"All children in Gujarat have an equitable opportunity to attain Holistic Foundational Education" and each day we are taking a step towards making this vision a reality.
"All children in Gujarat have an equitable opportunity to attain Holistic Foundational Education" and each day we are taking a step towards making this vision a reality.
Building a movement of educators, leaders and advocates who are inspired and equipped with knowledge, skills and mindset to provide holistic education to students.
By 2030, empower 10,000 teachers to drive classroom excellence and enable 3,00,000 children in Gujarat to become emotionally resilient, wise decision-makers, and compassionate problem-solvers.
Building a movement of educators, leaders and advocates who are inspired and equipped with knowledge, skills and mindset to provide holistic education to students.
We are agile, operate with a high sense of possibility, and continuously seek opportunities to learn. We inspire each other to achieve our vision.
We learn from the best practices of our stakeholders and create win-win partnerships to multiply the impact.
We are a fun-loving organization that operates with compassion and commitment to create an inclusive environment.
We grow by continuously learning from our mistakes, giving and receiving feedback and becoming aware of our actions and mindsets.
Our words and actions are aligned with our vision. This enables us to create an honest and trustworthy ecosystem.
We began teaching children of construction workers at a bus stand, which soon evolved into our Evening Learning Centre. This center focused on activity-based education for marginalized children.
We launched an intervention in a government school in Surat through STTP, focusing on peer learning and student leadership development.
In 2020, during the lockdown, Asaadharan launched an Accelerated Learning Program for out-of-school children and trained STP teachers to deliver it. We also introduced a Buddy Program to promote peer learning.
Given the current global pandemic situation, we used the learning techniques established from our Accelerated Learning Program (ALP) to reach out to children in-person that had no access to learning resources (TV, phones, radios, etc.).
We piloted the Asaadharan Fellowship Program, placing local community members in government schools to bridge learning gaps and promote value-based education.
Our first full-scale Fellowship Program was launched across three government schools in Surat. We also trained 4,000 government school teachers on effective classroom techniques in collaboration with local education bodies.
We are now focused on implementing a depth model through the Asaadharan Fellowship to ensure every child completes their primary education, enabling them to pursue further learning in public or private institutions.
"Since you came, the children have been focusing on their studies and their marks have also improved, which makes us feel really good."
“I used to send Swayam to a private school in Baghoday. He didn’t learn anything there in a whole year. What he couldn’t grasp in a year, he completed here in just three months! From Hindi letters, small and capital ABCD, 1-2 in Hindi, to one-two in English he knows it all now. He just needs to learn how to read from books. My child has a deep sense of devotion toward all of you. I feel he might forget me but will always remember all of you and that’s how it suppose to be for mentors and teachers.”
“Before I used to feel small while telling people my children study in government schools, but now after your intervention I tell people with pride.”
“Sonam teacher (our edu leader) ke padhane ke wajah se hamare bache ka bhavishya bhot acha hogya hai jo bhi use nahi aata tha woh sab unhone sikha diya hai”
A side-by-side look at where students started and how far they’ve come. These numbers represent our journey in improving basic literacy and numeracy.
Bhavna was full of energy and very mischievous. She did not pay attention in class, shouted a lot, used bad words, and found math and Hindi very hard. Teachers had almost given up on her. Adarsh Sir, an Edu-Leader with Asaadharan Foundation, started spending time with her, talking and explaining lessons in ways she could understand. Slowly, Bhavna began participating, completing her work, and helping other students. Now she is one of the top students in her class. She enjoys school and has started loving learning.
Jyoti, a first grader, was very quiet and sat alone. She did not pay attention in class. An Edu-Leader from Asaadharan Foundation talked to her daily and helped her understand lessons. Slowly, she started reading on her own and participating in group activities. Now she is confident and shares her learning with others.
Faizan was in first grade and would get angry easily. He would hit or bite other kids and did not talk to anyone. He had no friends. An Edu-Leader from Asaadharan Foundation spent 15-20 minutes every day with him, talking about his day and interests. Gradually, Faizan started controlling his anger, sharing his thoughts, and playing with other children. Now he can manage his emotions and join activities happily.
Anand could not eat or drink on his own and found lessons very hard. He missed many days at his first school and was not allowed to continue there. When he joined a government school, an Edu-Leader from Asaadharan Foundation supported him and worked with his parents. Anand gradually started attending school regularly and understanding lessons.Now he is more engaged and confident in class.
Shivani was very quiet and did not talk to anyone. She had no friends and was scared of math. When group studies started with an Edu-Leader from Asaadharan Foundation, Shivani began asking questions and learning from her peers. She slowly gained confidence and started helping others too. Now she does well in both math and Hindi and participates actively in class.
Ganesh used to fight, use bad words, and sometimes steal lunch. People only saw his behavior and punished him. An Edu-Leader from Asaadharan Foundation noticed that Ganesh came to school hungry and had a difficult home life. He spent time understanding him and supported him patiently. Over time, Ganesh started paying attention, participating in class, and expressing himself calmly. Now he is more focused and interacts well with others.
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