Project Theme


Target Group


Project Period

01 Jul 2016 - 31 Jan 2017

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Around 75% of the population of Mayurbhanj live below the poverty line and for nine months of the year depend on agriculture and forest resources for their livelihood. For the remaining three months they migrate in search of wage labour. Nota Gram is a self-governing community of 30 villages served by 11 primary schools. Sikshasandhan in partnership with Oxfam India has been implementing a project to improve access to education of tribal children. The project is building a model of mother tongue based multi lingual education in these schools which has been accepted by the district and state authorities. The project has been supported by JD trust and came to an end in the month of June 2016. Oxfam India with the support of OHK has proposed to continue the work.  


About the Project: 

The project focuses on improving access to education for marginalised tribal children in Mayurbanj district, Nota Gram Panchayat, Odihsa. Sikshasandhan will work in close collaboration with the local government to accomplish this overarching goal.  The specific objectives of the project are to ensure access to a quality basic education for tribal children and to campaign for effective implementation of the RTE Act, 2009. The programme strategy will have a three-pronged approach aimed towards enabling the community to create demand for girl child education, influencing the functioning of Government schools to make special efforts to enroll & retain tribal girl children and advocating & campaigning to ensure local government effectively implement the RTE Act. Further, by helping School Management Committees (SMCs) to become effective instruments of governance and social audit, each local community will be able to influence and monitor implementation of the Act in their school. Finally, by engaging the support of and working with the local government to effectively implement the RTE Act, the programme strategy will ensure all stakeholders are accountable for their part in educating ST and SC children, exercising their fundamental right to a free, high quality education. Further, larger advocacy at the state level with RTE forum will be part of the project. 


Results to be Achieved: 

  • Schools functioning effectively with regular tracking of the  implementation of existing provisions under the Right of Children to Free and Compulsory Education Act 2009
  • Increased knowledge and capacity among PRI representatives, SMC members and CBOs leads to strengthened collective voice around issues of RTE with communities taking ownership of schools and being actively involved in monitoring performance against RTE indicators
  • Demonstrating  models of quality and inclusive education in government schools  and Government adopts improved learning and inclusive  practices in other schools


Prior Achievements:

  • Advocacy efforts resulted at making and rolling out of the mother tongue based multi lingual education policy in the state.
  • Zero school dropout in the project villages
  • Well capacitated SMC members performing school monitoring roll.
  • Awareness building among parents and communities on education. 
  • Confidence building of children through formation of children clubs, creative workshops, children’s festivals, exposure visit and regular interaction to bring children to school.
  • Development of Teaching Learning Material (TLM) and supplementary reading materials in tribal languages.
  • Process of Continuous and Comprehensive Evaluation initiated in the project schools 


Case Studies/Human stories: 

Sagar Hembram- Journey Towards School

Name- Sagar Hembram


School- Haladiasahi PUPS

Father- Manda Hembram

Mother- Pangila Hembram

Sagar Hembram, with other 4 siblings, belongs to an extremely poor family where all the members are illiterate. Therefore, neither his father nor mother was bothered about their son's education. Sagar spent his entire day roaming here and there with his friends. One day he was located by the language teacher Srimati Malati Mundua. She asked Sagar to go to school but he resisted this saying that he will not get time to play and the teacher will beat him. The language teacher was sad to see the apathetic attitude of the child towards school. The teacher decided to visit his parents but found the same problem with them. However, the teacher did not give up. She told about all the provisions that the child will be getting in school including the books, school uniforms, mid-day meals etc. She said that none of the teachers will beat him as it is a punishment free area. Rather he will be encouraged for studies along with songs, dance, sports, paintings etc. She also brought with her some students from the school itself and they shared their experiences. Seeing his fellow friends going to school regularly, a confidence was built within Sagar and finally his parents were also convinced to send their child to school. Now Sagar is regularly coming to school and says that he will also encourage his friends to come to school regularly. He has developed a special bond with school and the teachers.