Anād After-School Studies Programme
The Anād After-School Studies Programme is envisioned as an educational and developmental-support initiative of The Anād Foundation for children and young learners, especially those from underserved, deserving, or resource-limited backgrounds.
The programme grows from Anād’s wider commitment to education, heritage transmission, cultural literacy, public learning, and dignity-based support for young people.
For legal, statutory, banking, tax, audit, CSR, and formal institutional purposes, the Foundation’s legal name is The Anad Foundation. The form Anād is used as the Foundation’s preferred cultural, scholarly, programme, publication, and public-facing style.
Background
Earlier versions of the Anād After-School Studies Programme were conceived in connection with the Foundation’s earlier Anād Khaṅḍ / Anād Conservatory proposals at Sultanpur Lodhi, including the Qila Sarai context. Those earlier proposals remain part of the Foundation’s institutional history and reflected a desire to begin heritage-linked educational work from the ground level with children and students in and around Sultanpur Lodhi.
The present page restates the programme in a broader and updated form. The programme may be developed wherever feasible, lawful, and supported by suitable teachers, volunteers, donors, institutions, schools, community partners, project spaces, and Board-approved arrangements.
Purpose
The purpose of the Anād After-School Studies Programme is to support children and young learners through supplementary education, mentoring, cultural literacy, arts exposure, language learning, heritage awareness, and developmental guidance.
The programme is intended especially for learners who may not have access to strong educational support at home or in school, while remaining open to wider participation where suitable.
Educational Support
The programme may support students in:
- homework assistance;
- reading and writing;
- language learning;
- mathematics and basic academic support;
- study habits and discipline;
- exam preparation support where appropriate;
- digital learning and smart-classroom exposure;
- mentoring and confidence-building;
- access to learning materials;
- guided group study.
The aim is not merely to help students complete schoolwork, but to strengthen attention, confidence, self-discipline, curiosity, and continuity of learning.
Arts, Culture, and Heritage Exposure
Anād’s educational vision recognises that learning is not complete if it is limited to textbooks alone. Children also need exposure to language, music, rhythm, stories, craft, memory, ethics, imagination, and cultural confidence.
Subject to available teachers, resources, and programme design, students may be introduced to:
- music and rhythm;
- Gurbāṇī Saṅgīt and the music of Srī Gurū Granth Sāhib, where appropriate;
- poetry and storytelling;
- theatre and public speaking;
- drawing, painting, and visual expression;
- traditional crafts;
- calligraphy and handwriting;
- paper, ink, colour, and manuscript-related awareness;
- instrument awareness;
- local history and heritage;
- oral traditions and community memory;
- environmental awareness and responsible citizenship.
Heritage-Linked Learning
The programme may connect children with both sthūl virsā — tangible heritage — and sūkham virsā — intangible heritage.
This may include age-appropriate exposure to historic spaces, books, manuscripts, instruments, photographs, recordings, local crafts, attire traditions, stories, songs, oral histories, and knowledge-bearers.
The purpose is to help learners understand that heritage is not a distant museum subject. It is connected with language, family memory, craft, sound, place, discipline, ethics, and community life.
Mentorship and Development
The Anād After-School Studies Programme may include mentoring for:
- confidence;
- communication skills;
- discipline and punctuality;
- personal hygiene and health awareness;
- respect for teachers, elders, peers, and shared spaces;
- teamwork;
- creative expression;
- emotional steadiness;
- responsibility toward family, community, and learning.
Where possible, the programme may also invite retired teachers, artists, students, volunteers, scholars, and professionals to support learners through guided sessions.
Underserved and Deserving Students
The programme is intended to support students from underserved, deserving, or financially constrained backgrounds. Such students may be offered free or subsidised participation subject to available resources, donor support, programme capacity, and Foundation policy.
The Foundation may also admit other students where appropriate, especially when mixed learning helps build confidence, peer support, and social inclusion.
Possible Programme Components
Depending on resources and location, the programme may include:
- after-school study sessions;
- homework support;
- language and reading circles;
- smart-classroom sessions;
- arts and heritage workshops;
- music and rhythm exposure;
- storytelling and theatre activities;
- calligraphy / handwriting sessions;
- craft and hand-skill exposure;
- local history and heritage walks;
- health and hygiene awareness;
- mentoring by retired teachers and volunteers;
- student documentation and progress review;
- family / community interaction;
- scholarships, learning materials, or student support where possible.
Programme Locations
The programme may be conducted at the Foundation’s office, project spaces, partner schools, community centres, heritage spaces, field offices, learning rooms, or other suitable locations, subject to permissions, safety, staffing, resources, and Board approval.
Earlier references to Sultanpur Lodhi and Qila Sarai are retained as part of the programme’s historical conception. Current or future implementation may take place in Delhi, Punjab, Kapurthala, Sultanpur Lodhi, or other suitable locations according to need and feasibility.
Teachers, Volunteers and Resource Persons
The programme may involve:
- teachers;
- retired teachers;
- student mentors;
- volunteers;
- artists;
- musicians;
- craft practitioners;
- researchers;
- counsellors;
- health-care volunteers;
- documentation assistants;
- community coordinators;
- institutional partners.
All participation shall be subject to suitability, supervision, child-safety considerations, programme requirements, and Foundation policies.
Child Safety and Responsibility
Any programme involving children and young learners must be conducted with care, dignity, supervision, and appropriate safeguards.
The Foundation may frame rules relating to attendance, parental consent, emergency contact information, conduct, photography permissions, health and safety, staff / volunteer responsibilities, and use of premises.
Donor and CSR Support
The Anād After-School Studies Programme may be supported through donations, CSR contributions, institutional partnerships, learning-material sponsorships, teacher honoraria, smart-classroom equipment, student scholarships, meals / refreshments, books, stationery, digital tools, transport support, and project-specific grants.
Donor-supported programmes may include defined objectives, budgets, student numbers, timelines, reporting, documentation, utilisation records, and impact notes.
Historical Note
The earlier proposal for the Anād After-School Studies Programme described a supplementary education and arts-learning initiative for students aged 4–21, beginning from the Sultanpur Lodhi / Qila Sarai context. That proposal reflected the Foundation’s early desire to combine mainstream study support with arts, culture, and developmental mentoring.
The present framework carries forward that intention while updating the programme for current institutional, educational, donor, CSR, and public-interest needs.
Enquiries
For enquiries regarding student participation, volunteering, teaching support, donor support, CSR partnership, school collaboration, or programme development, please contact The Anād Foundation.