Transforming Learning Through Libraries: Gajapati’s Innovation in Tribal Education

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Project Details

Category: Education
Project Title: Library Promotion Activities in Primary and Upper Primary Schools
Department or District: ST & SC Development Department, Gajapati District
State: Odisha
Start Date of the Project: 1st April 2022
Website: https://stsc.odisha.gov.in/

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Tribe(s) that the Project Covers: The project primarily targets Scheduled Tribe and Scheduled Caste children in the residential schools run by the ST & SC Development Department in Gajapati District. This district has a tribal population of 54.29% and a Scheduled Caste population of 6.77%, many of whom live in remote, hilly areas.

Keywords: Tribal Education, Reading Habits, Storytelling, Learning Loss, COVID-19, Community Library, Activity-Based Learning

In the aftermath of the COVID-19 pandemic, education systems across the country faced multiple challenges, particularly around school retention and learning losses. Gajapati district, with its tribal-dominated and geographically isolated population, experienced a heightened version of these challenges. To address this, the district administration launched an innovative and inclusive project—Library Promotion Activities in Primary and Upper Primary Schools. This initiative aimed to strengthen the reading, writing, and speaking skills of students in ST & SC Development Department-run residential schools.

The Project

The project aims to instil reading habits and enhance academic engagement by promoting library usage in a structured, child-centric manner. It includes the development of colourful, friendly library spaces, activity calendars, storytelling sessions, creative writing, loud reading, and age-appropriate book curation. Fifty residential schools were selected in the first phase, covering 10,044 students from Classes I to VIII.

Problems that it Intends to Solve

The initiative was launched to solve several interrelated issues. Firstly, the retention of students in schools has become a concern, particularly post-COVID. Secondly, reading, writing, and speaking habits among children were underdeveloped due to a lack of engagement and proper materials. Thirdly, tribal students faced pronunciation and accent issues because of the dominance of their mother tongues. Lastly, teaching practices were largely traditional and lacked interactive, activity-based methods suited to children’s developmental needs.

What was the Need

Gajapati’s students, particularly those in residential schools, had limited exposure to joyful or interactive learning experiences. Libraries, if present at all, were often inaccessible, and books were stored in locked cupboards. There were no structured activities, no designated reading times, and no resources to engage children actively. The learning loss due to COVID-19 magnified the urgency to reimagine school spaces and teaching strategies. Hence, a library-driven, activity-based learning approach was necessary to reignite interest in education and equip students with foundational communication skills.

What Hindered its Introduction

Budget constraints were significant, as creating vibrant learning environments across dozens of schools required funds that had to be sourced creatively. The diversity in language and learning levels among tribal students meant that a one-size-fits-all approach would not work. Identifying appropriate activities that targeted all three dimensions of learning—reading, writing, and speaking—was another challenge. There was also a need to identify motivated nodal teachers, provide them with quality training, and ensure consistent monitoring and feedback systems, all while operating in remote areas with limited resources.

Process Followed for Implementation

The project began with convergence between the Integrated Tribal Development Agency (ITDA) and the District Welfare Office for fund allocation and infrastructure development. Detailed guidelines and Standard Operating Procedures (SOPs) were prepared for uniform implementation. Each school appointed a nodal teacher, who received training on conducting library activities and later trained other teachers. A yearly Library Activity Calendar was developed to ensure a systematic roll-out of events. Monitoring responsibilities were distributed among district- and block-level teams, while a District Resource Group (DRG) was constituted to act as a knowledge hub, provide ongoing support, evaluate impact, and address implementation issues.

• Government Involvement
  • The project was entirely spearheaded by the ST & SC Development Department under the leadership of the Collector-cum-District Magistrate, Gajapati. It involved strategic coordination between local administration, district welfare officers, school principals, and education functionaries. The governance structure ensured that decision-making, implementation, and evaluation happened at all levels—from the district to the school.
• Involvement of NGO
  • While NGOs were not directly mentioned in the documents, the creation of community libraries and the research-based activities facilitated by the District Resource Group indicate a broader engagement model that may eventually include civil society partners.
• Involvement of Community
  • The project has a growing community interface, especially through the proposed establishment of 25 Community Libraries in tribal villages. These libraries aim to replicate the joyful learning model in non-school settings and encourage intergenerational literacy and community participation.

Solutions Implemented

The solutions implemented were designed to be child-friendly, engaging, and educational. Colourful libraries were created with painted walls, floor mats, and furniture suitable for young children. Books were colour-coded based on age groups, making it easier for students to select reading material. Structured activities included storytelling using puppets and props, loud reading sessions for accent correction, and creative writing displayed on Students’ Creativity Boards. Regular book fairs introduced students and staff to the range of books available. A unique Summer Reading Challenge and book lending system encouraged independent exploration. Activities were conducted both during weekends (structured) and weekdays (open access), with consistent support from trained nodal teachers.

Details of the Coverage

The project initially targeted 50 residential primary and upper primary schools under the ST & SC Development Department in Gajapati. These schools covered 10,044 students. The wider tribal and SC population of the district, comprising over 60% of its residents, formed the direct and indirect beneficiaries of this initiative. The current phase focuses on children in Classes I to VIII, with plans to extend coverage to more schools and community settings.

Innovation and Unique Features

Several innovative elements were embedded into the project. First, the concept of the Three Dimensions of Learning, reading, writing, and speaking, was at the core of all activities. A dedicated Students’ Creativity Space was established to display original student work. Age-specific colour coding of books streamlined access and encouraged age-appropriate reading. Activity-based learning techniques included storytelling with props, puppet shows, and reading challenges. Local tribal languages were used in communication for Classes I to III, helping bridge language barriers. A District Resource Group was formed to conduct research, provide training, and ensure real-time feedback. Finally, the Activity Calendar allowed systematic planning and review of activities throughout the academic year.

• New Approaches: Tech integration, capacity building, culturally sensitive methods
  • The project introduced several new practices, including child-centric learning environments, weekly storytelling and loud reading schedules, and library usage as part of regular school routines. Training for nodal teachers enabled a bottom-up cascade model for capacity building. Using tribal languages as a medium of instruction in early grades added a culturally sensitive layer. Furthermore, the integration of evaluation and research into the implementation process via the DRG helped continuously improve the model.
• Co-creation: How tribal knowledge or leadership shaped the solution
  • Although not formally articulated as co-creation, the project implicitly incorporates the ideas, feedback, and lived experiences of the tribal communities it serves. By using tribal languages and culturally relevant stories and visuals, the project is rooted in the local context. Students’ creative writings also feed into shaping the library space, ensuring user-driven content creation.
• Any adaptations: How the project evolved during implementation
  • The project evolved from being a simple library infrastructure initiative to a full-fledged learning enhancement program. Based on field feedback, elements such as storytelling props, local language integration, and student creativity corners were introduced. Time slots were adapted to fit school schedules, and weekend sessions were optimized to balance structured and open-access use.

Challenges Faced Before Implementation

Internal challenges included the unavailability of funds, limited prior experience with library-based learning, and difficulty identifying and training committed nodal teachers. Externally, the project had to navigate linguistic diversity, poor parental engagement, and the physical inaccessibility of many schools due to hilly terrain.

• Challenges Faced During Implementation
  • Implementation challenges included monitoring and supervision in hard-to-reach schools, maintaining teacher enthusiasm, and ensuring continuous innovation. Feedback loops had to be strengthened to adapt to ground realities.
• Mitigation Efforts
  • Funds were sourced through departmental convergence. Teachers were motivated through capacity-building workshops. SOPs and activity calendars standardized implementation, and DRG ensured ongoing support. Community trust was built through visible, engaging activities like book fairs and storytelling sessions.
  • Block- and district-level monitoring teams and the DRG handled oversight. Teachers were encouraged through recognition and training. New activities such as summer challenges and creativity boards kept the momentum alive.

Outcomes

Quantitatively, the project led to a student retention rate of around 99% in participating residential schools. Qualitatively, it improved reading, writing, and speaking skills among tribal students. Children developed book-reading habits and engaged in creative writing. Teachers reported improvements in their teaching practices and motivation. The school environment became more joyful and interactive, strengthening teacher-student relationships.

• Monitoring and Evaluation
  • Monitoring was carried out by designated district and block teams, and supported by the District Resource Group. The evaluation was embedded in the activity calendar and supported by feedback loops and field reports from nodal teachers.
• Beneficiaries
  • Direct beneficiaries include 10,044 students from 50 residential primary and upper primary schools in the ST & SC Development Department. Indirect beneficiaries include teachers, school staff, and eventually, community members in villages where community libraries are being established.

Replicability / Scalability / Sustainability

The initiative is highly replicable and scalable. Library promotion activities have already begun in 161 high schools under the “High School Transformation Programme.” Expansion to all schools under the School & Mass Education Department and to Child Care Institutions is also underway. Twenty-five community libraries have already been established, ensuring sustainability beyond school boundaries.

• Policy Integration
  • The project aligns with Odisha’s post-COVID educational recovery strategy and national goals of inclusive, activity-based education. Its integration with government structures and calendarized planning ensures its alignment with departmental priorities.
• Financial Sustainability
  • A future expansion budget of ₹500 lakhs has been proposed. Initial implementation relied on convergence between district departments. Sustainability is being ensured through phased rollouts, institutional capacity building, and long-term planning.
• Replication
  • Given its demonstrated success, this model of library promotion is suitable for replication in other tribal and educationally backward districts across India. Its flexibility and emphasis on local adaptation make it ideal for scale-up.

Presentation

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