In the coastal regions of Gujarat, where migration, salinity, and economic vulnerability often disrupt education, CSPC’s education initiative stands as a bridge between learning and livelihood, home and hope. The program envisions every child , from the earliest learner to the adolescent girl, having equal access to quality education, safe learning environments, and supportive communities that believe in their potential.
For CSPC, education is not only about classrooms and curricula, it’s about creating ecosystems where learning thrives, where parents, teachers, and communities together become partners in progress.
CSPC’s Education Thematic focuses on a continuum of learning, from early childhood care and education to school education and community-based learning initiatives.
Through collaboration with the government, schools, and communities, CSPC strengthens educational foundations by improving learning outcomes, reducing dropouts, and promoting inclusive participation.
Our approach integrates three pillars:
In coastal and migrant-prone regions, many children remain out of school due to displacement, migration, or social marginalization. CSPC’s field teams conduct door-to-door surveys to identify such children, understand their circumstances, and reintegrate them into the education system.
Highlights:
Strong schools are built not only with infrastructure but with collaboration and shared accountability.
CSPC empowers School Management Committees (SMCs), teachers, and parents to make local schools more inclusive and responsive.
Our Work Includes:
CSPC’s education interventions thrive because communities own them. Through volunteer-driven models, local leaders, parents, and youth take responsibility for ensuring every child’s right to education.
Community Ownership:
Together, these partnerships ensure continuity, quality, and inclusion in every child’s learning journey.
Our education interventions contribute to multiple SDGs:
In the remote village of Surajkaradi, nestled near Madhuram, education wasn’t just absent, it was almost invisible. Children from the Devipujak community, a socially marginalized and economically disadvantaged group, had little exposure to formal education. Many had never stepped into a classroom, and those who had often dropped out due to irregular attendance and lack of interest.
This was not due to indifference, but intersecting barriers of social exclusion, migration, and infrastructural neglect. In such a fragile ecosystem, change had to be rooted in empathy, inclusion, and community ownership.
