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Impact – Together we have supported
11,979
Students
21
Reading Corners
59
Schools
89
Centers
11
Districts
8
Fellows
28
Digital Literacy Hubs
85
Villages
The Need
In Jammu and Kashmir, a significant portion of the population, especially in marginalized areas, faces severe challenges in accessing quality education. In government schools, where most of the children come from disadvantaged backgrounds, students often struggle with low performance, inadequate infrastructure, gaps in teacher quality, limited community involvement, and socio-emotional challenges. These factors contribute to high dropout rates, learning gaps, and overall disengagement from schooling, creating a pressing need for sustainable interventions that will ensure equitable access to education for all children.
Our Response
Our Quality Education program strives to bridge this gap through interventions that integrate the teacher, parent and the community and that use technology where appropriate. We work with low-resource government schools in collaboration with DOSE (Department of School Education) to transform schools and assist in the holistic development of children. This is accomplished through initiatives such as remedial education, community mobilization, capacity building of teachers, technology enabled learning and building modern infrastructure in schools.
Our Response
In response to the pressing education challenges in Jammu and Kashmir, CHINAR International launched various Quality Education Initiatives, a comprehensive program designed to transform education landscape in J&K
CHINAR’s approach focuses on:
- Creating a movement of Young, Passionate Teachers and Facilitators.
- Developing Reading Habits through Reading Corners.
- Incorporating Digital Literacy at the Primary Level.
- Strengthening NEP 2020 by Implementing Key Reforms.
Through these strategic interventions, CHINAR International is creating sustainable, community-driven education reform that provides every child with the opportunity to succeed, breaking the cycle of poverty and educational inequity in Jammu and Kashmir.
Current Projects
Past Projects
Trainings
Training and capacity building have been pivotal role in reshaping CHINAR International’s approach to education and community development. By equipping teachers, facilitators, and school leaders with the skills they need to succeed, CHINAR fosters long-term improvements that extend beyond short-term interventions. Through continuous training programs, CHINAR builds the capacity of individuals and institutions, ensuring a more holistic approach to education that improves learning outcomes and strengthens community involvement. Trainings not only focus on improving teaching practices but also on developing leadership skills, fostering innovation, and enhancing the overall educational environment. Some of the key training programs CHINAR delivers are:
- Foundational Literacy and Numeracy (FLN)
- Socio-Emotional Learning (SEL)
- Pedagogical Approaches and Classroom Management
- Early Childhood Care and Education (ECCE)
- Lesson Planning
- Inclusive Education
- Assessment and Evaluation Techniques
- 21st-Century Skills and Digital Literacy
- Parental and Community Engagement
- Child Protection and Safe Learning Environments
Reading Corners
Reading corner are spaces which feature a diverse collection of storytelling books and provide students with a comfortable environment. Through regular reading sessions, storytelling events, and literacy-themed activities, our goal is to improve reading fluency and instil a passion for books in children.
Digital Literacy
This program focuses on providing children with a solid foundation in digital literacy, enabling them to effectively navigate the digital world. It strives to create a fair learning environment where every student, regardless of their background, learns essential digital skills needed for success in today’s digital age.
School Transformation
This Program aims to uplift low-resourced government schools by engaging stakeholders meaningfully to provide quality education to children and enhance the overall school ecosystem. The ultimate objective is to transform these schools to become self-sustainable within a four-year period, ensuring better education opportunities for children from economically disadvantaged backgrounds.
Teach with CHINAR Fellowship
The vision of the Teach with CHINAR Fellowship is to Create a cadre of young innovative grassroots leaders who believe that progressive “Quality Education” is the foundation to get the NEXT GENERATION ready for the rapidly changing world. Through this program, fellows address learning deficiencies among children at selected schools, acting as catalysts to transform the school ecosystem. Subsequently, enhancing the fellow’s personal and professional development.
Community Learning Centers
This program is designed specifically for vulnerable children, offering a safe and supportive environment to bridge learning gaps. Through activity-based learning, it emphasizes the development of socio-emotional competencies, while also actively engaging parents and the community in the learning process. Facilitators play a pivotal role as catalysts for change, not only by teaching children in community centres but also by contributing their time in local schools for implementing activity based teaching and learning pedagogy.
Our Intervention Area
Quality Education Photo Gallery
Capacity Building Workshop for CLC facilitators of Warwan at Srinagar
Capacity Building workshop for CLC facilitators
Capacity building workshop on Accelerated English Course for CLC facilitators
Community Mobilization Event at Shopian
Equipping fellow with necessary tools - Laptop Distribution
Learning Circle Meet for Waltengu facilitators
Multistakeholder meeting at Sumbal, Bandipora
Teacher Orientation session for the new CLC facilitators
Together we grow, learn and thrive!
Wipro Education Foundation visits CHINAR International
FAQ’s
What is the beneficiary selection criteria?
We use well-defined selection criteria to identify communities who are suffering from poverty and who are vulnerable to internal and external factors that could affect the quality of their lives and education of their children. The socioeconomic condition of the community is one of the primary reasons for selecting the school (type of livelihood, lower literacy rates, higher percentage of dropouts, girl education). The school should be accessible to all the stakeholders (at district level) and should have all-weather road connectivity to ensure monitoring and evaluation of the project. For more information, please see our Process and Protocols HERE.
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