In 2011, the literacy rate of Uttarakhand was around 79%, higher than the national average, which is estimated around 74% . Although there is now a school accessible to almost every village in the mountains, the quality of education offered gives little chance for improved livelihood opportunities.

The role of education provided by the government is highly undermined by focusing on mere literacy and no education. 79% of Uttarakhand may be able to write their name but they are no better off at improving their standard of living as a result of this. The curriculum is set by the Uttarakhand State Board and is not wholly based in the context of rural mountain reality. Often with teacher: student ratios as high as 1:50, methodology of teaching and testing is such that children are taught to study by rote and do not develop their thinking faculties or those of logical analysis. The student drop-out rates are high as a result of poor standards of teaching. There are not enough opportunities for co-curricular activities or vocational training. These children may move routinely from class to class attaining graduate/postgraduate degrees but they do not develop and learn the necessary academic or vocational skills that would equip them to enter the mainstream competitive world. As an end result they continue to lead marginalised lives.

Education is a pivotal part of our integrated development work. Aarohi’s overall philosophy is to initiate a process of long-term integrated development of the region and we strongly believe that holistic education of the children is the backbone of all service delivery mechanisms, and would eventually initiate a self-perpetuating process of social change in the region

 
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