Rural Education and Development (READ)

READ is working with the marginalised landless, Tribal and Dalits, with particular emphasis on children’s education and women empowerment. READ started off in 1975 with a mandate of educating the children from marginalised communities working majorly within the state of Bihar. With a mission to accompany the poor, READ facilitates an innovative education programme for children, women and youth belonging to most marginalised communities in the region.

Support Education

Centre (SEC)

READ is working with the marginalised landless, Tribal and Dalits, with particular emphasis on children’s education and women empowerment. READ started off in 1975 with a mandate of educating the children from marginalised communities working majorly within the state of Bihar. With a mission to accompany the poor, READ facilitates an innovative education programme for children, women and youth belonging to most marginalised communities in the region.

Child Resource

Centre (CRC)

These centres are focused on resource development among the oppressed resulting in the visible manifestation of the growth and development of the children. The CRC’s plays a major role in arresting the high dropout rates after the primary level which is very prevalent among the excluded communities.

Short Term

Residential Training

Short duration residential training program of 15 days is an integral part of SANKALP as it plays a vital role in initiating the child into proper learning habits and liberating the child from the debilitating effects of fear and lack of self-worth.

Long Term Residential

Training (LTR)

This program is for selected secondary (9th &10th) and senior secondary (11 and 12) and tertiary (Undergraduate) level students. The LTR is designed facilitates their overall growth and integration It objectifies and emphasises the academic competence, personal growth in terms of self- esteem, social- consciousness, and interpersonal skills in this holistic long duration training

ACHIEVEMENTS

This project has benefited 50 villages in four chosen districts in terms of enhancing its human resources, social capital and organisational capacity for better participation in local governance and thus ensured greater accessibility to entitlements, rights and services.

Through the educational and organisational interventions, around 700 to 1200 households with an average household size of 5 were benefited.

Educational mainstreaming with respect to motivation, school enrolment and retention, and academic competency

Nearly 1250 children at the level of primary education and 500 children up to the completion of secondary education were directly benefited from this project.

Nearly 700 to 1200 women and particularly 250 women leaders were benefited with respect to the organisational capacity, leadership, motivation, and public advocacy through Mata Samiti

The chosen communities are expected to benefit socially, culturally and economically. The project created a pool of human resources, leadership, a liberating community self-image and organisational capacity for its ongoing empowerment action.

The project is complementary to the government school education and has induced many positive changes in nearly 50 government schools.

The programme came up to provide quality education to the poor, we have an innovative community-based education programme for the Musahar the most marginalised community. We belief that unless we have sufficient no. of human capital in the communities we cannot talk about empowerment. We at READ are doing our good to bring the community momentum in education.

-Fr. Joseph Sebastian