Education is a gift for life. Despite progress, theworld failed to meet the Millennium Development Goal of achieving universal primary education by 2015. In 2013, the latest year for which data are available, 59 million children of primary-school age were out of school. Estimates show that, among those 59 million children, 1 in 5 of those children had dropped out and recent trends suggest that 2 in 5 of out-of-school children will never set foot in a classroom. The Sustainable Development Goals clearly recognize that this gap must be closed, even as the international community more explicitly addresses the challenges of quality and equity.

At SRADHA, we help children reach school and stay there. We help children unlock their potential and realize their dreams.  We believe that every child is extraordinary and can scale great heights if provided with the right learning opportunities.  With regular and generous contributions from our supporters, we are able to march steadily towards achieving these goals. We are committed to ensure that all children, irrespective of their origin, are able to go to school, play, interact and learn with other children of their age. We help children with limited means hone their creativity and skills under the guidance of trained teachers and make persistent efforts to enable them to secure a life of dignity for themselves, their families and the community at large.

Our Strategy

SRADHA runs programmes to support the education of the most disadvantaged children of India in different ways.

  • We counsel parents from humble backgrounds to send their children to school and assist them through the admission process. In schools, we make learning fun. We train teachers to impart learning using child-friendly and interactive teaching-learning methods. We set libraries and infrastructure right, conduct computer and English classes, promote and facilitate extra-curricular activities and sports. 
  • We work with the local communities to form Children Groups (CGs) and School Management Committees (SMCs) and work with them to ensure that they take accountability of the development of the children in their community and that even the most marginalized children in their area are sent to school and they stay there. 
  • We map out-of-school children and ensure their enrolment into formal schools in age-appropriate classes. In classrooms, we encourage and help children to undertake learning activities in groups. This makes the entire experience much more fun and promotes healthy competition. 
  • In urban areas, we operate our own learning centres where children coming from the socially-excluded communities are provided learning and/or after-school support. We ensure inclusive and quality education for all and promote lifelong learning. A large number of young people lack basic literacy skills; a majority of them are women. Additionally, research shows that a majority of young people lack sufficient knowledge about their sexual and reproductive health, leaving them vulnerable to sexually transmitted infections, adolescent pregnancy and a host of other concerns.
  • We work with government programs to promote gender equality as well as promote education and opportunities for young people. SRADHA also implement programmes that teach literacy, numeracy, human rights and life skills to vulnerable adolescent girls, and helps to develop and implement comprehensive sexuality education, which teaches young people about their bodies, health and disease prevention. Equipping women and girls with the ability to choose the timing and number of their children also helps them stay in school.

Peace and Human Rights Education: 

SRADHA’s approach to Global Citizenship Education builds on the Organization’s long standing experience in human rights and peace education (PHRE), which remain specific areas of work for the Organization. SRADHA considers that education for human rights and the promotion of a culture of peace and non-violence enhance the quality education.

In the context of the United Nations Plan of Action to Prevent Violent Extremism, SRADHA is working in communities seeking to deliver education programmes that build young people’s resilience to violent extremist messaging and foster a positive sense of identity and belonging. This work is being undertaken within the conceptual framework of Global Citizenship Education.

Education for Sustainable Development (ESD):
Sustainable development cannot be achieved by technological solutions, political regulation or financial instruments alone. We need to change the way we think and act. This requires quality education and learning for sustainable development at all levels and in all social contexts. Education for Sustainable Development (ESD) is about enabling us to constructively and creatively address present and future global challenges and create more sustainable and resilient societies.

In a world with limited natural resources, individuals and societies have to learn to live together and take responsible actions based on the understanding that actions here and today can have implications for the lives and livelihoods of people in other parts of the world, as well as for future generations.

Empowering learners to live responsible lives and to address complex global challenges means that education has to promote competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This calls for new approaches to learning, the development of vibrant green economies and societies, and the emergence of a “global citizenship

SRADHA works in communities to build ESD capacities, generate and scale-up actions, focusing on key issues -climate changebiodiversitydisaster risk reduction, water, cultural diversity, sustainable urbanisation and sustainable lifestyles - as entry points for promoting sustainable development practices through education.

It works with policy-makers on how to integrate ESD into education plans and curricula. It promotes ESD tools and materials for decision-makers, teachers and students to contribute to making education relevant for today’s world. It also helps link learning in schools to real life experience.

SRADHA encourages reorienting teacher education to ensure that ESD is integrated into teaching practices.

Education of Girl Children:
SRADHA over the years has intensified its initiative targeting girls of marginalized families to complete their secondary school education. SRADHA started with the following interventions through 70 village girls club with a membership of 900 girls aged 10-15 to promote girls education with the twin objectives of  school retention and completion of secondary education.

  • Educating the parents (900) about the benefits of girls education
  • Sensitizing the teachers (70 schools) that girls are equally competent in mathematics, science and English as majority of the teachers in those subjects are females
  • Providing comprehensive and easy to follow and self-learning educational material on mathematics, English and science to girls clubs to ensure that girls have access to quality learning materials
  • Weekly coaching through 70 girls clubs on Mathematics, Science and English by volunteers proficient in the subjects
  • Career Guidance Education
  • Life Skills Mentoring for girls ages 10-15 on (1) menstrual, (2) educational, and (3) psycho-social challenges by providing information on menstrual cycle, free distribution of modern sanitary products, providing information on common psychosocial challenges and benefits of positive self-esteem.
  • The achievements of the programme include 100% retention rate, increased attendance, increased self-esteem, improved learning outcomes.

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