education, classroom transaction based on local languages and context, etc. 5.2.4 Initiative for community involvement Vidyanjali33 is an initiative taken by the Ministry of Education, Government of India, with the aim to strengthen schools through community and private sector involvement. This initiative connects schools with varied volunteers from the Indian Diaspora, namely, young professionals, retired teachers, retired government officials, retired professionals, NGOs, Private Sector and Public Sector Companies, Corporate Institutions, and many others. Vidyanjali has two verticals: “Participate in School Service/Activity” and “Contribute Assets/Material/Equipment” in which volunteers can support and strengthen the government and government aided schools. As per data on the website, 6.58 lakh schools of India have on boarded Vidyanjali, and with the participation of 4.39 lakh volunteers, about 58 lakh children have been positively impacted. 5.3 Solutions based on policy The far-reaching and path-breaking provisions of NEP 2020 have already kickstarted transformation in the school education sector. Some of the key actions under implementation/consideration shall indeed go a long way in bridging the accessibility gap. 5.3.1 Mother tongue-based education: The key actions would include—linguistic mapping of each school neighbourhood, sensitization and orientation of educational administrators towards the need to use the local language alongside the regional language in their classroom transactions, creation of learning material in local languages, initiating the classroom teaching in mother tongue in certain areas on priority (such as remote areas, areas with a spoken language other than those in the Schedule of the Constitution), and phase-wise introduction in the rest of the schools. This kind of teaching-learning process of subjects in Classes 1 to 5 through a bilingual approach that focuses on the mother tongue, while simultaneously attempting to establish links with the local/regional language, will require very targeted pedagogical training of teachers. The NCERT34 and the SCERTs35 have already initiated the development of such training modules. 5.3.2 Strong links between Anganwadi Centers (AWC) and elementary schools: These are an essential component of the continuum approach described in the NEP 2020 document, which addresses access from pre-school through higher secondary education. There are numerous ways to accomplish this. The physical co-location of AWC in the elementary school's compound may enable greater resource sharing for infrastructure and human resource coordination between the two institutional entities. Even without physical co-location, there must be regular communication between AW Vidyanjali, Ministry of Education, Government of India, https://vidyanjali.education.gov.in/en/aboutus. 34 National Council of Educational Research and Training, under the aegis of MoE, GoI. 35 State Council of Educational Research and Training, under the aegis of governments of states/Union Territories. 33 Journal of the National Human Rights Commission, Vol. 22, 2023 59