Our Theory of Change


The organization works in two different settings, a community center (in Rukadi, Kolhapur) and formal schools. We follow three major steps towards our long-term goal of spreading the pedagogic innovations to children.

1. On-going Experimentation in Community Center:

Our Community Center in Kolhapur provides us with wide freedom and flexibility to experiment with our ideas without any restrictions posed by the formal setting of the school and its curriculum. It provides equal freedom to children to express themselves in a free manner without the fear of any authority and rules as followed in their schools. This freedom allows us to design the best ways of teaching and learning without being questioned by an authority for not following the traditional norms and methods of learning. The free communication between the children, their parents and the organizers provide a detailed constructive feedback to improve on our methods. At present, sessions in the community center are held four hours on Sundays each for Std. 8th and 9th.


We also believe this process of experimentation as on-going since we don’t believe in a single ‘best method’ of teaching. We therefore want to improve each year and keep our research and innovations going on for life time for improving the pedagogic practices.
2. Direct School Intervention:

With the aim of taking these innovations to wider children population, we approach schools and conduct direct sessions with children on Sundays for four hours. Through direct school intervention we aim to fulfill three major objectives.

• Show the school a visible impact of our work with the children and effectiveness of our model to bring positive change among children.
• Prepare the teachers mindset to change their ways of teaching by observing the change among children.
• Refine the model further to adapt it to the formal school setting and the school curriculum. We try to focus and complete at least some part of the science curriculum of the students within a certain time frame.

At present we plan to do such intervention for three years to achieve above objectives and simultaneously add newer pedagogic practices within Science and other subjects and then proceed with our next step in the change process. We have just completed our first year of this step.


3. Programme for School Self-sustainability of the model:

This would be a period of two years with the same school where we would make efforts to train the teachers on the model and provide support for two years until we make the school self-sustainable to adopt the model independently. Thus we work with a single school for around five years.


4. Collaboration with other NGOs and the Government:

We want to collaborate with the NGOs for strengthening the model and spreading it among their own groups of children and teachers. We allow the model to be used by other organizations.

After developing a fairly strong model, we plan to collaborate with the government to make it a part of the pre-service teacher training programme by allowing the teacher trainers to observe and work with a school adopting such a model as part of their practical field learning. We are also looking for ways to design a model for an in-service teacher training. This would increase the rate of spreading of the model.

The following table provides an overview of the organizations pattern of work and theory of change to reach maximum number of schools and children.

Activity Output/Indicators Outcome Long-term Impact
Experiments with curriculum and pedagogy in community center. No. of sessions Development of New models of teaching and learning


Rise in Learning Levels of children



Pedagogic Innovations reach maximum schools and children

Teaching techniques experimented.
No. of children reached
Learning level indicators
Life Skill Development Workshops


No. of schools/ children reached


No. of workshops taken

School Outreach: School introduced with the work of the organization and provides permission to carry-on the prog. with its children.
Direct School Intervention

(Three years/school)

No. of Sessions Schools adopt the model to carry on independently.
No. of schools and children reached
Learning level indicators Rise in Learning Levels
Teacher trainings in School and providing support for running the model

(one year/school)

No. of teachers reached


Trained teachers in the new model.


School transformation

No. of workshops conducted
Follow-up of schools implementing the model independently.

(one year/school)

Detailed Report on the implementation of the model by the school. Find out the sustainability of the model


Understand the gaps in the practices and need for further innovations and experimentations.
Collaboration with NGOs in Education and Government MoU with the organizations More schools adopt the model

Model become part of the teacher training programmes

Uniqueness of the Model:

We find it unique since we adapt and redesign the model not only according to learning theories and the children’s learning patterns but also the implementation scenario and barriers posed by them within the school setting which are overlooked by many innovations leading to their failure at larger scales. Since it’s a long term engagement with a single school with regular monitoring and evaluation system, we believe it to be successful in the long run. We also believe our Pedagogical Model as unique in certain aspects if not all, as discussed in the next question.
The organization presently works in the rural areas of Kolhapur district of Maharashtra with children from upper primary and secondary school i.e. Std. 6th to 9th.