Page 24 - TRIF Annual Report 2021

In the areas of intervention, our teams work to

Strengthen interface between Community and Education Systems through mobilization of local Reflections 2020-21
communities anchored on women-centric community institutions and community cadre change
vectors. Communities work with the existing structures within the constitutional provisions and Innovative Recourse: Off-Classroom Support through Mohalla
play an active role in identifying the priorities for improving the governance of the school and Learning Centers
giving it the requisite space in the development agenda.
Amidst the unprecedented times of the pandemic, TRIF put to test its theory of Community
Enhance parent-child engagement through building capacities of parents to engage with their involvement and support for creating neighbourhood response for resilience and recovery.
child’s learning system and stay invested in their child’s development, while also demanding With support from our CSO partners on the ground, we activated a Community learning
greater access to quality of education. center model called the ‘Mohalla’ learning centers. Following government permissions and
safety protocols, we brought children back in the learning loop after the lockdown in 2020.
These Mohalla learning centres engaged the community cadre of Education Change Vectors,
Enhance Motivation and capacities of teachers through engagement with the teachers extending Village Organization Members, Youth volunteers and parents who jointly participated in the
beyond the classroom learning materials to a more experiential child engagement strategy. A formation and facilitation of Mohalla class activities. The Mohalla Learning Activity Centers
close-knit peer-learning system is put in place where teachers engage with each other, share are designed in a way to engage children in joyful learning activities, which not only ensures
learnings and perspectives. The teachers feel motivated and confident to make the learning continuity in their learning and interaction with their peers but also allows them a safe
experiences more meaningful and joyful. emotional space to express themselves. The children moved away from the stressful
conditions at home, resulting in a higher chance of continuing education and a smooth
transition on the re-opening of schools.
Strengthen Parent-School engagement through creating conditions for a dialogue between the
Parents and the Teacher through Parent-Teacher-Associations and similar platforms. This off-classroom support model was also well received by the Government of Madhya

Pradesh and has been adopted beyond the sites of our intervention.

A community that is cognisant,
involved and supportive, has the
ability to lead change processes from
within the socio-cultural domain to
adopt a more contemporary outlook

towards child’s development, and
sustain efforts to ensure improved
learning outcomes.

Javed Siddiqui
Education Lead, TRIF

24 TRANSFORMING RURAL INDIA FOUNDATION ANNUAL REPORT 2020-2021 25