The Ekal Vidyalaya Movement: One Teacher, One Village In the remote tribal and rural regions of India, where access to formal schooling is nearly impossible, the Ekal Vidyalaya Movement has quietly revolutionized education. Founded in 1986, this initiative focuses on providing basic education to children in underserved areas with just one teacher per school. The movement began in the Dhanbad district of Jharkhand, where a group of passionate educators realized that building large schools in remote areas was impractical. Instead, they proposed a simple yet effective model: a one-teacher school, or Ekal Vidyalaya, which could operate in any available space, such as a hut, temple, or under a tree. Each Ekal school teaches up to 30 children at a time, covering basic literacy, numeracy, and life skills. The curriculum also includes health awareness, sanitation practices, and vocational training, ensuring that students not only gain an education but also practical knowledge to improve their lives. What sets Ekal apart is its scale and reach. Today, the movement operates over 100,000 schools across India, serving more than 2.8 million children. Despite its simplicity, the model is highly efficient, costing just ₹20,000 annually to run each school. Beyond education, Ekal empowers local communities by recruiting and training teachers from the same villages, fostering a sense of ownership and cultural preservation. The movement has also inspired other social initiatives, such as digital literacy programs and agricultural training for adults. The Ekal Vidyalaya Movement is a powerful reminder that transformative change doesn’t always require massive infrastructure or complex systems. Sometimes, all it takes is a single teacher with a mission to light the lamp of knowledge, one village at a time.
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On a Mission in Bihar! I’ve always believed in the power of people-to-people learning. While heading SEWA Bharat, I introduced a mentoring program connecting affluent young women from Delhi University with the daughters of SEWA members. We found that both groups benefited greatly, learning from each other's diverse backgrounds. I expanded this model in Bihar pre-COVID, where college students from Delhi volunteered to conduct workshops at a government school in Katihar, my hometown. My son joined and was amazed by the talents of these kids, realizing they were just as capable and smart as any student. This immersion shifted many participants’ perceptions and even influenced their academic and career paths. For example, Rajat from DTU shifted his focus to brain science, and Ifra from LSR pursued Sociology and aimed to become an IAS officer. Now, post-COVID, I’m restarting this educational immersion-cum-mentoring program. Today, I’m taking students from Delhi, Noida, and Jaipur to Bihar for a two-week immersion. They will mentor kids at a government school, tackle real-life problems presented by an NGO and Sohum, learn Madhubani painting, and enjoy local hospitality. I strongly advocate for promoting people-to-people learning. It’s a two-way exchange of ideas and experiences. I encourage parents with high school kids in big cities to support their participation in such immersions. It’s a chance to see the real ‘Bharat’ and engage with real-life challenges early on. Being a facilitator for learners from different worlds is incredibly satisfying. Bihar, with its rich history of scholarship, can again become a hub for learning and cultural exchange. The state embodies ‘अतिथि देवो भव:’ (Guest is God) and offers unique learning opportunities. This initiative will also help change misconceptions about Bihar. Stay tuned for updates on the ground, and see how the learning curves of these two ‘Bharats’ evolve!
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