Bodh Shiksha Samiti founded by Yogendra Bhushan and others, evolved from experiences of collective action that helped establish a community school or bodhshala in Jaipur (Rajasthan, India). The school, initiated in 1987, was the result of a unique partnership between the Gokulpuri urban slum community and a group of likeminded men and women. The bodhshala reaffirmed the group’s belief that quality education was an inalienable right and that deprived communities possessed the strength to translate this vision into reality for their children. This belief has continued to shape all institutional efforts.

Vision of Bodh Shiksha Samiti is to participate in the formation of an egalitarian, progressive, and enlightened society by contributing to the process of evolution of a system of equitable and quality education and development for all children. Bodh believes that schools are community institutions and are embedded in that context. The goal of schools is not just limited to benefitting the students but the entire community. Bodh believes that the entire community and teachers should rise in consciousness while engaging in theory and practice. So, the goal is to evolve a system of equitable quality care and education for each child.

Today, Bodh is recognised as a pioneer in the field of education for the urban deprived with growing expertise in the rural domain as well. It has also gained the stature of a resource agency for providing training and other support focusing on aspects such as child centred pedagogy, community involvement in education etc. Its key strength lies in its emphasis on learning from varied community settings and classrooms. This process of learning is aided by its network of bodhshalas (urban and rural), the innovative Manas Ganga Schools (Senior Secondary Residential Girls School, Pre and Primary School) and the work with the government schools.

Overall, Bodh is engaged in programme implementation (in urban slums and rural habitations), evolving and refining teaching learning processes, professional development and other stakeholder trainings, research and documentation, networking and policy advocacy. It reaches out to more than 26,000 deprived children (urban and rural) through its bodhshalas and government schools in Jaipur and Alwar districts, Rajasthan, India. It has touched the lives of many more children through partnerships with likeminded NGOs and agencies across the country.

All this has been possible through the collective efforts of many stakeholders. These include communities, local self governments (rural and urban), the Government at central and state levels, teachers, programme partners, academic experts and institutions, countless supportive individuals and many other bodies/agencies. Above all, the active participation and interest of children has lent a special (and continuous), sense of vibrancy, joy and fulfillment.

The institutional approach has evolved from the understanding that deprivation and marginalisation diminish the potential and dignity of children. At the same time, communities and their children can overcome constraints. Collectively, a conducive environment can be built wherein children can transcend the limitations of their specific contexts and become empowered individuals. This belief became the starting point for a continuous process of discussion, action and reflection. The institutional approach crystallised in the form of a set of key principles. These principles have become the fundamental aspects of any intervention/programme undertaken.

• Education processes must understand, appreciate and respond to each child’s need and context
• Education should be holistic and integrated; balancing academics, aesthetic, physical and vocational education aspects
• Education should help the child grow and move from one stage of development to another
• Schools are community institutions
• Families, communities and schools must be seen as interlinked sites of learning
• Teachers are at the heart of the education process and they can be change agents in the communities
• Positive change is possible through the convergence of efforts of all stakeholders–government and non government

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