About Gurukulam


The Students at Gurukulam are mainly from communities like Paradhi, Kaikadi, Dombari, Mariaaiwale, Sonzari, Tambat, Aadivasi, Vanvasi, Dalit, Bauddha etc as well as slum dwellers, child labourers and economically weaker sections living in Pune-Chinchwad area. This is an attempt to educate deprived children. Parents – Students of Gurukul come from different social strata. Paradhi parents have been branded as criminals and are suspected in thefts, dacoities, murders. Having their huts ransacked by police, they are left homeless. They toil, collect scrap, beg alms to earn livelihood. But they send their wards to Gurukulam so that good values would be inculcated in the children and their lives would be better.

The curriculum is based on observation of students. It is designed for mainly overall development of students. Two hundred years ago, not a single individual was ignorant. The communities were empowered with knowledge; everybody knew one skill or other and had work to do. The curriculum at Gurukul is to resurrect this richness. At the same time the curriculum at Gurukul covers syllabus from textbooks of Maharashtra Government. Topics taught at Gurukul Four main languages –

  • Mother tongue – Marathi
  • Hindi
  • English
  • Sanskrit


The old & wise “Gurukulam Education System” is followed at Gurukulam. In this system, Guru (Teacher) and Shishya (Disciple) live together. The Disciple follows the teacher and learns language, values, and vocational trades and gets knowledge of Indian culture.

The Students are observed through out the year. Intellectual and physical capacities of students from various class of society differs and the observation is done with this basis. Which games they like, what they enjoy, what they dislike, their nature, language, manner of speaking etc. is observed and then their class is finalized. The students are observed throughout the year – one’s behavior with other students and teachers, nature, individual cleanliness and participation in cleaning surroundings, good and bad characteristics are observed minutely. Similarly, their educational progress is observed – writing capability, reading capability, understanding of numbers and counting, recital, thinking etc is considered in such observation. Written records of findings of such observations are being maintained over the period of the last five years.