Harsha Trust in partnership with Klorofeel Foundation has been creating an enabling environment;  where learning is funfilled and  situation  specific.

The Purpose of the  intervention is to explore innovative methodology  to deliver relevant learning. We focus on an integrated  approach of head, heart and hand while the learning happens with the children. The entire model challenges the centralized practices of deciding on a common curriculum and yardsticks to select a teacher. We  practice pushing   the same lessons to all children irrespective context or readiness and making the score marks in the standard assessment.

Teacher’s role in the learning centre is to inspire and create the curiosity for the children to discover their appropriate approach towards learning. Parents are equally involved as they will create the same enabling at home.

This change has been piloted through 9 learning centres from 8 villages of BissamCuttak, Odisha since June 2017. Impact of the intervention has been created positive energy amongst the school dropouts.

The operational area is one among economically most deprived having largest ratio of BPL families.

Harsha Trust and Klorofeel aims to reach more than 680+ districts across the country with almost 6000 passionate  professionals to transform  education. This  education  system does  not  ignore the  local  context  and works  on  the local  needs  by   building   local  entrepreneurship and local support systems bringing development to the particular area.

Let’s meet Charan…..

Charan is a student studying first standard in Klorofeel Learning Centres. He started noticing that he was lagging behind in learning alphabets, words, counting and other basics when compared to his classmates. Some people unintentionally pointed out about this scenario often that affected him. Activities and games are integral part of the learning centre and hoop rolling game brought interest to Charan. Often, he used to shy away from interactions but came forward to request people to start the activity.

Charan started taking initiative, asking for help, improvising, joyfully presenting what he had learnt and even comfortably accepting what he didn’t know. He knew a lot of basics but traditional assessment methods couldn’t capture his learning. The hoop rolling activity was infused with a lot of language learning. The activity provided Charan with a very comfortable platform to express his learning and limitations. This instance was collective learning for all including Charan, where conceptualize activities that interested children and integrate the learning into the activity and evaluate the learning in joyful yet meaningful manner.