INFUSING THE

SPIRIT OF LEARNING
IN SCHOOLS
Report
An approach that helps make schools a joyful learning space by enabling
students and teachers to think and express freely. Anandshala enhances
the language abilities and ownership towards schooling by building
stronger relationships between students, teachers and parents. It uses
data as an important tool to create a more responsive education system
and drive advocacy.

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Infusing the Spirit
of Learning in Schools
We raised Infusing the Spirit of Learning in Schools was an
online campaign we ran last August, to raise funds
for transforming schools in the Samastipur District of
` 476,645 Bihar so that children can learn through self-expression,
thereby reducing the rate of dropout and absenteeism.

and worked with The key idea was to provide a safe space for children
where they feel free to express themselves and explore
new creative ideas. The focus of Anandshala is to offer
100 schools opportunities for students to increase their self-esteem
and interest in school.

Designed activities Improved attendance

making learning and performance
fun and engaging levels of students

Enabled teachers Made parents

and headmasters active participants
to understand in the childrens
students proactively learning process

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Our
Achievements

Indian Cricketer Irfan Pathan congratulating the Superhero Preethi Kiran Bir Sethi, Founder of Design for Change congratulates
and Mr. Dharmendra at the I CAN Awards. the students and teachers of RMS Mohanpur for being
the change.

DESIGN FOR CHANGE AWARD

Students from 16 schools of Samastipur submitted their stories of change in the Design for Change
contest. Out of 2500 stories submitted from all over the country, Kanth ki Pyas a story from RMS
Mohanpur was selected as one of the top 100 stories winner.

SANSAD ADARSH GRAM YOJANA

Anandshala was selected as one of the best practices in Education category under the Sansad Adarsh
Gram Yojana by Ministry of Rural Development.

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The RANI
Rani is a student of class 6 from Middle School Birauli. She loves
painting, art and craft, and playing games, but in school she spent

people most of her time in the daily textbook routine. With little scope to
do the things she was interested in, she was bored at school which
negatively affected her course performance, increased her
absenteeism and finally led to her quitting school. As a part of

youve Focus Child Identification, her teacher Anju visited Ranis home to
talk to her parents who believed that she is not interested in
studying since she prefers to contribute to household chores. But

helped
Rani explained that she does not enjoy herself in school because
she is bored with the textbook routine. Since then Anju started
engaging students through games and had art and craft sessions
more often, which made the students, including Rani, take interest
in school activities and come to school regularly.

We cant learn
anything if we don't
enjoy it.

-Rani

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The MOHAMMAD SITARA
Mohammad Sitara is a teacher in Upper Middle School Sherpur
Bandh, in the Vidyapati Block of Samastipur. He is an Anandshala

people Resource Person and has trained and supported other teachers in
implementing the Anandshala program, equipping them with new
techniques and strategies to identify disengaged students, track
them regularly and connect disconnected students back with the

youve school. As a result, the school witnessed an increase in student

attendance, rise in parents' engagement with the school and
teachers too demonstrated positive attitude towards children. His

helped
efforts have made the Vidyapati block one of the better
performing blocks in the entire district.

The Anandshala
program has
re-energized the
children and the
school.

- Mohammad Sitara

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The BALDEV PRASAD VERMA
Baldev Prasad Verma is the Headmaster of Upper Middle School
Dekari Chak in the Khanpur block of Samastipur. He took charge

people of the school in April 2015 and initiated a change by getting

teachers to come to school on time and leave on time. He also
converted a room which was being used as a storage space into
a library called Anandshala Childrens Library that contained

youve books, newspapers, games and playing materials for the children,
and was open from 3pm to 4pm everyday with one teacher being
there for support. For children to treat this as their own space,

helped
he got them to decorate the library, draw on the walls, and set it
up anyway they like.

Its only when we will

change, that the school
will change.

-Baldev Prasad Verma

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Who we've
impacted
Sr. No School No. of Students Impacted No. of Teachers
Impacted
1 MS KALYANPUR 976 14
2 MS SINGHIA GHAT 961 21
3 MS KAPAN 467 9
4 UMS KARRAKH 302 9
5 MS PATAILIYA 970 10
6 MS SOHMA 877 15
7 MS BITHAN 1114 15
8 UMS KRANCHI 445 6
9 UKMS BITHAN 425 10
10 UMS PUSHO 432 10
11 UMS SULTANPUR GHATHO 609 9
12 UMS BALLOCHAK 314 10
13 MS DALSINGHSARAI 780 13
14 MS RAMPUR JALALPUR 321 9
15 KUSUMWATI KANYA MS 508 11
DALSINGSARAI
16 UMS KARSOLI 195 10
17 MS GAJPATTI 645 13
18 MS BADGAON 521 11
19 MS SHASAN 416 12
20 MS HASANPUR ROAD 931 22
21 MS JITWARIYA 911 9
22 UMS MANIKAULI 391 12
23 UMS RATWARA URDU 898 8
24 UMS BHAGIRATHPUR 338 10
25 UMS SHIVNANDANPUR 86 10
26 UMS DEKARI 320 11
27 MS REBRA GOTIYAHI 529 10
28 UMS MANANPUR 288 9
29 UMS HASANPUR 281 7
30 UMS VISHANPUR 347 9
31 UMS DHARNI PATTI 156 5
32 UMS MADHOPUR 364 9
33 UMS SARARI 439 9
34 RMS DASHAHARA 364 6
35 UMS BHOG RAJPUR 189 8
36 RMS KALYANPUR BASTI 975 13
37 UMS NAWADA, MOHIUDDIN 322 12
NAGAR

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Sr. No School No. of Students Impacted No. of Teachers
Impacted

38 UMS HEMANPUR 220 8

39 RMS KURSAHA 559 12
40 GMS MOHIUDDIN NAGAR 374 12
41 MS PURUSOTTAMPUR 628 10
42 UMS JITWARPUR 253 7
43 MS DHARMPUR DAKHILI 505 8
44 MS NAYAR 351 8
45 BS MARICHA 312 8
46 RMS SUPAUL 440 11
47 RMS ROOPAULI 234 12
48 RMS CHACKSALEM(KANYA) 270 12
49 UMS SHIVRAMA 263 10
50 RMS DARBA 368 9
51 MS BIRAULI 237 9
52 MS HARPUR 374 10
53 BS DIGHRA 394 7
54 MS MORSAND 388 9
55 UMS BAPUKANYA WAINI 182 5
56 UKMS_SONUPUR 210 9
57 UMS BHATOTTAR 311 12
58 UMS PITTHADOBHI 300 9
59 UMS LALPUR 268 9
60 UMS MAKTAB MOTIPUR 354 11
61 UMS NARAYANPUR DADHIYA 270 10
62 RMS SINGHIAKHURD 615 13
63 UMS TAJPUR RATANPUR 212 8
64 UMS KEWAS JAGIR 324 14
65 UMS POKHRAIRA 395 14
66 BS JITWARPUR KUMHIRA 382 10
67 MS KHALISPUR 414 9
68 MS TISWARA 310 10
69 UMS ARMAULI 444 12
70 UMS LATABSEPURA 571 14
71 MS BAGHOPUR 348 11
72 MS KARIYAN 631 14
73 MS BALLIPUR 578 18
74 UMS AKHATWARA 435 12
75 MS DAHIYAR 313 13
76 UMS VASTIPATTI 306 8
77 UMS DUMRA 130 7
78 MS WARI 581 7
79 MS SINGHIA 899 13
80 MS KUNDAL 345 10
81 MS TAJPUR 950 22
82 UMS RAMAPUR MAHESHPUR 254 11
83 UMS CHAKHAIDER 291 15
84 UMS KUBAULI BASO 212 11

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Sr. No School No. of Students Impacted No. of Teachers
Impacted

85 UMS BANGRA 281 8

86 MS REWARI 482 7
87 UMS SUPAUL 346 7
88 BS MALTI BELARI 159 11
89 MS SHAHWAJPUR 167 8
90 MS PACHPAIKA 539 8
91 UMS MANIYARPUR 502 12
92 UMS GADHSISAE BALAN NADI 422 8
KE UTTAR
93 AMS MAU BAJIDPUR 456 11
94 UMS DIH DHEPURA 188 8
95 AMS KANCHA 1010 12
96 RKMS ROHUA 350 9
97 UMS LAKHANPATTI 253 10
98 MS CHHATNESHWAR 485 13
99 RUMS BEGAMPUR HINDI 361 13
100 MS KUSAIYA 393 12
Total 43806 1056

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Overall
Program

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What SELECTION AND TRAINING OF
RESOURCE PERSONS /
MASTER TRAINERS

we did We worked intensively with Block Education

Officers in all 20 Blocks of Samastipur district, to
identify resource persons to become Anandshala
Ambassadors and build the capacity of the
program. A five day residential training on
Perspective Building on the Anandshala Model

43,806 students was held in Rajgir, Bihar, where in we trained 27

resource persons from 19 blocks including two
representatives from Sarva Shiksha Abhiyan,
1,056 teachers Samastipur, and a representative from DIET,
Samastipur.
were impacted as part of the
Anandshala campaign The training revolved around:

Understanding child centric education and the

elements required to strengthen child centered
SDPP ANANDSHALA education.
TOOLKIT Understanding Early Warning System and its
components, including Focus child Identification,
Based on the feedback and suggestions Muhim, Pragati Patrak, PTA meetings etc.
received from field, an Anandshala toolkit was Drafting or redesigning roles and
designed, developed and distributed to all the responsibilities of various stakeholders.
996 schools that we work in. The toolkit
contained-
Case studies have helped me realize that problems will arise,
A trainer manual with facilitation strategies but they will not be a barrier in reaching my objectives and goal.
Imtiyaz, BRP Pusa
and training sessions to deliver training on
our Anandshala model;
Punctuality, interest and enthusiasm has been revitalized
A school manual detailing the Early Warning through this training.
System process and an implementation -Dev Prakash Roy, Teacher, Samastipur
guide for teachers and headmasters;
Process posters showcasing processes and
training aids;
A headmasters diary to help them manage
their responsibilities better;
Posters to be used as an aid to ensure
greater engagement with parents at the
parent-teacher meetings.

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TRAINING OF CRCs & BRCs
In a first, a two day training program was
organized for the Cluster Resource Coordinators
and Block Resource Coordinators at BB Fatima
Teachers Training College to acquaint them with
the Anandshala model, so that they can apply
the concept of Anandshala in their schools,
further invoking ownership in the program.
During the training, the IVRS was introduced to
support them in monitoring progress.
A total of 239 coordinators participated in this
training and left with a renewed sense of
commitment to follow the Anandshala model as
per its prescribed timelines to bring about a
change in their schools.
Follow up meetings with the CRCs and BRCs
was conducted to track the progress of their
program. After mapping the progress, a few
reorientation trainings were conducted in
certain blocks where the implementation was
slow or needed to be reactivated.
TRAINING OF NODAL TEACHERS
A two day training Program on Early Warning
System (EWS) was organized for nodal teachers
from 996 schools in the Samastipur district.
For this training, one teacher from each school
was selected as a nodal teacher who then
oriented other teachers of classes 5th 8th in
their respective schools.
The main objective of the training programme
was to build the capacity of nodal teacher to
anchor the implementation of EWS, as well as
train and support other teachers in their
school with regards to-
Understanding on how to identify
at-risk students.
Understanding the process of
tracking, and response strategies through
Muhim and Pragati Patrak, and home visits.
Building better relationships with the
parents and communities by organizing
effective parent-teacher meetings.
The training stressed on the need to identify
students who need special attention and
understand the specific issue that the child
may have, so that a personalized strategy to
help the student can be developed.
EWS has since been widely implemented
across schools and has helped track students
in need of more specialized support. So far
ther has been a positive trend, with teachers
capturing the students learning outcome and
participation level in the classroom. Some
schools went a step ahead and organized
parent-teacher meetings to actively involve
parents in assisting the student.
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 Thank you
for your
generous support!

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