“In spite of all differences, one of my primary roles is to uphold the oneness and the belongingness of every member of our Rajeshwari Karuna school community.”
Zimik Tamreichan has a dual role at Rajeshwari Karuna School, a residential school in Tuli, Nagaland, India. He is the Chaplain cum Counselor for students and staff and the manager of the school farm. His school is a “mixed community” with diverse ages, cultures, and dialects. They are hardworking, and everyone supports each other. Zimik takes pride in the ways he can provide counseling and assistance to the children, who often come from broken families.
On the school farm, he checks the day’s tasks and guides the students in planting, weeding, and watering. Challenges include natural calamities, time management, and access to agricultural technology.
At ARI, Zimik hopes to gain skills in time management, work planning, farming, and self-sustainability using local resources. After ARI, he plans to work with communities and farmers and create Farmer’s Producers organizations. In addition, he will help farmers acquire new farming techniques and link farmers with markets, enabling them to be self-sustainable and have a better livelihood.
Community Educational Centre Society (CECS) in Dimapur, Nagaland, northeast India, serves a rural population of several diverse tribal cultures. Initially, CECS focused on working with underprivileged children. Now it is reaching out to farmers
struggling with high labor costs, changing climate, modern technology, and the need for more information. CECS is developing capacity-building programs to enable farmers to find new ways of farming with renewed spirit and increased production.
The organization looks forward to Zimik’s leadership and agricultural knowledge for upcoming sustainable livelihood projects, which will serve hundreds of farmers.