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Making a Difference


We strive to ensure that all children have equal opportunities to access quality education.

To empower all the stakeholders to have an equal voice in building a child's future at the systemic level by engaging youth to work at grassroots levels.

Theory of Problem

According to UNESCO, 47 million children drop out after 10th class and 6 million at the primary level in India. As per the National Statistical Office report from 2018, In India, percentages of persons in the age group of 3-35 years dropping out of studies were nearly 14% in rural areas and 10% in urban areas. Also, nearly 13% of males and 19% of females of aged3-35 years in rural areas and 7% among males and 10% among females aged 3-35 years in urban areas never enrolled in any educational institution. In Urban India, almost 19% of women and men either drop out of school or are never enrolled in schools in India. On the other hand, in Rural India, over 30% of women and 26% of men either drop out of school or are never enrolled in schools in India. The district of Gurugram has close to 20,000 out of school/dropout children. In the Ghaziabad district, there are 5000 children out of school and drop out (in 2 urban slum area where we are working).

This is because the children and parents lack vision for themselves and do not question the status quo. This is further worsened as the existing education system fails to understand and cater to the children's needs (social, mental, emotional, etc). Due to this, most of these drop-out children grow up to become unskilled unemployed youth or get involved in anti-social activities.

Theory of Change 

We want to solve this problem by bringing a systemic level change where all the stakeholders have an equal voice in building a child's future. The way we want to create this change is by bringing the talented youth from the community and across the country to work at the grassroots levels and bridge the existing gap between community & schools/education system.

Our solution to bring systemic change through two programs:

1. Back to School Program
To ensure a quality education for all which can be done through steps that help the learning gap and admit students who had dropped out, into private schools (by leveraging section 134) as well as in government schools as per the economic condition of the parents. We designed a life skills curriculum for 6-14 years children to develop empathy, interpersonal, critical thinking, design & creative thinking, and cognitive skills through experiential learning.

2. School Transformation program
Under this program, we focus on teacher's teaching practices and development to leverage the existing system. The main objective of the program to:-

  • Create a positive learning environment in the classroom

  • Provide exposure to the 14-19 years children to identify their own interest area where they can convert their potential into capabilities

Our Innovative Approach

Anubhuti approaches to find existing organizations that can become their partner in the path of finding child survivors and helping them lead a sustainable life by abiding by certain rules

  • Horizontal hierarchy: we as an organization believes that each one of us has their own uniqueness and strengths to perform at the best of efforts to reach us at milestones.

  • Collaborative nature: We believe that all the resources required for the proper educational provision of a child exist within the system and hence, we tend to collaborate with such various organizations so as well as stakeholders to fight this basic issue.

  • Bottom-Up Approach: We learn from the ground to take the necessary and measurable steps at the organizational level. 

  • Social Inclusion: Since a drop out child lives and experiences a variety of situation that are different from those the children inside the school goes through, bringing them both together through formal education leads to the inclusion of diverse realities.

  • Shared accountability: We shared accountability with the existing education system hence believe building capacities and leadership of educators and managers of the same can sustain the change. We are closely involved with the local and state leaders to make sure that the system keeps one of its ears on the ground and act proactively.

  • Integrated Curriculum: Designed lesson plans and content integration of Socio-Emotional Learning and Life Skills with the academic syllabus.

  • Mainstreaming Dropouts: The tendency of dropping out by a child is a multifaceted problem. It carries a lot of other penetrating issues, thus, we intend to design systemic processes that may facilitate easy access to quality education for underprivileged children living in adverse conditions.

  • Community Driven: We seek to promote the processes ensuring the welfare of the society which are scalable and community-driven.

  • Transparent Process: We put our models forward for all organizations, entrepreneurs, and state governments so as to be transparent as our intention.

  • Tech Integration: Using existing technological tools and solutions to accelerate learning outcomes.

Education: Programs
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