Lessons in capacity building

Samuhik Pahal Team: Could you share how your journey in capacity building began?

Sudeshna Sinha: I began as a special educator, focusing on children with multiple disabilities, particularly cerebral palsy. That background gave me a foundation in making learning accessible and inclusive to anyone, which became essential later in my career.

In 1992, I joined a school in Kolkata serving economically disadvantaged Anglo-Indian children. At the time, older siblings of younger students were often left out of the education system. No other schools would take them.

In 1994, I was asked to establish Ashirvaad Vidyalaya, a three-hour learning center for children aged 8 to 16 years. This opportunity allowed me to adapt my skills to work with children from migrant families facing language barriers.

Those ten years taught me a lot. Working with such eager learners showed me the gap between traditional education and the needs of students from underserved communities. Many of these children were the most dedicated learners I have ever encountered. Yet, they often rejected topics irrelevant to their lives, like historical accounts of kings and empires. It became clear that my role wasn’t just to teach but to make learning resonate with their experiences.

Building trust within the community was essential. The teachers and I often visited families to understand their lives better. The process involved unlearning my assumptions, adapting to the children’s specific needs, and helping teachers connect with students whose backgrounds differed from their own. Continuous in-house orientations were part of our capacity building process.

Samuhik Pahal Team: What led you to establish Shikshamitra?

Sudeshna Sinha: In 2004, I, and my spouse Sujit, envisioned Shikshamitra as both a school and a resource center. Our goal was twofold: to create an inclusive space for learning and to document and share our effective practices with others. By then, I felt confident in applying what I had learned, especially foundational literacy and numeracy.

We worked with Bengali-speaking children from nearby slums. Most of them were enrolled in government schools. However, almost all struggled with basic skills. It became mandatory that we create a learning environment that acknowledged and addressed these gaps.

It wasn’t enough to replicate the model we had used at Ashirvaad Vidyalaya. The context here was different. It needed new learning approaches. Moreover, there was hardly any material in Bengali to offer!

Shikshamitra’s foundational programs in languages and math owe their origin to these pedagogical practices in the early years.

Samuhik Pahal Team: How do you approach capacity building in your programs?

Sudeshna Sinha: Capacity building isn’t just a one-time training. It’s an ongoing process. It begins typically with an actual visit to the organization for a needs assessment. Here we engage with students, teachers, and community stakeholders. The goal is to identify specific challenges.

Based on this, we design workshops tailored to those needs. Then we maintain follow-ups through regular interactions.

Continuous mentorship after the training has been the most effective feature of the capacity building processes supported by us. This also includes a few physical visits when felt necessary. The post-training mentorship is offered up to a maximum period of two years.

After the training, we encourage teachers to share their experiences through videos, photos of classroom work, and students’ notebooks. This helps us provide personalized feedback even when working remotely. For example, teachers often send videos of blackboard work or them taking classes. This lets us see their teaching methods in action.

Collaboration among teachers is also essential. Establishing WhatsApp groups can be very rewarding where teachers share and discuss their work. This helps foster a sense of community and collective learning.

Another critical part is engaging the community. Many teachers come from background in higher education. They need guidance in understanding and connecting with children from marginalized backgrounds. Building their capacity to connect and work within the community has been foundational to our approach.

Samuhik Pahal Team: Could you please share some success stories or partnerships that stand out for you?

Sudeshna Sinha: Over the years, several partnerships have been particularly rewarding. I would like to mention here about Klorofeel Foundation. When we first engaged with them, both the coordinator and a teacher participated actively. Even before we officially began, during the needs assessment phase, they asked very focused and detailed questions about the program. It wasn’t just about revisiting the basics. They were also evaluating us. I thought this was a positive sign indeed.

The sessions were divided into two phases. Each one consisted of five days, focusing on English. When they joined the sessions, I noticed their willingness to engage fully, even if they made mistakes. They were eager to try out new ideas and consistently sought clarity by asking more questions, even beyond their assignments.

Some might have perceived this as slowing down the process. However, I saw it as a reflection of their deep commitment to addressing the needs of the tribal children they worked with.

Their enthusiasm extended to the demonstration sessions as well. They participated courageously, despite the possibility of errors. They used these experiences to improve. After the training, they stayed in touch for months, consistently updating us on their progress.

One aspect I truly appreciated was their habit of sharing what they learned with other teachers in their organization and then carefully selecting the ones who would be deft in teaching. They sent photos and videos of these interactions. This allowed us to see how our methods were being implemented. However, this has been true for many other organizations too!

This level of care and attention to detail stood out. They also developed comprehensive work plans. They set clear targets for what they wanted to achieve within specific timeframes. They didn’t always meet these deadlines due to unforeseen challenges. However, they maintained steady progress and kept us informed throughout.

Their commitment extended to ensuring that every class session was carefully planned and executed. They often shared videos and photos that highlighted their thoughtful approach. What was particularly remarkable was the way they consistently reflected on feedback and implemented changes where needed. This dedication demonstrated their hard work. It also showed their willingness to refine and adapt their methods to achieve the best outcomes.

In Kashmir, another group (Chinar International) is facing unique challenges. For example, the coordinator is actively involved. However, they struggle to bring in additional teachers. This is because many families—especially those with women—are reluctant to allow participation. This creates a significant barrier.

To address this, the coordinator manages continuous engagement through virtual meetings. These sessions include live classroom interactions. They share videos of classroom activities and discuss teaching methods.

Assignments are regularly sent. I provide corrections and feedback to guide their progress. They haven’t fully completed their journey. However, they are steadily working through the process and making meaningful progress.

Aripana Foundation in Bihar had two young teachers whose dedication stood out. They adapted our methods not only at their center but also in nearby government schools. The mentoring continued for a year. Their dedication had created a ripple effect. At that time (2022), this benefitted a larger network of learners.

Two more promising initiatives that are developing well and need mention are Gubbachi Learning Community and Pragat Shikshan Sanstha.

At the end, I would like to talk about our very first engagement which was with North Eastern Education Trust (NEET), and it continued for more than two years. Their program developed mostly thanks to the efforts of one teacher, who was a persevering and intent learner all through the training program.

Soon she could single handedly shoulder much of the responsibilities of the English program in NEET. She became the chief trainer, building her team along with the founder.

The organization began to offer training as the local resource group in Assam. We mentored the group up to the point where we assessed and monitored their demonstration lessons online, before they started offering it to the other teachers’ groups.

This teacher has moved on. She is a promising resource teacher at the local level. Her expertise could be tapped when required.

The interesting thing about capacity building is that it often stems from failures. There are moments when you feel stuck. You thought you have done a great job, only to see everything fall apart.

That’s when you go back, reassess, and do your homework. You make changes, revise approaches, and then adapt to the situation.

Capacity building is deeply connected to the evolving dynamics of the surroundings, the community, and the times. Every group of teachers that we engage with is different. It needs constant adjustments to stay relevant. Even for us, it’s not just about how we interact. It is also about how we perceive and approach the entire process. This keeps it continually engaging and transformative.

Samuhik Pahal Team: What qualities do you think are essential for an organization transitioning into a resource organization?

Sudeshna Sinha: Transitioning into a resource organization requires more than just training. I believe that firsthand teaching experience is crucial. Theoretical knowledge alone doesn’t address the complexities of real classrooms. An organization must be flexible. It must also continuously learn from others and adapt to emerging needs. The team needs to update its own skills.

Localization is also essential. To make real impact, capacity building should empower regional networks. This can enable local organizations to lead training efforts. This way, solutions become sustainable and context specific.

Over the years, I have realized that inclusive education isn’t just about pedagogy. It’s about understanding and addressing the learners’ social, cultural and economic realities. Capacity building needs adaptability and openness to change. As educators, we must strive to create meaningful opportunities for all students by listening, learning and evolving our approaches continuously.