Page 59 - Annual Report
P. 59
Transformative
Journeys
4 QUALITY
EDUCATION
PROJECT ALIGNS
WITH SDG
learn at their own pace. This intervention not only
resulted in a 14% increase* in their language and
math scores, but also facilitated access to essential
entitlements like mid-day meals, textbooks,
workbooks, etc. with the support of the local
administration and community stakeholders.
A delighted beneficiary of this initiative, 8-year-old
Mickey Kumbruka asserts: “I like coming for my
morning tuition every day, as many of my friends
also join me here and together we learn and have
Quality learning Kotagarh, Lanjigarh and Bissam Cuttack blocks, laid loads of fun.” He is a Class III student at the primary
school of Adibasi Sahi of Sahada Gram Panchayat
opportunities for all the foundation for this initiative. A Covid Education under Bissam Cuttack block in the Rayagada district.
Committee consisting of the village Sarpanch,
School Management Committee members, a ward Every day on his way to class, he picks some pebbles,
With schools being closed since the second week of member, an Anganwadi worker and some leaves, twigs, etc. and uses them as TLM
(teaching-learning materials) to learn arithmetic and
March 2020 and no certainty as to when they would educated young villagers, was formed to provide language from the village volunteer teacher.
reopen, the pandemic has had an unprecedented learning support to children and meaningfully
impact on all children. But those belonging to the engage them during the pandemic. The Livolink His parents, Nakula and Kurunji Kumbruka, too, are
tribal pockets, like in Southern Odisha, are doubly Foundation even went a step ahead to create a happy that their son is taking interest in his studies
affected due to the digital divide, difficulty in non-negotiable SOP adhering to the Covid and attending classes regularly. “We know we
accessing basic entitlements and lack of family guidelines and a curriculum for the Community cannot afford a smartphone for our son and we are
support to assist them in learning. This is just one of and Home-based Education Programme and also not digitally literate to handle and teach him on
their many problems. The severe economic impact trained the village-level volunteers to facilitate that gadget. Thus, we were worried about his
of the lockdown on families has also highlighted the foundational literacy and numeracy (FLN) activity learning progress, but this initiative has relieved us of
psychological trauma of these children, sharing among children. our worry.” said Nakula Kumbruka, father of Mickey,
food, space, parental care and other resources with The efforts of the foundation and the committee, clearly indicating his faith in the home and
their siblings. coupled with the children’s strong desire to learn, community-based learning support programme.
To tackle the impending learning crisis and provide led this initiative to success. The engagement This incredible feat would not have been possible
quality education to the children in tribal areas, the activities were conducted in 2 intervals daily for for Mickey and thousands of such children in remote
Trusts prepared a strategy, implemented through 10,203 children in 277 learning centres at their tribal villages in South Odisha, without the support
the Livolink Foundation, and initiated the homes, verandahs (porch), community places or of Sarpanches, community members and mostly,
‘Community and Home-based Education under the trees. The teaching-learning process was the 300 village volunteers, who managed the
Programme’. Critical stakeholders like Gram made non-exam-oriented, fun and play-based and learning centres and supported the children in their
Panchayats, School Management Committee and was mainly focused on making children feel learning journey, during an unusually challenging
Mothers’ Committee members from 215 villages of connected, comfortable and encouraging them to phase of their lives.
*Percentage increase against the baseline average score of 28 to the end line score 42.
ANNUAL REPORT 2020-21 52