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Vikramshila Education Resource Society is an educational resource centre, which was formed in 1989 by a group of teachers dedicated to improving children’s education, especially in the neglected rural and urban areas. Vikramshila develops and provides materials and services in order to facilitate better teaching and stimulating the minds of students so that they are able to take active part in the learning process. Improving the quality of teaching in schools and to transform instruction into education forms an integral part of its activities. Mrs. Tapati Gupta, the Project Holder, has over 30 years of school teaching experience. However, the active role of leading and managing the organisation is played by the Executive Director, Mrs. Shubhra Chatterjee. Shubhra has 15 years experience teaching in reputed schools in Kolkata and since has forged a reputation for herself and VERS in the government and development circles as a key educationist and capacity builder on issues related to school education particularly pedagogy and teaching – learning methodology.


Over the past few years CRY has been extensively working on the issue of implementation of the common school system (CSS) in India. The CSS campaign has initiated and reopened many debates with regard to what a “Common School System” means; the possibility of such a system; the obstacles faced with when taking this up; whether CSS is as an end or a means in social change and realization of rights, etc. To understand this in greater detail an external resource group is needed to bring in focused knowledge within this generic framework for partners and alliances.

In this national education scenario Vikramshila sees a role for itself in helping bridge this widening gap between education for the underprivileged and the privileged. Vikramshila believes that education is not restricted to classrooms and formal schools alone, but there are several sites of learning for children. They believe that human beings are born with analytical and critical thinking skills. Core principles include that education is for change; that education that is equally accessible to all is based on the principles of equity; that education needs to be relevant and hence linked with the context and that every child has potential and needs platforms to express this potential.


  • To facilitate improvement in quality education by addressing systemic issues and advocate for structural change in the government education system.
  • To work with need based knowledge building on child friendly environment and establish ERG as a resource group on issue of education with a holistic perspective.
  • Conduct action research on pedagogy of excluded groups residing in urban slums.
  • Improving quality of education at Nabadisha centers.
  • Interaction with the Police about child rights and child protection.

Review and Impact

Through the review period, Vikramshila provided inputs in four areas: quality issues, classroom teaching, other issues and working with teacher’s forum. Quality issues included changes required in the education system, quality mapping, curriculum, class room teaching and role of community in ensuring quality in government schools. Class room teaching as mentioned is a subset of quality issues. Other issues again were subsets of quality and also included interaction with VEC’s on quality issues. VERS also decided to work towards building perspective of different stakeholders on above mentioned four issues in nine states. Stakeholders and inputs will differ in each state based on the present strength, experience and level of interaction.

The premise of the entire intervention is to work towards a common school system for all children so that all children have an equal shot at opportunities. Since last two years, VERS has been working as a resource organization with CRY to develop a community based education program which is indigenous and contextually relevant primarily in the area of pre-primary education and subsequently primary education. Vikramshila is currently passing through a transition phase – transition from an organization involved primarily in teachers’ training and development of teaching learning materials to an organization advocating quality education in formal schools and mobilizing and sensitizing communities on the issue of quality education.

Highlights in the review period include:
  • VERS conducted two phases workshop on curriculum development of community learning centre and government school activation strategy.
  • A workshop was organized on Biodiversity and life skill education.
  • In Tripura, to facilitate improvement in quality of education imparted in govt schools, VERS provided professional development training to 200 teacher educators, SCERT faculty, DIET faculty, SSA (Sarva Shiksha Abhiyan) officials, etc. A refresher course was also organized for 160 master trainers.
  • In Orissa, training programs were conducted for NGO school teachers in CRY partner areas. VERS has also started an ERG in Bolangir.
  • Nabadisha provided education and food support to 1900 children through transit centers in and around Kolkata in collaboration with Kolkata Police and WB Police.
  • 2 theatre groups of children were formed to address issues like health and girl child education.
  • 3 community groups of mothers, young girls and senior students were formed and sensitized on various issues like health services, hygiene, water supply, girl child education, alcoholism, etc. is being undertaken.
  • The amar boi process has been particularly useful in addressing ration card and birth certificate issues.


  • Sustaining the Nabadisha centers and improving quality of education at these centers.
  • Conduct action research on pedagogy of excluded groups residing in urban slums.
  • Interaction with Police about child rights and child protection.
  • Mainstreaming of children into formal schools towards mainstreaming of marginal groups.
  • To facilitate improvement in quality education by addressing systemic issues and advocate for structural change in government education system.
  • To work with need based knowledge building on child friendly environment and advocate for structural changes .


  • Right to Development
  • Advocacy
  • Administration
  • Total Grant Approved