To addresses the issue of poor educational attainment level ; children dropping out of school ; absence of education for integrated development ;  lack of participation of parents ,community and children in education process .


  • Initiating innovative and joyful teaching methods in government primary school levels for imparting quality education;
  • Facilitating the process of creating awareness and capacity building of community to impart quality education in formal educational systems.
  • Children deprived from education to be brought in mainstream.
  • To initiate Integrated development of children RACHANA facilitates their participation in various development activities focusing on education, health, environment, gender sensitivity and child rights .

Programs undertaken

Non-Formal Education centers for School Dropout girls.

NFE classes for school dropout girls were conducted in various villages from 1994 to 2008. The program had following features:

  1. Minimum learning level skills development .
  2. Personality and knowledge development
  3. Vocational and other skills development included nursery teachers training, tailoring, screen printing, handicraft making, food processing, entrepreneurship development etc.
  4. Follow-up of the girls completing the NFE course, which included vocational guidance , advice in finding livelihood sources /jobs, pursuit of further formal education etc.

3000 girls, deprived of formal education, have undertaken vocational courses, further education and government examinations which made them confident , aware about their self development   and improve their livelihood opportunities significantly.

Chandoba shala (Pre-primary education/crèche) for children deprived from formal education during 1998 to 2004.

Pre primary education centers initiated only in those villages where the government aanganwadi /balwadi was either not operational or was overcrowded . Around 25-30 children in the age group 2-6 years were covered in each of the center.

The program process also involved the children enrollment and retention in formal school and capacity building of education committees and parents to evolve their participation in education related subject .3200 children received pre-primary education through this program .In 30 villages active community participation resulted in getting the sanction of Government for pre primary centers .

Current programs  

Supportive education for primary school-going children

Supportive study classes are being conducted since 1998-1999 for tackling the issue of low attainment levels of the children in primary schools. The main aim of the supportive class is to ensure that the child increases learning levels to commensurate with its class with the help of joyful and creative teaching methodology. This program reaches approximately 400 to 850 children annually. About 9000 children received quality education in the program so far.

The class is held for 2 hours before or after school hours in the same premises. Each trained supportive class teacher engages 20 to 40 children. Pedagogy used includes joyful learning techniques of games, songs, drama, group based learning, slide shows, educational excursions etc..

Program also includes interaction among parents, schools , school management committee, and help in general mobilization of parents and community to ensure that the children get quality in education and necessary facilities in school. This process has been successful to achieve and regularize facilities like drinking water, toilet, sufficient numbers of teachers, class rooms, school buildings, repairs of class room etc. in number of schools.

Hostel for rural children

Hostel facility is being provided in the range of 40 to 100 children since 2003 in panshet village,velhe taluka,Pune district. Children peruse education from 1st  standard to 12th standard through this program . They are deprived from education due to either absence of schools in small isolated villages situated in hilly area or they are victims of family problems .Poverty is a common issue.

The children reside in the hostel and attend the Government School in Panshet village . A teacher is engaged to provide necessary input for improving their scholastic performance.

The children are regularly enjoying activities like sports, physical exercises, yoga exercises , drawing , newspaper reading, group discussions, educational trips, project preparation, books and toys library , get-together programs, science experiments, singing, acting and performances of street plays .

The Children admitted to the hostel can complete their secondary school education and involve in the main stream of education. The process became medium to build the capacity of the children not only on educational level but initiated the process for their integrated development. Many children participate in extracurricular activities in the school. The confidence level and participatory spirit of these students increase and they display significant improvement in their scholastic and extracurricular activities.

Integrated development education  

The activity has been operational since 1994-1995 for adolescent children group (Kishori and Kishore Dal) to seek their participation in their self and village development process. The groups cover school-going boys and girls in the age group of 9 to 18 years. At present, 12 groups of “Kishor Dal “ with 1000 member are functioning .They participate in development activities like sports, essay& drawing competitions, games, yoga exercises , drawing ,painting, groups discussions, educational exposure trips, project preparation, awareness sessions   , get together programs, science experiments, groups dynamics ,skill development ,singing, performance of street plays and bala-gram- sabha focus on the aspects of education, health ,environment ,gender equality and child rights.

The program of Kishor Dal made rural children confident, bold, oriented towards the issues in concern with their own development and village development and empowered them to take initiative and lead. The girls are able to interact with their parents on their personal issues like age of marriage, their expectations about the prospective spouse, education of their sisters, brothers and their own, myths and superstitions about health and hygiene, preferential discrimination shown by their parents to their brothers, etc.

Children of “Kishor Dal “ are participative in community and own development activities related to child rights , child marriage, lake of health and educational facilities for children and women, public facilities on village level, quality education and school facilities ,girls education ,gender equality, degradation of environment and contribution towards their village and self development . The activities are carried out in collaboration with the community workers and community based groups.