Project Sampoorna

Telangana, India

In the southern Indian state of Telangana, the majority of students who attend government schools come from low-resource households and historically, have fewer social and educational opportunities. The Telangana Social/ Tribal Welfare Residential Education Institution Societies (the “Society”), an office of the state government dedicated to improving educational outcomes for these students through residential education, envisions advancing the social and educational equity of children by offering them more effective, high-quality, and holistic learning and life skills opportunities. In partnership with local NGOs, the Society has started to do so through school-based interventions centered on health, life skills, innovation and learning, sports, and safety and gender. Additionally, the Society is investing in student empowerment programs that focus on 21st-century core skills like problem solving, innovation, collaboration, leadership, and communication skills. 


Our Approach

Developing a holistic education system that meets the complex needs of learners requires careful assessment of how both existing and potential activities align within a whole child development (WCD) approach. Project Sampoorna aims to build, operate, and replicate a WCD model of education in India through holistic systems engagement. As the implementing organization for Project Sampoorna over the next four years, the GC-DWC will match the Society’s vision with the tools and supports they need to achieve their goals, refine their processes, and sustain them into the future. Guided by the belief that the most effective and enduring results come from solutions that are created, understood, and accepted by the people impacted, the GC-DWC’s Telangana- and Notre Dame-based teams will engage senior Society leadership at the systems level, and its school directors, teachers, and students at the school level.

Key Activities will include:

  1. Mapping the current system to determine which of the Society’s current initiatives contribute to holistic child development and learning.

  2. Conducting a rapid ethnographic study to understand stakeholders’ perceptions and definitions of life skills and WCD, current gaps in programming, and recommendations for change.

  3. Convening a WCD working group to bring together evidence generators, translators, and end-users or decision-makers in order to co-design the Society’s WCD framework, advise on subsequent implementation, and utilize research and assessment evidence to support final recommendations for sustaining efforts beyond the life of the project.

  4. Developing a WCD framework that aligns with the Society’s vision of WCD to inform decision-making at the child-school level regarding which existing processes and new initiatives will be included in subsequent implementation and evaluation phases.

  5. Introducing a WCD impact package, which combines both existing and new processes and activities at the child, school, and Society levels, in a select number of innovation schools.

  6. Embedding the GC-DWC’s Rapid Evaluation, Assessment, Learning, and Methods (REALM) approach to rapidly assess the impact of individual program components, changes, or alternatives.


Goals, Progress, and Impact

The overall goal of Project Sampoorna is to build, operate, and replicate a WCD model for education in India through a holistic systems engagement. The Society envisions outstanding residential government education institutions that provide high-quality, holistic, and value-based education to marginalized children that is on par with the education of advantaged children and will enable social mobility and empowerment through a variety of curricular and extracurricular activities.