Why We Exist
In the face of deep educational and social disruptions—rural displacement, fractured identities, and growing inequity—we believe that education must serve a deeper purpose than preparing children for conventional employment. Our student vision is built around helping children discover how to live lives rooted in Adventure, Belonging, and Dignity—three essential human needs that support both personal fulfillment and collective resilience.
Our Framework: Adventure, Belonging, Dignity (ABD)
We arrived at the ABD framework after years of working closely with communities, children, and families. It captures three non-negotiable human needs that, when met meaningfully, allow individuals to navigate their contexts with agency, creativity, and care.
1. Adventure
Every child deserves the joy of discovering what excites them—skills, hobbies, professions, or arts that offer challenge, purpose, and achievement. When children lack access to healthy avenues for adventure, they may drift toward harmful thrills such as addiction or violence. Our role is to help them explore and engage in healthy, meaningful adventures.
Growth Questions:
- What gives me joy or thrill?
- Do I regularly engage in these?
- Am I building the resources and skills to pursue them well?
Example: After visiting 26 grassroots initiatives during a summer program, a child remarked, “Humara doodh 30 Rs bikta hai, aur usi doodh ka khoya 120 Rs. Main to khoya banakar bechunga.” This isn’t just economic insight—it’s a child discovering possibility.
2. Belonging
We all need a small, close circle where our joys and struggles are witnessed. For children, deep and sustained friendships form through shared interests, play, and collaboration. Our learning environments make space for these relationships to grow naturally.
Growth Questions:
- Who are my close friends?
- Do we do enjoyable, meaningful things together regularly?
- Are these friendships long-term and emotionally safe?
Example: After a community training, a local woman insisted, “Didi, aaj raat ko rukna padega… dance ka program karenge.” Our children joined joyfully in the Bharwad traditions—songs, saris, celebration. A moment of cultural pride and connection.
3. Dignity
Children and their families must be able to meet their essential needs—food, shelter, safety, voice—without dependency or shame. Dignity means that challenges are visible and solvable, not internalized as personal failure. We equip children with the thinking, tools, and relationships to address barriers to dignity.
Growth Questions:
- Are my physical, social, and emotional needs met with ease and self-respect?
- Can I identify current gaps or threats?
- Do I have (or am I building) the capacity to address them?
Example: When the learning center lacked shelter, it was the children who coordinated contributions from parents and helped set up the space. Dignity was restored not by outsiders, but by the community itself—including its youngest members.
What This Means for Learning
Our vision is not job-readiness; it’s life-readiness. We believe that when children explore adventure, belonging, and dignity meaningfully in their own environments, they develop the foundation to make sense of the world, build resilient communities, and adapt creatively to change.
To support this vision, we developed the Riyaz Ghar structure:
- Core Skills Hours: Literacy, numeracy, critical thinking, and digital literacy—enablers of independent learning.
- Adventure Hours: Exposure to local livelihoods, arts, crafts, and enterprises to explore what feels meaningful.
- Riyaz Hours: Building community and friendship through shared practice and creative collaboration.
- Planning and Reflection: Daily space to reflect on goals, challenges, and what needs attention.
Together, these components help children not only “learn” but also practice living toward a life of their own making.