Thematic Introduction

At Chale Chalo, we work to reduce vulnerability to disasters, address climate change, and promote sustainable development through the conservation and restoration of mangroves, wetlands, and local ecosystems. By integrating environmental action with community engagement and education, we strengthen local capacities, restore degraded habitats, and promote sustainable practices that build long-term resilience for both people and nature.

Project Overview

IVDT- MANGRO and TFR Project – (Mangroves and Top Soil Fertility Restoration)

With support from the Integrated Village Development Trust (IVDT-UK), Chale Chalo implemented the MANGRO-TFR Project during FY 2024-25. The project focused on mangrove restoration and conservation, topsoil fertility restoration, biodiversity conservation, climate resilience, environmental education, and promotion of sustainable livelihoods in and around the mangrove ecosystem of Bhitarkanika National Park and Gahirmatha Marine Sanctuary.

Coverage: 20 villages and 20 schools of Rajnagar, Mahakalpada, Pattamundai and Aul block of Kendrapara district, Odisha.

Major Activities

• Community Mobilisation on Mangroves: Meetings, awareness campaigns, and consultations were conducted with SHGs, PRIs, Eco-Development Committees, fishermen, students, teachers, and communities for mangrove restoration and conservation. More than 400 community members participated in plantation, protection, and conservation activities. The motivated and mobilised farmers having land adjacent to eroding rivers and creeks voluntarily donated saline-affected prawn pond lands for mangrove plantation.
• Community Mobilisation on Topsoil Fertility Restoration (TFR): More than 350 farmers, eco-club students, and teachers participated in awareness and practical learning sessions on composting, crop rotation, green manure cultivation, soil testing, and organic farming. More than 600 households increased the production and use of organic manure by nearly 20%.
• Mangrove Nursery Raising: A mangrove nursery was raised near Barahapur village under Koelpur GP, where 40,000 potted mangrove and associate species seedlings were raised for plantation and ecological restoration activities in vulnerable coastal areas.
• Mangrove Plantation and Gap Filling: A total of 20,000 potted saplings and 2,000 hypocotyls raised the previous year were planted in degraded coastal areas, river beds, creek sides, mudflats, saline-affected abandoned farmlands and demolished prawn pond lands. Around 1,000 general tree saplings were planted during the celebration of World Environment Day.
• Restoration of Degraded Mangrove Habitats: Ecological restoration of degraded mangrove ecosystems was undertaken through regeneration of damaged coastal habitats and conversion of abandoned and saline-affected prawn pond lands into productive mangrove green belts through community participation and convergence with the Forest Department.
• Social Fencing and Protection of Plantation Sites: Newly planted mangrove areas were protected through community-led monitoring, social fencing, and joint watch-and-ward mechanisms to improve plantation survival and prevent encroachment and grazing.
• Nature Diary Initiative for Eco-Clubs: A total of 400 Nature Diaries were distributed among eco-club students and teachers to promote environmental observation and learning. Students participated in plantation drives, nursery visits, nature walks, awareness activities, and the celebration of important environmental days.
• Environmental Education and Eco-Club Capacity Building: Environmental learning sessions, biodiversity awareness programmes, bird-learning activities, and observation-based learning initiatives were organised for eco-club students and teachers to strengthen ecological knowledge and conservation values.
• Publication of Hentala Newsletter and Educational Materials: A total of 1,000 copies of Hentala (The Mangroves) newsletter were published and distributed among students, teachers, NGOs, officials, and community members to promote awareness on mangrove conservation, biodiversity, climate change, and environmental protection. Educational materials including leaflets, bird cards, and awareness materials were also disseminated.
• Observation of Environment-Related Days: Important environmental days were observed through plantation drives, awareness campaigns, competitions, cultural activities, and community participation to promote environmental stewardship and conservation.
• Topsoil Restoration and Sustainable Agriculture: Organic kitchen gardening, composting, vermicompost preparation, seed preservation, crop rotation, and sustainable farming practices were promoted among 600 farming families through the production of organic manures and convergence with Agriculture, Horticulture, Forest, Fisheries Departments, and PRIs.
• Raising and Planting of Fruit-Bearing and Indigenous Tree Species: Fruit-bearing and indigenous tree species were promoted and planted to enhance biodiversity, improve household nutrition, strengthen green cover, and increase ecological resilience in coastal villages and schools.
• Wildlife and Olive Ridley Turtle Conservation: Awareness and conservation activities were undertaken in collaboration with the Forest Department to support wildlife conservation, reduce human-wildlife conflict, and promote protection of Olive Ridley Turtles and associated coastal ecosystems around Bhitarkanika National Park and Gahirmatha Marine Sanctuary.
• Exposure Visits and Nature-Based Learning: Exposure visits to mangrove ecosystems, nurseries, conservation sites, and biodiversity-rich areas were facilitated for students, teachers, and community members to promote experiential learning and understanding of ecosystem functions and conservation practices.

Thematic Introduction

At Chale Chalo, we are committed to improving the quality of education in government primary schools by helping children overcome post-COVID learning loss, strengthening teachers, and actively engaging parents, School Management Committees (SMCs), education officials, and other stakeholders. Our approach focuses on early childhood care and education, foundational literacy and numeracy, inclusive classroom practices, effective management of multi-grade and multi-level classrooms, and building sustainable community engagement.

Project Overview

Wipro Foundation- Education Project - Improving Quality Education in Government Primary Schools

The Education Project, supported by the Wipro Foundation, has been implemented by Chale Chalo since September 2021 in the disaster-prone Rajnagar block of Kendrapara district, Odisha. The project aims to improve the quality of education and strengthen foundational literacy and numeracy (FLN) among children studying in government primary schools through team capacity building, running remedial learning centers, conducting demonstrative classroom learning sessions, teachers’ capacity building, child-centered, innovative & joyful pedagogical practices, and community participation. The project actively engages children, teachers, parents, School Management Committees (SMCs), Panchayati Raj Institutions (PRIs), volunteers, and education stakeholders to promote joyful, child-centred, activity-based, and multi-grade multi-level (MGML) learning processes.

Coverage: 04 government primary schools (direct) and 16 government primary schools (additional) in Rajnagar block, Kendrapara district, Odisha.

Major Activities

• School Readiness and Early Childhood Learning Support: Age-appropriate learning activities were facilitated to support young children in developing early literacy, numeracy, communication, cognitive, and socio-emotional skills, enabling a smooth transition into formal schooling and strengthening the foundation for lifelong learning.
• Classroom-Based Foundational Literacy and Numeracy (FLN): Regular classroom learning sessions were conducted for children in government primary schools to strengthen foundational literacy and numeracy through MGML classroom management, lesson planning, activity-based learning, storytelling, experiential learning, child-centred pedagogies, and the use of age- and grade-appropriate teaching-learning materials.
• Play-Based and Joyful Learning Approaches: Games, storytelling, hands-on activities, experiential learning processes, learning camps, and creative classroom practices were used to make learning engaging, joyful, and meaningful while improving foundational competencies among children.
• Remedial Learning Centres: Community-based remedial learning centres were run to provide supplementary learning support to children requiring additional learning assistance. Structured lesson plans, worksheets, games, and teaching-learning materials were used to strengthen reading, writing, and arithmetic competencies and bridge learning gaps.
• Learning Assessment and Competency Tracking: Baseline, midline, and endline assessments were conducted to assess children's learning levels in language and mathematics, monitor progress, identify learning gaps, and inform appropriate remedial and classroom support strategies.
• Teacher Capacity Building and Professional Development: Teachers, volunteers, and education team members participated in trainings, workshops, exposure visits, orientations, and institutional learning engagements to strengthen pedagogical understanding, curriculum alignment, assessment practices, classroom management, and child-centred teaching-learning processes.
• Teacher Mentoring and Handholding Support: Regular mentoring, demonstration classes, classroom observations, reflective discussions, and ongoing academic support were provided to teachers to strengthen classroom practices and improve learning outcomes.
• Peer Learning and Collaborative Learning Platforms: Opportunities were created for teachers and education practitioners to share experiences, exchange ideas, jointly solve classroom challenges, and learn from one another through collaborative planning, co-design, and co-teaching processes.
• Education Resource Centre Development and Management: The Education Resource Centre at Madanpur, Pattamundai was strengthened as a child-friendly and print-rich learning space with children's books, teaching-learning materials, reference resources, and learning aids to support teacher training, material development, planning, meetings, capacity building, and classroom demonstrations.
• Development and Use of Teaching-Learning Materials (TLMs): Age- and grade-appropriate teaching-learning materials, IEC resources, structured lesson plans, and reference materials aligned with FLN priorities and government curriculum frameworks were developed, adapted, and used to strengthen classroom transactions and activity-based learning.
• Parental Awareness and Learning Support: Parents and caregivers were engaged through meetings, consultations, learning camps, and awareness sessions to strengthen their role in supporting children's learning, regular attendance, and educational development at home.
• Stakeholder Engagement and School Governance: The project worked closely with School Management Committees (SMCs), teachers, head teachers, education functionaries, and community stakeholders to strengthen school functioning, promote community participation, and support effective and inclusive school governance.
• Workshops and Stakeholder Consultations: Workshops and consultation meetings were organised with teachers, head teachers, volunteers, community members, and education stakeholders to strengthen understanding of joyful learning, effective pedagogical processes, classroom management, assessment practices, and quality education.
• Institutional Learning, Exposure Visits and Knowledge Exchange: Education team members participated in exposure visits, workshops, trainings, and learning engagements with leading educational institutions and resource organisations to improve team capacity building, deepen understanding of foundational education, strengthen programme quality, and promote innovation in teaching-learning practices.

Thematic Introduction

At Chale Chalo, we work to improve access to quality health and nutrition services for marginalised communities, including children, pregnant and lactating women, adolescents, and other vulnerable groups. Our holistic approach strengthens access to public health services, promotes prevention and awareness, and encourages active community participation to ensure healthy growth, development, and overall well-being.

Project Overview

CRY- Health & Nutrition Project - Improving Access to Quality Health and Nutrition Services for Marginalised Communities

Supported by Child Rights and You (CRY) Kolkata, the Health & Nutrition Project was implemented in 28 remote villages and hamlets of Golamunda Block, Kalahandi district, Odisha, covering 2,303 households and 10,053 people, including children, adolescent girls, pregnant women, lactating mothers and other beneficiaries. The project worked closely with 18 AWCs, 14 VHND points, 14 immunisation points, 14 GKSs, and 21 schools to improve access to health, nutrition, immunisation, counselling, maternal care, and government welfare services. The initiative focused on reducing malnutrition, anaemia, and micronutrient deficiencies through awareness, follow-up support, convergence with frontline systems, and community-based actions.

Coverage: 28 villages and hamlets in the Golamunda block of Kalahandi district, Odisha

Major Activities

• Child Rights & Nutrition Mela: A mela organised at Kodobhata Upper Primary School engaged children on child rights, balanced diet, nutrition, iron-rich local foods, immunity, healthy food practices, and prevention of child marriage through games, discussions, and activity-based learning.
• World Breastfeeding Week Observation: Awareness activities were conducted with pregnant women, lactating mothers, adolescent girls, frontline health workers, SHGs, and community members on early initiation of breastfeeding, colostrum feeding, exclusive breastfeeding for six months, complementary feeding practices, and maternal nutrition.
• Poshan Diwas / National Nutrition Week: Community awareness programmes were organised to promote balanced diets, dietary diversity, anaemia prevention, locally available nutritious foods, healthy cooking practices, and improved nutrition among pregnant women, lactating mothers, adolescent girls, and community members.
• Community Sensitisation Meetings on Balanced Nutrition: Meetings were conducted to improve understanding of balanced diets, nutrition during pregnancy and adolescence, locally available nutritious foods, kitchen gardens, seasonal food consumption, and healthy food habits.
• Orientation of Pregnant and Lactating Mothers on Maternal and Child Health (MCH): Orientation sessions were organised on maternal health, early pregnancy registration, antenatal and postnatal care, institutional delivery, breastfeeding, immunisation, nutrition during pregnancy and lactation, and access to schemes such as JSY and MAMATA.
• Capacity Building and Training on Nutrition and SAM/MAM Management: Capacity-building programmes were conducted for project staff and volunteers on nutrition interventions, stakeholder engagement, convergence mechanisms, SAM and MAM identification, referral systems, outcome tracking, and strengthening community-based nutrition support services.
• Workshops for Adolescent Girls on Life Cycle Approach: Workshops were organised to improve awareness on adolescent health, nutrition, menstrual hygiene management, anaemia prevention, balanced diets, reproductive health, life skills, child marriage prevention, self-care, and healthy lifestyle practices.
• Facilitation of VHNDs and Immunisation Camps: The project supported Village Health and Nutrition Days (VHNDs) and immunisation sessions in coordination with ANMs, ASHAs, AWWs, CHOs, and health institutions to improve access to ANC and PNC services, immunisation, growth monitoring, IFA supplementation, health counselling, and government health services.
• Growth Monitoring and Nutrition Tracking: Regular monitoring of children's nutritional status through height, weight, MUAC measurements, and follow-up visits was undertaken to identify SAM and MAM children, facilitate referrals, track recovery, and strengthen nutrition counselling for caregivers.
• Home Visits and Counselling Support: Household visits and counselling sessions were conducted with pregnant women, lactating mothers, caregivers, and adolescent girls on breastfeeding, complementary feeding, maternal care, hygiene, institutional delivery, emergency referral services, immunisation, nutrition practices, and access to government entitlements.
• Children's Club Meetings: Children's groups were facilitated to create safe spaces for learning, participation, leadership development, and awareness on child rights, nutrition, hygiene, sanitation, anaemia prevention, health-seeking behaviour, and child protection.
• Adolescent Girls' Group Meetings: Regular group meetings were organised to strengthen leadership, life skills, menstrual hygiene management, nutrition awareness, IFA consumption, anaemia prevention, prevention of child marriage, continuation of education, and adolescent well-being.
• Observation of International and National Awareness Days: Important health, nutrition, child rights, menstrual hygiene, environmental health, and public awareness days were observed through rallies, demonstrations, campaigns, competitions, and community mobilisation activities.
• Poori Padhai, Desh Ki Bhalai Campaign: School campaign, community mobilisation, counselling, home visits, and stakeholder engagement activities were undertaken to promote girls' education, prevent child marriage and child labour, strengthen school retention, and support children's rights to education.
• Advocacy and Institutional Engagement: The project worked closely with PRIs, ICDS functionaries, health departments, block-level officials, schools, and community institutions to strengthen accountability, improve service delivery, enhance utilisation of government schemes, and promote convergence across health, nutrition, education, and child protection systems.

Thematic Introduction

At Chale Chalo, we work to strengthen water security and climate-resilient livelihoods in drought-prone and water-stressed communities in the Nuapada district of Odisha. Our approach integrates women-led water governance, participatory watershed management, groundwater recharge, and improved access to safe drinking water through community-driven Micro Water Security Plans. By strengthening community institutions, Panchayati Raj Institutions (PRIs), and women’s groups, we promote sustainable and equitable water systems that reduce vulnerability, enhance livelihood security, and build long-term resilience.

Project Overview

PHF-DIDI Project - Women Groups Leading Actions for Water Security and Sustainable Development

Supported by the Paul Hamlyn Foundation since 2019, the water security project is being implemented in 25 drought-prone villages/hamlets of 05 GPs in the Boden and Sinapali blocks of Nuapada district, Odisha, benefiting nearly 24,000 people. The project focuses on women-led micro water security planning, rainwater conservation, ridge-to-valley watershed development, groundwater recharge, and strengthening community-led sustainable water management systems through DIDI leaders, Jal Mitras, Village Water Management Committees (VWMCs), PRIs, concerned line departments, and the communities.

Coverage: 25 villages/hamlets in 05 GPs of Boden & Sinapali blocks, Nuapada district, Odisha

Major Activities under the DIDI Project

• Community Mobilisation and Institutional Strengthening: Village Water Management Committees (VWMCs), Village Water and Sanitation Committees (VWSCs), Jal Mitras, DIDI leaders, SHGs, youth groups, and community institutions were mobilised and strengthened to promote community-led water governance, sustainable water management, and collective action for water security.
• Micro Water Security Planning (MWSP): Household-level, farm-level, village-level, and Gram Panchayat-level water security plans were prepared, reviewed, updated, and integrated into Village Development Plans (VDPs) and Gram Panchayat Development Plans (GPDPs) through participatory planning, community consultations, and Gram Sabha processes.
• Strengthening PRIs and Local Institutions for Water Security Governance: PRI representatives, Gram Panchayat functionaries, and local institutions were oriented and capacitated on watershed management, ridge-to-valley approaches, groundwater recharge, rainwater harvesting, convergence planning, and integration of water security priorities into local development plans.
• DIDI Leaders Led Water Security and Governance Initiatives: DIDI leaders led community-driven water security planning, groundwater recharge initiatives, watershed development, plantation, forest regeneration, and integration of water security priorities into Village Development Plans (VDPs) and Gram Panchayat Development Plans (GPDPs). They facilitated community mobilisation, strengthened convergence with PRIs and line departments, and promoted collective action for sustainable water resource management.
• Strengthening Jal Mitras for Community Water Governance: Jal Mitras facilitated groundwater management, water budgeting, maintenance of water bodies, watershed planning, and promotion of sustainable water use practices while strengthening village-level water governance systems.
• Strengthening VWMCs and VWSCs for Sustainable Water Resource Management: Community water institutions were strengthened to lead planning, implementation, monitoring, and management of water resources through ridge-to-valley watershed approaches, groundwater recharge measures, plantation, forest regeneration, and restoration of water bodies.
• Use of Mouza Maps, GPS Devices and Technical Planning Tools: Revenue village maps, GPS devices, and technical planning tools were used for mapping land, forests, water bodies, watershed intervention sites, and groundwater recharge structures to strengthen evidence-based planning and implementation.
• Exposure Visits and Cross-Learning on Watershed Development: Community leaders, PRI representatives, DIDI leaders, VWMC members, Jal Mitras, and project teams participated in exposure visits to successful watershed initiatives to strengthen practical understanding of integrated natural resource management and community-led water security models.
• Development and Dissemination of IEC and Resource Materials: Locally relevant IEC materials and learning resources on water conservation, watershed management, groundwater recharge, rainwater harvesting, water cycles, aquifer management, and sustainable agriculture were developed and disseminated to strengthen awareness and behavioural change.
• Convergence and Institutional Engagement for Water Security: The project worked closely with PRIs, Gram Panchayats, MGNREGS functionaries, line departments, technical agencies, and other stakeholders to facilitate integration of water security priorities into local development planning, improve access to government resources, and promote coordinated action for watershed development, groundwater recharge, and sustainable water management.
• Technical Guidance and Expert Support for Water Security: Technical experts provided continuous guidance on watershed planning, aquifer-based approaches, groundwater recharge, mapping of water bodies, identification of conservation sites, and strengthening community-led water resource management systems.
• External Evaluation and Sustainability Assessment: Independent assessments were undertaken to review project outcomes, institutional strengthening, integration of Micro Water Security Plans into local development systems, community ownership, and the long-term sustainability of water governance mechanisms.

Project Overview

APF – SAFE DRINKING WATER PROJECT - Ensuring Safe Drinking Water for All Households in 10 Fluoride-Affected Villages of Karlakot GP, Nuapada District, Odisha

The APF-supported “Ensuring Safe Drinking Water” project will be implemented in 10 fluoride-affected villages of Karlakot Gram Panchayat in drought-prone Nuapada district, Odisha. The intervention aims to ensure year-round access to safe and adequate drinking water for approximately 2,000 households in one of the most water-stressed and fluoride-contaminated regions, where groundwater fluoride levels reach as high as 6.17 mg/l and most households still rely on unsafe sources.

Despite existing government investments, drinking water access remains highly unreliable due to poor infrastructure functioning, intermittent piped supply, defunct systems, and declining groundwater sources. Women and children are disproportionately affected, bearing the burden of long travel distances for water collection and increased health risks due to continued exposure to contaminated sources.

The project will address these challenges through a combination of source renovation, fluoride mitigation systems, groundwater recharge measures, and strengthening of community-led water governance mechanisms. It will also promote convergence with relevant government schemes to improve sustainability and system ownership. The initiative seeks to build a resilient and community-managed safe drinking water system that improves health, reduces vulnerability, and ensures equitable access to safe water for vulnerable rural households in Karlakot GP.

Coverage: 10 fluoride-affected villages of Karlakot Gram Panchayat, Nuapada district, Odisha.

Major Activities under the APF Project

• Improving Access to Safe Drinking Water: Renovation of dug wells, installation of fluoride removal filters in identified locations, repair of existing drinking water supply systems, construction of groundwater recharge structures, and regular water quality testing using Field Testing Kits (FTKs) to ensure safe and sustainable drinking water access.
• Community Mobilisation and Water Governance: Village Water & Sanitation Committees (VWSCs) and Water User Groups (WUGs) are strengthened, and Jal Mitras are engaged to support community-led planning, operation, maintenance, and monitoring of drinking water systems.
• Awareness and Behaviour Change on Safe Water Practices: Community awareness activities are conducted on fluoride risks, safe drinking water practices, rainwater harvesting, groundwater recharge, hygiene, and household-level nutrition-sensitive interventions such as kitchen gardens.
• Water Security Planning and Institutional Convergence: Village Micro Drinking Water Security Plans (VMDWSPs) are prepared and integrated into GPDP, Jal Jeevan Mission (JJM), and MGNREGS planning systems, with active engagement of PRIs and line departments to strengthen service delivery and resource convergence.
• Natural Resource Management and Infrastructure Strengthening: Groundwater recharge structures, village ponds, farm ponds, and water bodies are developed and restored in convergence with Forest, Agriculture, Horticulture, RWSS, and PRIs. Plantation and watershed-based interventions are also promoted to enhance long-term water availability.
• Sustainability and Community Ownership of Water Systems: Community institutions are strengthened to ensure equitable access, operation and maintenance, and long-term management of drinking water infrastructure, ensuring continued functionality and sustainability of water systems in fluoride-affected villages.