Community Learning Centres
Submitted to: XYZ Limited
PFA- Pathshala for All
www.pathshalaforall.org
Brief Description
Organization Related
Pathshala for All (PFA), A-101, Sunshine Plaza, Near Greenfield
Head Office Address:
Park,
(Hypothetical)
Sector 12, Rohini, New Delhi - 110085, India
Other Locations for
Tigri, Sangam Vihar, South Delhi
Implementation
Person to Contact
Ankita Anand
(Hypothetical)
Email Id
[email protected]
(Hypothetical)
Contact Number
91 9876543210
(Hypothetical)
Website
www.pathshalaforall.org
(Hypothetical)
Voluntary Activities Yes
CSR Form 1 Yes
FCRA Yes
Registration Under 12 A
Tax Exemption Under 80G
Project Related
Community learning centre to improve
Title of the Project Foundational Literacy & Numeracy among
under Privileged School Going Children
Tentative Proposed Location for Tigri,
Location of the Project
Sangam Vihar, South Delhi
Project Beneficiaries 100 Students + Community Members
Duration 12 Months (annual renewal)
Budget Required INR 8,81,200/-
Background of the project
In addressing the literacy challenges in India, addressing the gap in government schools is
essential. Government schools play a crucial role in providing education, especially to
marginalized communities where access to private schools is limited. However, these schools often
face various shortcomings that hinder effective learning outcomes.
One significant gap is the lack of adequate infrastructure and resources in many government
schools. According to a report by the National Sample Survey Office (NSSO), a significant number
of government schools lack basic facilities such as classrooms, libraries, and sanitation facilities.
This inadequacy adversely affects the learning environment and contributes to low literacy rates.
Additionally, there is a shortage of qualified and trained teachers in government schools.
According to the District Information System for Education (DISE), many government schools
suffer from a high pupil teacher ratio, leading to inadequate attention and support for students. This
shortage of teachers, coupled with limited professional development opportunities, undermines the
quality of education provided in these schools.
Moreover, the curriculum and teaching methods in government schools often do not effectively
cater to the linguistic diversity present in India. Many students, especially those from indigenous
or minority language backgrounds, may struggle to engage with the curriculum due to language
barriers. Adapting the curriculum and providing bilingual education can help address this gap and
improve learning outcomes for diverse student populations.
Community Learning Centres (CLCs) can play a pivotal role in bridging the gap in government
schools and ensuring access to quality education for all children. CLCs can provide additional
support in areas where government schools lack resources or qualified teachers. Community
Learning Centre offer tailored educational programs, including remedial classes and
extracurricular activities, to address the diverse needs of students, particularly those from
marginalized communities. By engaging with local communities and leveraging resources
effectively, CLCs can complement government school initiatives and contribute significantly to
improving literacy rates and fostering socio-economic development in India.
Rationale for the project
Establishing a community learning centre in the Tigri-Sangam Vihar area holds significant
potential and benefits for the local students and the broader community.
Tigri-Sangam Vihar, a major resettlement colony in Delhi, hosts a significant migrant population
primarily from Uttar Pradesh, Bihar, Rajasthan, Jharkhand, Chhattisgarh, and parts of Madhya
Pradesh. Predominantly engaged in low-skilled occupations, men often work as daily wage
labourers in factories, construction sites, or as rickshaw pullers and rag pickers. Some operate
small shops. Women commonly find employment as domestic workers or roadside vendors. Many
migrants possess skills suited for agriculture but face limited job opportunities due to low
education levels. This perpetuates a cycle of poverty.
A community learning centre can serve as a hub for educational support, providing resources,
tutoring, and workshops to supplement formal education and bridge the gap for students. By
offering learning opportunities beyond the traditional classroom setting, a community learning
centre empowers individuals to pursue lifelong learning and skill development.
Proposed Intervention: Community learning Centre
Based on the diagnostic study results and survey PFA propose to implement Community Learning
centre to promoting Quality education for Government School Students in Tigri, Sangam Vihar,
New Delhi.
Community-based learning centre with a focused intervention on Foundation Literacy and
Numeracy (FLN) tailored for students from class 2nd to 8th. Our program aims to equip students
with essential literacy and numeracy skills crucial for their academic success and future
endeavours. Through engaging activities, age-appropriate workshops, and one-on-one support,
students will strengthen their English reading, writing, and math abilities. We will integrate
practical applications of FLN skills into everyday contexts, making learning relevant and
applicable to their lives. By fostering a supportive learning environment, our intervention aims to
instil confidence in students, break down learning barriers, and empower them to excel
academically and beyond.
Project Goal:
Project aims to support students of Government Schools who face difficulties with their studies
due to a lack of support. Through tailored assistance, mentorship, and resources, we aim to help
them overcome academic challenges, improve learning outcomes, and build confidence, ensuring
their success in education.
Project Objectives:
Objective 1: To ensure that the children have a complete understanding of the foundational literacy
and numeracy skills aligned with the NEP2020 goal “Learn To Read, Read To Learn”, and develop
their higher order thinking, leadership qualities, and makes children responsive to learning
Objective 2: To reach specific learning level which supports them to remain in school and
complete their secondary schooling.
Target Group: 100 students in the community from classes II to VIII
Duration: 12 Months
Project Implementation
The project will be implemented in two phases:
Phase 1: Preparatory Phase: 1 month Duration
In this phase the Baseline study of the community with the help of 1 community mobilizers and 1
Coordinator will be conducted. It would be coupled with active mobilization of the students
would be done. The mobilization would be followed by enrolment of students at the learning
centre. Further also, multiple stakeholder meetings would be conducted at various levels which
would include participation from administrative authorities, Parents/Care givers, Community
Spokesperson, Key opinion leaders etc. Also, we will be setting up the centre during this phase to
make it operational for second phase.
Phase 2: Implementation Phase: 11 Months
After the preparatory phase and the enrolment of the students at the centre following operational
strategies would be adapted:
1. CLC will have 2 Academic Educator who will teach Maths and English to enrolled
students.
2. CLC will cater to 2 batches of 50 children in morning shift & evening shift (Total Students
100).
3. Each CLC centre will be operational for 6 days a week.
4. Pre, Mid and post assessment to monitor learning outcome.
5. Event and celebration will be organised for engagement of students on special days i.e.
Independence Day, Republic Day, Diwali etc.
6. Regular Monitoring will be done by project coordinator for proper implementation of
project.
Key Activities:
1. Academic Support: Our academic support focuses on Foundation Literacy and Numeracy
(FLN), addressing fundamental skills in English reading, writing, and math. Through
targeted instruction, interactive activities, and personalized assistance, we aim to
strengthen students' foundational abilities, enabling them to navigate academic challenges
with confidence. By emphasizing practical applications of FLN skills, we empower
students to excel in their studies and develop essential competencies for future success.
Beneficiary profile & Program Objective Program Details
Outreach
Profile: Class II to VIII from both To improve the learning A multi-channel Maths
partner schools as well as community levels of students through & English
outreach-students with limited/no a holistic approach and Instruction and
access to academic material from reducing inequity in Support program to be
school education. delivered through PFA
content on shared
devices across small
batches of students at
local centre, each taught
and supervised by a
teacher.
Profile: Class II to VIII from both PFA will administer
partner schools as well as community assessments to the
outreach students, on a regular
basis yielding real time
student-level data on
To reduce dropouts from
unique learning needs.
school.
PFA will address these
needs through the
distribution of targeted
TLM for reinforcement
of concepts.
Expected Impact
All students are covered through education support interventions and obtain optimum level of
learning, and attaining a positive future
.
Logical Framework Analysis
Description Verifiable Means of Verification Assumptions
Indicators
GOAL Enhanced Improvement in literacy Continued
literacy and & numeracy participation of
students and
numeracy skills assessments. community support.
for
underprivileged
children.
PURPOSE Provide 100 students regularly Regular attendance
academic attending and by students
throughout the
support to 100 participating in CLCs. project.
children in
Tigri and
Sangam Vihar.
OUTPUTS
1. CLCs established in the target 1. Number of CLCs set Timely setup of
area. up. CLC centers and
engagement of
educators.
2. Improved academic 2. Pre, mid, and post-
performance in literacy & assessment reports.
numeracy.
ACTIVITIES
1. Baseline study. 1. Baseline study
reports.
2. Enrolment and mobilization of 2. Enrolment records. Effective
students. mobilization and
consistent project
implementation.
3. Academic support in literacy & 3.Assessment results.
numeracy.
4. Regular assessments. 4. Event and celebration
logs.
5. Engagement activities for
students.
Partnerships:
Our program recognizes the importance of partnerships and networks in promoting learning. We
will collaborate with government education departments, corporate partners, local government
schools, and community-based organizations to address the needs of child education effectively.
PFA acknowledges that community learning centres, established "from, by, and for the
community," are essential for the successful implementation of the program.
Sustainability:
For sustainability, PFA relies on financial support from corporate partners and donors. Local
partnerships with organizations like government schools and local panchayats are vital for facility
provision and on-the-ground support. Community engagement is key, promoting local ownership
and resilience.
Activity Timelines
Budget Requirements
