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In the year of 1961, a few youths of BARADRONE village had dreamt of a society that would be totally free from the bondage of illiteracy and backwardness. They planned to initiate a free coaching centre for the non-school going and drop-out children of the village, because they had the vision of sending all the children to the schools to achieve primary education initially and higher education ultimately. With this dream, a small coaching center was set up in the verandah of a small grocer’s shop in the village where they youths provide free tuition to some 50 children in the evening voluntarily. The youth group would collect subscriptions and contributions from the villagers to meet costs of stationeries, books and lighting arrangements. Realizing the need of the coaching center, a philanthropic person donated a small piece of land for construction of a small room. Curious villagers donated money and materials that gave birth of a thatched mud room in the village. As the youth group was incapable of providing books and educational materials to each of the children owing to financial incapability, they decided to set up a small library containing reference textbooks and notebooks for the advantage of the children. They again knocked at the doors of the villagers and collected another piece of land, money and materials for creating a library room. The library room was constructed with the active participation and contributions of the villagers. The village youths contributed their labor in the construction work; villagers provided mud, bamboos, straw and other materials on their own; local high schools provided specimen copies of textbooks and notebooks; schoolteachers provided contingent expenses of the library; printing presses provided notebooks and textbooks at free of cost to encourage the work of the group. An identical name was required and the name of the library was given as “Chhatra Hitaishi Pathagar” meaning ‘Students’ Library’. Meanwhile, more than 100 children were enrolled and all of whom did excellent results in their class examinations. Over the years, the ‘Library’ gained the reputation from adjacent villages and the government schools. The library started to engage itself in the socio-economic services of the needy communities of Baradrone and adjacent villages. Villagers and the well-to-do local people donated generously for initiating some of the activities. Along with the library, the organizers engaged themselves in promoting health awareness and child survival programs through various means like immunization, vocational trainings and curative health programs in a limited manner. Time had come to broad base the works of the Library. In the year of 1976, the name of the society was changed to the present name – Baradrone Social Welfare Institution (BSWI), and was registered under the West Bengal Societies’ Act.

Like many other organizations, the organizers of BSWI could not confine themselves into recreations and amusements, nor did they intend to pull money and then think of actions. Rather, they were curious to play creative roles of social reconstruction and to act as “Opportunity Providers” for the suffering people of the villages.

The growth of BSWI is fascinating while external agencies and government departments joined hands with the BSWI through several programs for the improvement of the area. BSWI gradually stepped into the rural development paradigm with a strong philosophy and vision. The works of the BSWI have been recommended and recognized by many individuals, government departments, foundations and foreign charities that all extended their hands of cooperation to BSWI to make its dreams the realities.    
MODALITY
Since inception, BSWI has been following a different modality. It is aimed at devising systems from where the target groups can itself take off without further catalyzing help from others. In support of this modality, BSWI has adopted a model of:
Creating autonomous people’s groups at various levels, i.e. village, sub-village, producers and artisans
Strengthening such groups though values, awareness, skills, capacity and capability so that they can function independently for their own welfare
Handing over the project to such groups when they achieve a level of articulation and autonomy.     
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