Total number of beneficiaries (Girls & Boys) Budget (Rs.) Supported By
1878 1,71,85,184 The Hope Foundation Orion Foundation CESC

Hope Kolkata Foundation firmly believes that sheltered care, basic education and counseling improve the level of well-being of children. Young boys from the street and slums are often neglected by family members and can experience traumatic physical, mental and sexual abuse, neglect, violence and exploitation.

Location Beneficiaries
Kasba 10 17 21
Panditya 11 19 30
Chitpur 33 27 60
Chetla 18 17 35

The findings of the ASER (Annual Status of Education Report) in West Bengal shows that children are well below their standard level in arithmetic and reading comprehension, both in English and mother tongue like Bengali or Hindi. This annual survey that aims to provide reliable annual estimates of children's schooling status and basic learning levels for each state and rural district in India has been conducted every year since 2005.

Our Holistic Education Programme was envisaged to provide underprivileged and/or marginalized children falling in the age group of 3 – 18 years to ensure their basic educational needs rooting from the constitutional Right to Education.

The programme has five major components that are closely connected for a holistic effect on the lives of these children:

  • Awareness
  • Action
  • Access
  • Advocacy
  • Success Stories

The aim of the programme is to help children with learning difficulties by strengthening school education system in West Bengal. The entire project is spread across north Kolkata, south Kolkata and Howrah (municipality and rural)

North Kolkata 150 129 279
South Kolkata 40 80 120
Howrah 21 12 33

The overall objectives of the Holistic Education Program are:

  • Educating under privileged children aged between 3 and 5 years through early intervention
  • Providing best support to the disadvantaged students from marginalized communities.
  • Organizing campaigns in communities with focus on need of education and right to education.
  • Organizing awareness programs on various entitlements made available by the government and how to secure them.
  • Awareness generation on child protection, importance of nutrition.
  • Creating space and opportunities for children to explore their hobbies, interests and potential

Achievements (In South Kolkata)

  • HKF enrolled 43 children who have never-been-to school or had earlier dropped-out from school through 43 home visits, 10 meetings with schools and several awareness camps and motivation.
  • In all 3 schools, formal school teachers have started to successfully implement CCE (Continuous and comprehensive evaluation) in a more constructive manner by using Teaching and Learning methodology (TLM) for teaching, which was introduced to them through HKF’s Froebel methodology training sessions.
  • While 75 children have showed significant improvement in qualifying learning levels (according to ASER Tool). Others have shown improvement in intermediate levels.
  • 29 Peer group members have been trained on the fundamental rights (right to survival, right to development, right to protection and right to participation) and have thus developed the knowledge and confidence to take on the responsibility of training fellow students on these basic rights through 11 trainings organized for other schools and attended by 383 students.
  • 2 special need children are taking required therapy from relevant institutions. They have shown some progress in their educational outcomes, confidence level, socialization skills, communication skills and activities of daily living.

Achievements (North Kolkata)

  • Enrolled 291 children who have never-been-to school or had earlier dropped-out from school through awareness camps and motivation. HKF was also able to track 188 irregular students and motivate them to attend school regularly.
  • In all 7 school’s formal school teachers have started to implement CCE in a more constructive manner by using Teaching and Learning methodology (TLM) for teaching, which was introduced to them through HKF’s Froebel methodology training sessions. Last year, 31 teachers used CCE for all subject and 34 teachers used game /TLM during teaching. 35 formal school teachers started to use Froebel Methodology and TLM during their teaching.
  • Overall 170 Children have showed significant improvement in the qualifying learning levels (according to ASER Tool) from their individual base levels. Others have shown improvement in intermediate levels. Some of the students who were below the basic level and not interested in studies are now showing more confidence and better, participation levels.
  • 65 Peer group members have been trained on the fundamental rights (right to survival, right to development, right to protection and right to participation) and have thus developed the knowledge and confidence to take on the responsibility of training fellow students on these basic rights through 20 trainings organized for other schools and attended by 636 students.
  • 4 special need children are taking required therapy from relevant institutions. They have shown good progress in their educational outcomes, confidence level, socialization skills, communication skills and activities of daily living.


The holistic education programme in Howrah is a standalone project run under the aegis of education programme executed by Hope Kolkata Foundation. The project is implemented in Howrah. The team of HKF is working in 4 formal schools in three operational areas (Howrah- Bhagar, Shalimar and Chunabhatti). Shalimar, Chunabhatti falls under Podra and Panchpara Panchayet and Bhagar falls under Howrah Municipality Ward no.8 and Bally Municipality Ward No. 35

One of the highlights of the education programme in Howrah is the sponsorship programme for Bhagar where about 60 children are given direct support to help them to continue with their formal education. The children were identified along with other dropouts and/or potential dropouts through a random survey conducted in November, 2015. As sponsored children, they are provided with annual school fees, school dress and shoes, education materials and a supplementary nutrient pack.

  • Enrollment of 243 drop out and out of school children (aged between 6-14 years) were done in 3 institutions in the operational areas. 4 special need students were enrolled in school. 92 irregular students started attending school regularly.
  • 65% teachers (combined percentage of 3 schools) are now using CCE for all subject and 69% teachers are using game /TLM during teaching.
  • In the reporting period 72 slow learner students showed progress.
  • After corporal punishment complaints were registered by parents and children, HKF staff motivated4 teachers to start practicing positive reinforcement in classes. HKF has plans to take this as an example with other schools in other operational areas.
  • 3 new libraries were set up in the formal schools where 527 students are using the library for 1 hour every week.
  • Only 1 school maintains a barrier free environment. 5 special need children so far has received disability certificate. 6 special need children are taking required therapy from relevant institutions and have showed some progress in their educational outcomes, confidence level, socialization skills, communication skills and activities of daily living. 2 teachers are now using special teaching aids to teach special need children.
  • 24 parents attending School Management Committee (SMC) meeting. Among them (Male-parents-25, women parents-19, School teacher-29, Minority group members-28, Local authorities-24, Academicians/Students-19) participated in that. However only 1 school has a functional SMC.

 Success Stories


Ratna (name changed) is a student in Ratnakrishna Sishu Primary School. Her father Nemai Pramanik is a daily labourer and mother Rina Pramanik is a house wife. They lived in Panditya Place. Ratna was not interested in going to school; moreover her parents had no time to take care of her. She used to roam around all day and play with her friends, thereby exposing herself to potential abuse and threats. Even while she attended school, she was found to be a reserved student. Our team started to interact with her and slowly she opened up to the teachers without hesitation. She also started taking interest in coming to school regularly. The teachers of HKF visited her home and spoke to her parents. As a result they started taking interest in her academics. With support from HKF she found it within her to overcome her shortcomings. Nowadays, she listens to her teachers attentively and slowly and tries to complete her homework without any mistakes.


Rakesh Roy (name changed) is a student of Srima Prabeshikalaya, Nimtala. He suffers from mild autism and rarely attended school as he was always restless in the classroom. To ensure that young Rakesh continue his studies and have access to a quality education, the special educators from HKF started to use TLM materials such as functional words, communications and picture words and applied behavioral management techniques such as rhyming and bindi pasting which significantly enhanced his interest in school. Since the HKF interventions, Rakesh regularly attends school, has made many friends in his class and has a new passion for creative writing.

Nirmal Vidyalaya Award, Chitpur (Kolkata – North)

The Nabadwip Roy Smirty Prathamick School in Chitpur was declared a model school by the Department of School Education, Government of West Bengal and received the Nirmal Vidyalaya award. This is a very prestigious award, which highlights the successes of the school in terms of:

  • The usage of TLM and maintenance of CCE for all students
  • Collaboration among teachers and parents for the enrollment and retention of children in the school, through home visits of irregular students
  • Teachers actively working against corporal punishment and regular meetings among teachers and parents to discuss child’s progress
  • Child-friendly environment within the school in terms of art work, positive reinforcement posters and stimulating decorations
  • Establishment and regular usage of school library
  • The school is currently 80% barrier free for special needs students
  • We are very proud to be working in collaboration with the Nabadwip Roy Smirty Prathamick School, and hope to utilize this model school as an example of how we will work with other schools throughout Kolkata and Howrah for the most effectively collaborations and delivery of high-quality education.

 Success Stories


Rohan (name changed) is a boy of 13 years. His father is a daily wage earner and his mother earns a meager income by stitching clothes from home. Rohan was forced to leave his education due to poverty. When Rohan was identified from community as a dropout, HKF teachers spoke to him and found him interested in pursuing his studies and ready to enroll again in formal school. HKF team interacted with his parents and he was able to get readmitted in a school. The problem faced by Rohan was that he left studies six months back and was finding it difficult to catch up with his studies. HKF teachers helped him by providing support. In the annual examination of class VII he secured second position in his class. He has regained faith in his abilities and looks forward to continue with his education.

Muktangan (CSR initiative by CESC)

Hope Kolkata Foundation (HKF) started implementing the Muktangan project from September 2015. The Project was scaled to 15 centers (10 centers in Budge Budge and Pujali and 5 centers in Titagarh). The classes are held for two hours, five days a week in school premises with special emphasis on Maths, Science and English for the children of class VIII to X. The Project was initiated with the objective of providing remedial education to children from disadvantaged backgrounds to prevent drop out and improve school enrolment.

Certain criteria are looked into before enrolling students to the coaching center:

  • Children are good in studies but have a family income of lower than Rs.60,000/- per year
  • Or they do not have father as the earning member of the family
  • If the parents of the child is handicapped or is a first generation learner and there is lack of parental guidance at home
  • If the child is orphan or single parent or children who are identified as slow learner through ASER test.

The children are assessed through the slow learner identification test called the ASER test (Annual status of Educational Report) on a bi-annual basis in Maths, English and Language. Tests are taken to track the progress on quarterly basis on the subjects that are taught in the center.

Number of Beneficiaries :

  • 754

Team Strength :

  • 3o Part Time Teacher
  • 2 Field Supervisor
  • 1 Resource teacher
  • 1 Program Manager
  • 1 Accountant

Budget (Rs) :

  • 22,20,600

Supported By :

  • CESC
School Location Male Female Total Beneficiaries
Upendrabhanja Vidyapith Titagarh 17 27 44
Titagarh Poura Madhyamik Vidyalaya Titagarh 23 16 39
Titagarh Poura HS Balika Vidyalaya Titagarh 0 27 27
Titagarh Arya Vidyalaya Titagarh 25 42 67
Siddheswari uccha Primary Vidyalaya Titagarh 20 27 47
Total Titagarh 85 139 224
Budge Budge Uccha Balika Vidyalaya Titagarh 1 32 33
Manuel Girls high School Titagarh 1 48 49
Kalipur high School Titagarh 39 29 68
Badamtala high School Titagarh 22 44 66
Budge Budge Subhas Girls High School Titagarh 29 30 59
Budge Budge Sahu Jain Vidyalaya Titagarh 26 35 61
Parvati Vidyalaya Titagarh 16 30 46
Total Titagarh 134 248 382
BC Roy FPS Pujali 13 20 43
Pujali Shiksha Niketan Pujali 12 44 56
Rajibpur High School Pujali 25 24 49
Total Pujali 50 98 148

Beneficiaries for the programme Period of September 2015 – August 2016

In the year 2015-2016 total 65 children appeared for the Madhyamik examination (Class X) from Titagarh, Budge Budge and Pujali. From Pujali total 16 children (4 male, 12 female) appeared and 14 of them successfully cleared the exam, from Budge Budge 41 children (18 male, 23 female) appeared for the exam and all of them successfully cleared it. From Ttagarh 8 children (2 male, 6 female) appeared for the examination and all of them got successfully promoted to the next class.

Parents Committee are formed in each field consisting of 41 members (Titagarh 15, Budge Budge 15 and Pujali 11) who are trained on regular basis on social issues like Right to Education Act 2009 so that these parents can identify any dropout or children who have never been to school and refer them to the Muktangan project. This selection is done on the basis of regularity in parents meeting, being vocal and having leadership quality.


  • Parents meeting: During the reporting period four parents meetings were conducted in the schools in Budge Budge and Pujali and Titagarh. On an average 405 parents attended the meeting. In Budge Budge 23% were male and 77% were females. In Pujali 35% are male and 65% are females. And in Titagarh 27% are males and 73% are females.
  • Home visit: During the reporting period total 513 home visits were done in Budge Budge, 190 in Pujali and 331 in Titagarh. The purpose of the home visits are to motivate and encourage irregular children to come to the centre.
  • Community meeting: In June and July 2016 two Community meetings were conducted, each in Budge Budge, Titagarh and Pujali. Total participants were 163. In Budge Budge there were 35 participants (1 male and 34 female), 42 in Pujali (19 male and 23 females) and 86 in Titagarh (26 males and 60 females). The meeting was done to identify dropouts, children who have never been to school and to spread awareness on Right to Education.
  • Peer Group meeting: During the reporting period four meetings were conducted with the Peer group members on Health and Hygiene, Child Rights, Addiction and Right to Education mandate. Through pre and post assessment tests, the following was found out:
Location Number of Children % increase in knowledge
Budge Budge 52 Up to 25
69 25-50
91 Above 50
Pujali 23 Up to 25
32 25-50
40 Above 50
Titagarh 36 Up to 25
25 25-50
18 Above 50
  • Training by Peer Educators: Peer educators are 144 children who are trained on regular basis on social issues like Health and Hygiene, Child Rights, Addiction, Right to Education mandate so that these children can give trainings to other children of the formal schools. There are 144 such children (Titagarh-44, Budge Budge 70 and Pujali 30) who are selected on the basis of regularity in the centre, being vocal and leadership quality. In May 2016, 5 peer educators facilitated training on Health and Hygiene. The training was given to 20 children (12 male and 8 female) of Titagarh Arya Vidyalaya, Titagarh Upendra Bhanja Vidyapith, Siddheswari U.P.Vidyalaya, Titagarh Pour Madhyamik Vidyalaya and Titagarh Pour Balika Vidyalaya.
  • Formal School Teachers Training: Two formal school teachers trainings were conducted in the month of June and August 2016, on Activity Based Learning and Positive Reinforcement. In June, 26 teachers attended the training from Badamtala High School (Budge Budge) and 20 teachers from Titagarh Arya Vidyalaya (Titagarh). In August, 27 teachers attended the training from Rajibpur High School (Pujali) and 15 teachers from Upendra Bhanja Vidyapith (Titagarh). Through pre and post assessment tests, it was found that the teachers significantly increased their knowledge on the above mentioned topic. The teachers also received certificate for participating in the training sessions.
  • Career Guidance Counselling: In May 2016, a Career Guidance Counseling was done by Mr. Bubai Das, having expertise as a mentor in Preparatory Stage for Entrance Exams. Total 57 children (20 male and 37 female) attended the session from Budge Budge, Titagarh and Pujali. It was held in Kalipur High School. As per the feedback of the children, the sessions were very fruitful as it cleared their doubts regarding choosing of different streams (Science, Commerce or Humanities).


Hope Kolkata Foundation runs the Nabadisha-Project with the help of Kolkata Police. It serves nutrition and educational needs to the underprivileged children of specified areas. Under this partnership, Kolkata Police provides place and infrastructure along with few health supports and HOPE Kolkata Foundation provides all other right based supports. Currently Hope Kolkata is implementing four Nabadisha centers in different parts of Kolkata. They are:

  • Gariahat Nabadisha
  • Topsia Nabadisha
  • Tollygunge Nabadisha
  • New Market Nabadisha

The children in Gariahat come mainly from ward no. 68 and 86 of Kolkata Municipal Corporation, (KMC), Gariahat Bazaar area and from the slum areas near Garcha.The main occupation of the families are daily wage labourers, domestic workers, construction workers and rag pickers. They are generally deprived of the basic necessities like shelter, proper nutrition however some do have access to toilets and drinking water provided by Kolkata Municipal Corporation (KMC). Migration and eviction are major problems for this population.

Children coming to Topsia centre are also from slums where about 8000 people live and the primary livelihood of the families are vending and selling different types of goods. People in Topsia have access to toilets and drinking water facilities, provided by KMC.

The children in Tollygunge come mainly from three areas under KMC Ward number 88. Toilets, drinking water service and electricity are provided to the slums through KMC. The main occupation of the people here are day labourers and domestic helpers.

The children in New Market Nabadisha are coming mainly from 3 wards- 51, 52 and 46. 30% of the population of New Market area belongs to the minority community. People here mainly work as cobblers, shop keepers, plumbers, domestic worker and rag pickers. Migration and eviction is a major problem in New Market.

The three main outcome of the Nabadisha project are as follows :

  • Ensuring educational support to children living on the streets of Kolkata, by mainstreaming them to formal school, hostel or providing them with informal education and skill training.
  • Ensuring cultural and emotional development of the children living difficult circumstances.
  • Increased awareness in the community regarding the rights of the children with special emphasis on street children and children living in difficult circumstance.

Gariahat and Topsia

Number of Beneficiaries :

  • 137

Team Strength :

  • 1 Education Coordinator
  • 2 Field Supervisor
  • 1 Counselor
  • 1 Science Teacher
  • 1 English Teacher
  • 1 Accountant

Budget (Rs) :

  • 15,85,645

Supported By :

  • The Hope Foundation

New Market and Tollygunge

Number of Beneficiaries :

  • 126

Team Strength :

  • 1 Education Coordinator
  • 2 Field Supervisor
  • 1 Counselor
  • 1 Science Teacher
  • 1 English Teacher
  • 1 Accountant

Budget (Rs) :

  • 11,26,043

Supported By :

  • The Hope Foundation
Activities : Formal Education :
  • Last year, total 195 slums and street children (46 – Topsia, 40 – Gariahat, 47 - Tollygunge and 62 - New Market) were enrolled in formal schools from Nabadisha project. 96% children enrolled have been attending school regularly.
  • 91 children were successfully promoted to the next class with 76 of them (30 - New Market and 46 - Tollygunge) securing more than 60% marks.
  • 30 children (13 boys and 17 girls) have been provided with hostel support, 2 from Topsia and 28 from Gariahat. They are placed in various hostels throughout Kolkata like Lee Collins, Don Bosco, Ashalayam, Mass Education and CNI Girls Hostel.
  • An important aspect of the center is having play sessions, both indoor and outdoor, for the children. Indoor games include carom, chess, block games, etc. 20 play sessions were arranged (10 in Topsia and 10 in Gariahat) where 73 children participated.

Nutrition and Hygiene

  • Hygiene practice sessions are done once a week where practices like cutting nails, washing hands before eating are encouraged. In all 45 Hygiene Practice and Check Up sessions were conducted.
  • Hygiene kits were provided which contained combs, anti-septic cream, hand-wash and nail-cutters.

Non- Formal Education

  • The Nabadisha provides non-formal education to a total of 33 children (15 – Topsia, 19 – Tollygunge, 18 - New Market and 18 – Gariahat) from streets and slums.
  • 43 children were mainstreamed to formal school from the non-formal unit. 55 new admissions (25 - Topsia and 30 - Gariahat) were also done. Attendances of these children were taken regularly.
  • In Tollygunge and New Market, 73 Individual Counseling Session was conducted and 161 Group Counseling Session where 827 children participated. 28 family counseling sessions were done and 57 family members attended it. In these sessions the participants can speak freely and share their problems without any hesitation.
  • The teachers use the Child Centric Methodology (Froebel Methodology) to teach in the center. They are also trained using the strategy of ‘activity based teaching, which helps the children understand better.
  • 74 play sessions were arranged in both centers and 63 children attended that. These sessions along with education help in the holistic development of the children.
  • 8 Awareness Camps were organized in the community, 362 people attended the Awareness Camps. It was reported that 128 people increased their knowledge level (through pre & post test).
  • 99 visits to formal school (60 for Topsia and 39 for Gariahat) and 60 visits to various hostels where Nabadisha children are placed were done to sensitize the formal school teachers and hostel authorities. 53 visits were done to police stations by Nabadisha staffs to increase the involvement of police in this project and also for strengthening the existing network.

Child Development Khazana

Child Development Khazana (CDK) is an initiative by Butterflies that organizes and empowers street children and encourages them to have a savings for themselves. It teaches the children to priorities needs, budget, save and manage money. The CDK members have also formed Child Health Cooperative (CHC) that encourage the functioning of Child Health Educators and facilitates participation of street children in asserting their right to health care. Till October, 2015 there have been 41 CDK members in Topsia and 47 in Gariahat. Due to new financial policy of the government the project is not running at present.

88 children saved money under Children Development Khazana Program (CDK) program and the total amount of savings done is Rs. 11,509 in all the Nabadisha centres.

 Success Stories


This 15 year old boy lives with his physically challenged father at Topsia. His mother passed away two years ago. When he came into contact with the teachers of Topsia Nabadisha Center he was not attending school. But later was motivated and admitted to a formal school in 2006. He is very studious, comes regularly to Nabadisha for coaching support and has received a scholarship of Rs 2000/- from RICE Group. This scholarship is for meritorious and underprivileged students which will help them in buying text books, a new school uniform and shoes as well as motivate them to complete their education successfully. The scholarship also encouraged him to continue to work hard and focus on his studies.


Bikash (name changed) lives with his family in New Market and studies at Indira Academy. He is the 1st generation learner of his family. His father is a cobbler and his mother is a daily wage labour. The family lives on the roof of a very old house by making a temporary structure of plastic. About 60 families also live there along with them. In spite of many difficulties Bikash is a meritorious student. When the Nabadisha team had identified him, he was a drop-out. Teachers of Nabadisha motivated him to continue his study and assured help and guidance for his education. He and his family were motivated to Bikash admitted in a formal school. Now for the past two years he has been successfully continuing with his school (English Medium). He receives regular guidance from center teachers and this year he topped his class and received the award for the best student of the year. He is very happy and encouraged and has promised to get more marks and more awards in future.

Education Sponsorship

The Hope Foundation has runs sponsorship program for the street and slum children. The children are provided formal education support, hostel care support, nutrition, psychological counseling, health support and vocation training. To reduce gender disparities, project gives preference to girl child and nearly 50% of the total beneficiaries under the sponsorship project are girls.

Name Female Male Total Beneficiaries Sponsored By Budget(Rs)
Bhagar 46 36 82 Individual Sponsorship 9,75,200
Faith Love Hope 9 10 19 Individual Sponsorship 7,34,000
Outreach 74 52 126 Individual Sponsorship 10,73,158
South 24 26 50 Individual Sponsorship 7,68,000

Froebel HOPE Teacher Education Partnership


In its 9th year, the Froebel HOPE Teacher Education Partnership has brought up to 200 newly qualified teachers from Ireland to Kolkata for five-week periods to co-teach with their Bengali teaching colleagues across HOPE Education centres and state schools. An incremental increase in th e uptake of HOPE teachers to state school positions has been reported annually since 2015, recognizing the success implementation of a Froebelian play-based approach and the experience and skill of HOPE teachers in supporting children’s individual learning difficulties and needs. The support of three Education Coordinators of the Froebel HOPE Partnership has been instrumental to all progress made.