Caritas India’s Gram Nirman initiative has achieved a significant milestone in Keshra Village, Sarguja District, Chhattisgarh, by successfully reintegrating four children from the marginalized Manjhi community back into the education system. This accomplishment underscores the program’s dedication to supporting the Right to Education Act and empowering underprivileged communities.

Shiv Karan Nag, Vikas Teswar, Gurbari Nag, and Janmati Nag, all aged 10-11 years, resumed their schooling on January 10, 2025, after a four-month hiatus. Since September 2024, these children have been working as animal herders, earning a meagre Rs. 1000 per month, despite being enrolled in the fifth grade. The Gram Nirman team identified this issue during a field visit in November 2024 and promptly initiated a dialogue with the children’s parents, school authorities, and local leaders.

Keshra Village, home to 369 households, is predominantly inhabited by the Manjhi community, a Scheduled Tribe living below the poverty line. The village’s economic conditions are challenging, with most families owning less than two acres of agricultural land and relying on manual labour for sustenance outside the rainy season. These circumstances often lead to children dropping out of school to contribute to their family’s income, despite the Right to Education Act mandating free and compulsory education for children aged 6-14 years.

The Gram Nirman program, launched by Caritas India in 2021, operates in 110 villages across 11 districts of Jharkhand and Chhattisgarh. Its primary objective is to improve tribal communities’ livelihoods and promote self-sufficiency, with education as a key focus area. The initiative works closely with school management committees and schools in remote areas, providing training, capacity building, and inclusive educational resources to create a conducive learning environment.

Chhattisgarh faces a higher than national average school dropout rate of 9.7% at the secondary level, with districts like Sarguja among the most affected. The Gram Nirman team’s intervention in Keshra Village demonstrates how community-driven initiatives can effectively complement government efforts in implementing the Right to Education Act. Through persistent efforts and collaboration with local stakeholders, the team successfully convinced the families of the importance of education and the legal implications of child labour.

The success of this intervention goes beyond just bringing four children back to school. It serves as a powerful example of how targeted, community-based approaches can address the complex issues surrounding education in marginalized communities. By engaging directly with families, school authorities, and local leaders, the Gram Nirman team was able to create a support system that not only brought these children back to school but also raised awareness about the importance of education in breaking the cycle of poverty.

This achievement also highlights the ongoing challenges in ensuring universal education, particularly in rural and economically disadvantaged areas. Despite the promising Right to Education Act, adopted nearly fifteen years ago, many children in impoverished areas continue to prioritize earning over education due to economic pressures. The Gram Nirman initiative’s holistic approach, which includes supporting schools with inclusive educational and recreational resources and establishing nutritional gardens on school grounds, demonstrates the multifaceted effort required to create an environment conducive to learning and retention.

The impact of this intervention extends beyond the four children directly affected. It sends a powerful message to the entire community about the value of education and the potential for change when various stakeholders work together. By successfully reintegrating these children into the education system, the Gram Nirman team has not only changed the trajectory of four young lives but has also set a precedent for future interventions in similar communities.

As Caritas India continues its mission to empower marginalized communities, the success in Keshra Village serves as a call to action for continued support and collaboration between NGOs, government bodies, and local communities. It underscores the need for sustained efforts to ensure that every child, regardless of their socio-economic background, has access to quality education and the opportunity to build a better future.

The Gram Nirman initiative’s work in complementing the government’s efforts towards achieving universal education demonstrates the power of community-driven approaches in addressing complex social issues. It is crucial to recognize and support such initiatives that not only bring children back to school but also work towards creating self-sufficient and empowered communities.