The pandemic has led to disruption of most ongoing educational efforts. It is feared that overtime many students are expected not to resume their education due to varied reasons (family, technological, personal etc.). Here are my two cents, striving to come up with a framework for organisations educating the marginalized section.

1. EDUCATION FOR
EMANCIPATION
Abhishek Savarnya
• https://www.linkedin.com/in/savarnyarjabhishek/

2. OBJECTIVE
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Education is to facilitate the development of competence to
live a happy and prosperous life.
The objectives being:
1. An opportunity for children from marginalized section of
society to learn from the best minds.
 Facilitating collateral learning where the community supports the
child.
2. An opportunity to best minds to connect to a cause.
 Upholding the sense of community and realizing that it’s through
others that we become ourselves.

3. GOALS
Short term goals
1. Restructure to adapt to online teaching.
2. Introduce student feedback mechanism.
3. Ensure co-created clarity during classes.
4. Encourage to reason.
1. Build a repository of relevant online content
and a team teaching online with ease.
2. Make the organization child-centric.
3. Self-driven students with educators as
facilitator.
4. Develop individuals who can self-evaluate.
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Long term goals
" I am not telling you it's going to be easy,
I am telling you it's going to be worth it."
- Arts William

4. 1. Reason is supreme
2. Learn, Unlearn, Re-learn
3. Child-centric approach
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EDUCATING APPROACH
Dubium sapientiae initium
(Doubt is the origin of wisdom)
- Rene Descartes

5. OVERCOMINGCHALLENGES
5
Challenges
1. Online educating demands unconventional
educating methods.
2. Responsible behavior is missing among
some children online frustrating the
educators.
3. Few students struggle to grasp basic
concepts.
4. Lack of relevant online content.
1. Conduct volunteer pedagogical sessions and
experiential teaching.
2. Responsible educators will eventually instill
sense of responsibility.
3. Instigate co-created clarity as only an
interested child can learn.
4. Have a set of volunteers dedicated to creating
content.
Addressal

6. 1. Collect data regarding children and their availability of standard books. Provide them with their syllabus
books at the earliest. Also inform about tentative tutorials timetable by different volunteers to the students
and their family.
2. Organize sessions for volunteers to help them overcome the hesitation for unconventional mode of
teaching.
3. Assign a small number of students (4-5) to a volunteer (viz. class teacher) to facilitate their education at
all levels. A progress report could be maintained of every child. They will also be tasked as to
communicating with the families in case of any issue faced by the student and also facilitating with other
subject volunteers as and when requested by the child.
4. Encourage the elder children (class 8 and above) to teach younger children in their locality in groups;
since distant teaching is difficult for younger kids. These activities could be noted in a SUPW notebook
which can be submitted to the volunteer from time to time.
5. Weekly meeting of all class teachers and bi-monthly meeting of all volunteers. Continuous monitoring of
volunteers (sessions and discussion) could be done through online mode.
CURRENTAPPROACH

7. DREAMTEAM
Have team members that would be companion to children. The child
decides if he wishes to see the facilitator as a teacher, mentor,
resource, peer or support.
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“Every place my classroom, every book my textbook, every
person my teacher. Some I learn some I learn to avoid....”
Avoid volunteers whom children avoid.
“Learning can only happen when a child is interested. If he is not
interested, it's like throwing marshmallows at child's head and
calling it eating” – Katrina Gutleben

8. THANK YOU
Abhishek Savarnya
• https://www.linkedin.com/in/savarnyarjabhishek/