School Transformation” of primary schools and middle schools on the periphery of the forest.
Strategic Focus - 1. Pedagogy 2. Indigenously developed learning materials/Curriculum 3. Integrating health as a lived experience in Learning 4. Collaboration and engagement with stakeholders to overcome access, availability and affordability of Education.
Bringing the people together, evaluating the problems and getting the solutions from them is THE MASTER PLAN.
Why we do - the problems
Apart from the structural conditions, other aspects like not providing equal space in the developmental paradigm, cultural invasion and universal approach - one size fit all, have created an imbalance in the lives of community.
It is essential enable the current educational spaces to work towards - 1. Linking Education and Indigenous Knowledge 2. Introduce alternative educational pedagogies for education 3. Co Creation of knowledge and curriculum 4. Integration of awareness on social, political and economic dynamics in education 5. Ensuring monitoring and accountability from institutional mechanisms.
The universal approach - one size fits all, has no relevance in the context of education, the common curriculum and the pedagogies are not always replicable in different contexts.