About Us

THE ORGANISERS

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Street Survivors India (SSI), the parent body of Jagriti Public School, was established in 1990. Jagriti Public School is a key initiative of SSI, a non-governmental organization committed to creating new educational opportunities for rural children and empowering women by improving their access to livelihoods and justice.

The affairs of the Society are managed by a Board of Management comprising educationists, trustees, and social workers. The organization is led by Ms. S. Ramaswamy, an educationist and social worker, who serves as the Secretary of the Society. Under her dynamic leadership, the school has witnessed significant growth and development in recent years.

In addition to running Jagriti Public School, SSI also implements a programme for government school students known as “Shiksha Shakti Centres.” Through this initiative, more than 1,500 students from Classes V to XII receive support in the form of remedial teaching, sports activities, library access, and computer education. These centres operate in two blocks—Khargram and Burwan—within the Kandi Sub-division of Murshidabad District, West Bengal.

JAGRITI PUBLIC SCHOOL

THE SCHOOL

Jagriti Public School was inaugurated on 6 June 2005 and provides education entirely in the English medium, with Bengali taught as the second (vernacular) language and Hindi as the third language. From the primary level onwards, students are prepared through an innovative and structured approach for the CBSE higher secondary board examinations. Special emphasis is placed on developing effective spoken English to ensure strong communication skills.

For over a generation, many educated youths have grown up with limited exposure to languages beyond Bengali. This has often restricted intellectual growth and placed rural children at a disadvantage in cross-cultural interactions, significantly narrowing employment opportunities. It has also limited access to emerging and essential fields such as information technology and other growing sectors of employment.

The lack of a strong linguistic connection with the wider national and global context has further contributed to challenges in creating sustainable self-employment opportunities, both in rural Bengal and beyond. Addressing this long-standing imbalance is complex, but essential for empowering students with broader educational and career prospects.