Sukma’s educational renaissance
Sukma, in Chhattisgarh’s Bastar region, has adopted several best practices in its educational system to ensure that tribal children are able to secure their future.
Sukma, nestled in the Bastar region of Chhattisgarh, has long been a battleground of challenges. The district’s dense forests, tribal communities, and the lingering shadow of Naxal insurgency have compounded its struggle for educational progress.
Years of conflict have disrupted schooling, leaving a trail of closures, teacher shortages, and illiteracy. For Sukma’s tribal children—many of whom speak Gondi or Halbi—the Hindi-dominated educational system created an additional barrier, intensifying the disconnect between them and quality education.
According to the Annual Status of Education Report (ASER) Chhattisgarh (rural) 2022, Sukma recorded the state’s highest preschool enrollment at 96%, surpassing the state average of 78.2%.
To address these challenges, the Early Grade Literacy (EGL) Badalta Sukma initiative was launched in 2019. Aimed at fostering foundational literacy and numeracy among children, particularly from marginalised tribal communities, this initiative was a response to the district’s dire need for innovative educational solutions.
By 2022, it had expanded to include 250 additional schools, becoming a cornerstone in Sukma’s educational transformation.
Also read: Education brings a ray of hope in Chhattisgarh’s red corridor
Impact of Naxalism on education
For over 15 years, Sukma’s education system bore the brunt of insurgency. Schools were frequently targeted—damaged, abandoned or repurposed as insurgent bases. Teachers, fearing for their safety and lack of infrastructure, often left, leaving students to fend for themselves.
Poverty forced many children into seasonal migration or labour, with some even recruited by insurgent groups. This cycle perpetuated illiteracy and limited socio-economic advancement.
The linguistic divide presented another significant hurdle. Gondi and Halbi, the primary languages of Sukma’s tribal communities, starkly contrast with the Hindi-based curriculum. This disconnection led to disengagement and high dropout rates.
Recognising this, the EGL initiative incorporated tribal languages with hindi into the curriculum, making learning more relatable and culturally relevant. This approach fostered a sense of belonging, improved participation, and reduced the indifference that had long plagued education in the region.
The EGL Badalta Sukma initiative
EGL adopted a mother-tongue-first approach, teaching children to read and communicate in their native language before transitioning to Hindi. This culturally inclusive curriculum honoured tribal identities while establishing a solid foundation for further learning.
Teachers received specialised training to handle linguistically diverse classrooms, equipping them with innovative methods to foster engagement and oral language development.
Local communities, including parents and leaders, were integral to the initiative’s success. Their active involvement fostered trust, increased school attendance, and ensured student retention.
Simultaneously, damaged schools were renovated, creating safe and inviting learning spaces. These efforts were further supported by funds from the NITI Aayog Award, recognising the district’s innovative approach to education.
Also read: Education comes to a community ridiculed as rat-eaters
Libraries and the ‘GROW BY’ scale
The establishment of libraries in every school emerged as a key driver of the initiative’s success. Teachers, trained in library management, transformed these spaces for learning and exploration. The ‘GROW BY’ scale, a unique classification system, encouraged gradual and enjoyable reading.
Books were colour-coded—Green, Red, Orange, White, Blue, and Yellow—based on reading levels, from beginner-friendly picture books to text-heavy advanced materials. This system made reading approachable, fostering a love for books and building literacy skills step by step.
EGL’s literacy model centered on eight dimensions such as oral language development, phonological awareness, phonics (connecting sounds to letters), vocabulary building, fluency, comprehension, writing and independent reading.
By making education enjoyable and meaningful, these practices empowered children to view learning as a lifelong tool, not just a means to pass exams.
Transformative impact
The initiative significantly boosted enrollment and retention. According to the Annual Status of Education Report (ASER) Chhattisgarh (rural) 2022, Sukma recorded the state’s highest preschool enrollment at 96%, surpassing the state average of 78.2%. Enrollment in government schools also rose from 95.6% in 2021 to 96.1% in 2022, underscoring consistent progress.
The “GROW BY” scale revolutionised reading habits. Children who once struggled with basic literacy now confidently advance through levels, gaining competence and a love for reading. This emphasis on foundational skills equips them for higher education and beyond.
Through targeted training, teachers have developed the skills to address Sukma’s unique classroom challenges. Master trainer Mamta Singh highlighted the importance of local language-based education, emphasising its role in engaging children from conflict-affected areas. Community involvement has also deepened trust, creating a shared commitment to educational progress.
The overall transformation has instilled pride among students and teachers alike, fostering a renewed sense of purpose. EGL Badalta Sukma underscores that with dedication, community collaboration, and culturally sensitive approaches, even the acutely conflict-ridden regions can rise above challenges.
Also watch: Educational society transforms lives in rural Uttar Pradesh
In the lead image on top is a teacher in Bastar’s Sukma district attending to students who are engrossed in the lesson with rapt attention. (Photo by Saurav Kumar)
Saurav Kumar is a Public Policy in Action Fellow with Transform Rural India and works with the district administration of Sukma in Chhattisgarh.
