ꯁꯤꯈꯁꯝ ꯐꯥꯎꯟꯗꯦꯁꯟ ꯑꯁꯤꯅꯥ ꯈꯨꯡꯒꯪꯒꯤ ꯃꯍꯥꯔꯥꯁ꯭ꯠꯔꯗꯥ ꯂꯩꯕꯥ ꯈꯨꯗꯣꯡꯆꯥꯗꯕꯥ ꯂꯩꯕꯥ ꯑꯉꯥꯡꯁꯤꯡꯗꯥ ꯃꯇꯤꯛ ꯆꯥꯕꯥ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯄꯤꯅꯕꯥ ꯍꯣꯠꯅꯔꯤ꯫ ꯑꯩꯈꯣꯌꯒꯤ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝꯁꯤꯡꯅꯥ ꯃꯍꯩ-ꯃꯁꯤꯡꯒꯤ ꯈꯦꯠꯅꯕꯥ ꯀꯣꯛꯍꯟꯅꯕꯥ ꯑꯃꯁꯨꯡ ꯑꯉꯥꯡꯁꯤꯡꯕꯨ ꯊꯕꯛ ꯇꯧꯕꯥ ꯅꯥꯒꯔꯤꯛ ꯑꯣꯏꯅꯥ ꯁꯦꯝꯒꯠꯅꯕꯥ ꯃꯇꯦꯡ ꯄꯥꯡꯅꯕꯥ ꯃꯤꯠꯌꯦꯡ ꯊꯝꯂꯤ꯫ ꯑꯩꯈꯣꯌꯅꯥ ꯊꯥꯖꯩ ꯃꯗꯨꯗꯤ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯑꯁꯤꯅꯥ ꯫
ꯁꯤꯛꯁꯥꯝ ꯐꯥꯎꯟꯗꯦꯁꯟ ꯑꯁꯤ ꯏꯪ 2026ꯇ ꯚꯥꯔꯠꯀꯤ ꯈꯨꯡꯒꯪꯒꯤ ꯈꯨꯟꯅꯥꯏꯗ ꯂꯩꯕ ꯈꯨꯟꯅꯥꯏꯒꯤ ꯑꯣꯏꯕ ꯑꯋꯥꯕ ꯂꯩꯕ ꯑꯉꯥꯡꯁꯤꯡꯗ ꯃꯒꯨꯟ ꯂꯩꯕ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕꯤꯕꯒꯤ ꯄꯥꯟꯗꯝ ꯑꯃꯒ ꯂꯣꯏꯅꯅ ꯂꯤꯡꯈꯠꯈꯤ ꯫. ꯑꯩꯈꯣꯏꯒꯤ ꯂꯨꯞ ꯑꯁꯤꯅ ꯃꯍꯥꯔꯥꯁ꯭ꯠꯔ ꯌꯥꯎꯅ ꯇꯣꯉꯥꯟ-ꯇꯣꯉꯥꯟꯕ ꯔꯥꯖ꯭ꯌꯁꯤꯡꯗ ꯂꯩꯕ ꯈꯨꯗꯣꯡꯆꯥꯗꯕ ꯊꯣꯛꯍꯜꯂꯕ ꯀꯥꯡꯂꯨꯞꯁꯤꯡꯒꯤ ꯃꯍꯩ-ꯃꯁꯤꯡꯒꯤ ꯇꯉꯥꯏꯐꯗꯕꯁꯤꯡ ꯊꯦꯡꯅꯅꯕ ꯀꯟꯅ ꯊꯕꯛ ꯇꯧꯔꯤ꯫. ꯑꯩꯈꯣꯏꯅ ꯊꯥꯖꯩ ꯃꯗꯨꯗꯤ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕ ꯑꯁꯤꯅ ꯅꯍꯥ ꯑꯣꯏꯔꯤꯕ ꯋꯥꯈꯜꯁꯤꯡꯒꯤ ꯇꯉꯥꯏꯐꯗꯕ ꯑꯗꯨ ꯂꯧꯊꯣꯛꯄꯒꯤ ꯑꯃꯁꯨꯡ ꯃꯈꯣꯏꯕꯨ ꯊꯕꯛ ꯇꯧꯕ ꯅꯥꯒꯔꯤꯛ ꯑꯣꯏꯍꯟꯅꯕ ꯈꯨꯗꯝ ꯑꯣꯏ꯫. ꯑꯩꯈꯣꯏꯒꯤ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝꯁꯤꯡ ꯑꯁꯤꯅ ꯁꯔꯀꯥꯔꯒꯤ ꯁ꯭ꯀꯨꯜꯁꯤꯡ, ꯑꯪꯒꯥꯟꯋꯥꯗꯤꯁꯤꯡ, ꯑꯃꯁꯨꯡ ꯃꯐꯝ ꯑꯗꯨꯒꯤ ꯈꯨꯟꯅꯥꯏꯁꯤꯡꯗ ꯂꯩꯕ ꯃꯍꯩꯔꯣꯏꯁꯤꯡꯗ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕꯒꯤ ꯃꯇꯦꯡ, ꯔꯤꯁꯣꯔꯁꯁꯤꯡ, ꯑꯃꯁꯨꯡ ꯈꯨꯗꯣꯡꯆꯥꯕꯁꯤꯡ ꯄꯤꯕꯗ ꯃꯤꯠꯌꯦꯡ ꯊꯝꯂꯤ꯫. ꯑꯩꯈꯣꯏꯅ ꯇꯝꯕꯒꯤ ꯈꯨꯗꯣꯡꯆꯥꯕ ꯍꯦꯟꯒꯠꯍꯟꯅꯕ ꯑꯃꯁꯨꯡ ꯃꯍꯩ-ꯃꯁꯤꯡꯒꯤ ꯃꯍꯩꯁꯤꯡ ꯐꯒꯠꯍꯟꯅꯕ ꯗꯤꯖꯤꯇꯦꯜ ꯂꯤꯇꯔꯦꯁꯤ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝꯁꯤꯡ, ꯑꯣꯖꯥꯁꯤꯡꯒꯤ ꯇ꯭ꯔꯦꯅꯤꯡ, ꯑꯃꯁꯨꯡ ꯚꯣꯀꯦꯁꯅꯦꯜ ꯁ꯭ꯀꯤꯜ ꯗꯤꯚꯦꯂꯄꯃꯦꯟꯇꯒꯨꯝꯕ ꯑꯅꯧꯕ ꯃꯍꯩ-ꯃꯁꯤꯡꯒꯤ ꯊꯧꯔꯥꯡꯁꯤꯡ ꯆꯠꯅꯍꯜꯂꯦ꯫. ꯑꯩꯈꯣꯏꯒꯤ ꯍꯣꯠꯅꯔꯤꯕꯁꯤꯡ ꯑꯁꯤꯅ ꯆꯍꯤ 5ꯒꯤ ꯀꯠꯊꯣꯛꯂꯕ ꯊꯕꯛ ꯇꯧꯕꯒ ꯂꯣꯏꯅꯅ ꯀꯥꯟꯅꯕ ꯐꯪꯂꯤꯕ ꯃꯤꯑꯣꯏ 500 ꯍꯦꯟꯅ ꯑꯐꯕ ꯃꯑꯣꯡꯗ ꯏꯊꯤꯜ ꯄꯤꯈ ꯭ ꯔꯦ ꯫.
Learn about our process ->Retention rate in our secondary education programs.
Villages Covered
ꯃꯍꯥꯔꯥꯁ꯭ꯠꯔꯗ ꯑꯦꯁ.ꯁꯤ./ꯑꯦꯁ.ꯇꯤ./ꯑꯣ.ꯕꯤ.ꯁꯤ. ꯀꯥꯡꯂꯨꯞꯁꯤꯡꯗ ꯃꯤꯠꯌꯦꯡ ꯊꯝꯗꯨꯅ ꯈꯨꯡꯒꯪꯒꯤ ꯅꯍꯥꯁꯤꯡꯒꯤꯗꯃꯛ ꯗꯤꯖꯤꯇꯦꯜ ꯂꯤꯇꯔꯦꯁꯤ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝ ꯫
Explore ->ꯚꯥꯔꯠꯇ ꯂꯩꯕ ꯉꯝꯈꯩꯗ ꯂꯩꯕ ꯀꯥꯡꯂꯨꯞꯁꯤꯡꯒꯤꯗꯃꯛ ꯃꯍꯩ-ꯃꯁꯤꯡꯒꯤ ꯃꯇꯦꯡ ꯄꯤꯕꯒꯤ ꯊꯧꯔꯝ ꯫
Explore ->ꯃꯍꯥꯔꯥꯁ꯭ꯠꯔꯗꯥ ꯅꯨꯄꯤꯁꯤꯡꯒꯤꯗꯃꯛ ꯚꯣꯀꯦꯁꯅꯦꯜ ꯇ꯭ꯔꯦꯅꯤꯡ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝ꯫
Explore ->ꯁꯤꯛꯁꯥꯝ ꯐꯥꯎꯟꯗꯦꯁꯟ ꯑꯁꯤꯅ ꯈꯨꯡꯒꯪꯒꯤ ꯃꯍꯥꯔꯥꯁꯇ ꯭ ꯔꯗ ꯂꯩꯕ ꯅꯨꯄꯤꯁꯤꯡꯒꯤꯗꯃꯛ ꯃꯍꯩ-ꯃꯁꯤꯡꯒꯤ ꯑꯋꯥꯠꯄ ꯑꯗꯨ ꯃꯈꯣꯏꯗ ꯃꯒꯨꯟ ꯂꯩꯕ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯑꯃꯁꯨꯡ ꯄꯥꯝꯕꯩꯁꯤꯡ ꯐꯪꯍꯟꯗꯨꯅ ꯀꯣꯛꯍꯟꯅꯕ ꯄꯥꯟꯗꯝ ꯊꯝꯂꯤ ꯫ ꯑꯩꯈꯣꯏꯒꯤ ꯄ ꯭ ꯔꯣꯒ ꯭ ꯔꯥꯝ ꯑꯁꯤꯅ ꯂꯥꯏꯔꯤꯛ ꯍꯩꯕꯒꯤ ꯆꯥꯡ ꯐꯒꯠꯍꯟꯕ, ꯍꯩꯁꯤꯡꯕꯁꯤꯡ ꯍꯦꯟꯒꯠꯍꯟꯕ, ꯑꯃꯁꯨꯡ ꯃꯁꯥ ꯃꯊꯟꯇ ꯊꯥꯖꯕ ꯍꯦꯟꯒꯠꯍꯟꯕꯗ ꯃꯤꯠꯌꯦꯡ ꯊꯝꯂꯤ ꯫
Director
Program Manager
Teacher Trainer
Field Coordinator
Digital Literacy Specialist
Alumni Coordinator
Voices from our community
ꯑꯩꯒꯤ ꯑꯉꯥꯡꯗ ꯃꯒꯨꯟ ꯂꯩꯕ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕꯗ ꯃꯇꯦꯡ ꯄꯥꯡꯈꯤꯕꯒꯤꯗꯃꯛ ꯁꯤꯈꯥꯝ ꯐꯥꯎꯟꯗꯦꯁꯟꯗ ꯑꯩ ꯊꯥꯒꯠꯄ ꯐꯣꯡꯗꯣꯛꯈꯤ꯫ ꯃꯈꯣꯏꯒꯤ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝꯁꯤꯡꯅ ꯑꯩꯒꯤ ꯑꯉꯥꯡꯗ ꯃꯔꯨꯑꯣꯏꯕ ꯍꯩꯁꯤꯡꯕꯁꯤꯡ ꯑꯃꯁꯨꯡ ꯊꯥꯖꯕ ꯄꯨꯛꯅꯤꯡ ꯆꯤꯡꯁꯤꯟꯕ ꯉꯝꯍꯟꯈꯤ꯫.
ꯀꯧꯁꯤꯀꯤ꯫
ꯃꯃꯥ
ꯁꯤꯛꯁꯝ ꯐꯥꯎꯟꯗꯦꯁꯟꯒꯤ ꯚꯣꯀꯦꯁꯅꯦꯜ ꯇ꯭ꯔꯦꯅꯤꯡ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝ ꯑꯁꯤꯅ ꯑꯩꯉꯣꯟꯗ ꯍꯩꯁꯤꯡꯕ ꯍꯦꯟꯒꯠꯍꯟꯕꯗ ꯑꯃꯁꯨꯡ ꯊꯕꯛ ꯑꯃ ꯐꯪꯕꯗ ꯃꯇꯦꯡ ꯄꯥꯡꯈꯤ꯫ ꯍꯧꯖꯤꯛ ꯑꯩ ꯑꯩꯒꯤ ꯏꯃꯨꯡ ꯃꯅꯨꯡꯕꯨ ꯁꯄꯣꯔꯠ ꯇꯧꯕ ꯉꯝꯂꯦ꯫.
ꯇꯔꯟꯅꯨꯝ
ꯀꯥꯟꯅꯕ
ꯁꯤꯛꯁꯥꯝ ꯐꯥꯎꯟꯗꯦꯁꯟꯒꯤ ꯇꯤꯆꯔ ꯇ꯭ꯔꯦꯅꯤꯡ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝ ꯑꯁꯤꯅ ꯑꯩꯉꯣꯟꯗ ꯑꯅꯧꯕ ꯇꯝꯕꯤꯕꯒꯤ ꯊꯧꯑꯣꯡꯁꯤꯡ ꯁꯦꯝꯒꯠꯄꯗ ꯑꯃꯁꯨꯡ ꯃꯍꯩꯔꯣꯏꯁꯤꯡꯒꯤ ꯇꯝꯕꯒꯤ ꯃꯍꯩꯁꯤꯡ ꯐꯒꯠꯍꯟꯕꯗ ꯃꯇꯦꯡ ꯄꯥꯡꯈꯤ꯫.
ꯁꯣꯅꯝ꯫
ꯑꯣꯖꯥ꯫
ꯁꯤꯛꯁꯥꯝ ꯐꯥꯎꯟꯗꯦꯁꯟꯒꯤ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝꯁꯤꯡꯅ ꯑꯩꯉꯣꯟꯗ ꯍꯩꯁꯤꯡꯕ ꯑꯃꯁꯨꯡ ꯊꯥꯖꯕ ꯍꯦꯟꯒꯠꯍꯟꯕꯗ ꯃꯇꯦꯡ ꯄꯥꯡꯈꯤ꯫ ꯑꯩ ꯍꯧꯖꯤꯛ ꯑꯋꯥꯡꯕ ꯊꯥꯛꯀꯤ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯂꯤ ꯑꯃꯁꯨꯡ ꯑꯩꯒꯤ ꯈꯨꯟꯅꯥꯏꯗ ꯑꯐꯕ ꯏꯊꯤꯜ ꯄꯤꯅꯕ ꯄꯥꯟꯗꯝ ꯊꯝꯂꯤ꯫.
ꯔꯥꯖꯦꯁ
ꯑꯦꯂꯨꯃꯅꯤꯁꯤꯡ꯫
At SHIKSHAM FOUNDATION, we believe that education should be community-led and responsive to local needs. In rural areas of Maharashtra, we worked with village councils to develop customized education plans, incorporating local language and cultural practices. For example, in a tribal community, we supported the development of a curriculum that included traditional folk tales and songs, leading to a 25% increase in student engagement.
ꯑꯩꯈꯣꯏꯅ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕ ꯑꯁꯤ ꯄꯨꯝꯅꯃꯛꯀꯤꯗꯃꯛ ꯌꯥꯎꯍꯟꯕ ꯑꯃꯁꯨꯡ ꯐꯪꯍꯟꯕ ꯉꯝꯅꯕ ꯍꯣꯠꯅꯔꯤ꯫ ꯃꯍꯥꯔꯥꯁ꯭ꯠꯔꯗ, ꯑꯩꯈꯣꯏꯅ ꯁ꯭ꯀꯨꯜꯁꯤꯡꯒ ꯂꯣꯏꯅꯅ ꯆꯥꯎꯈꯠꯍꯟꯕ ꯌꯥꯕ ꯏꯟꯐ꯭ꯔꯥꯁ꯭ꯠꯔꯛꯆꯔ ꯁꯦꯝꯅꯕ ꯊꯕꯛ ꯇꯧꯈꯤ ꯑꯃꯁꯨꯡ ꯗꯤꯁꯦꯕꯤꯂꯤꯇꯤ ꯂꯩꯕ ꯑꯉꯥꯡꯁꯤꯡꯕꯨ ꯃꯇꯦꯡ ꯄꯥꯡꯅꯕ ꯇ꯭ꯔꯦꯅꯤꯡ ꯄꯤꯕ ꯇꯧꯈꯤ꯫ ꯃꯁꯤꯒꯤ ꯃꯍꯩ ꯑꯣꯏꯅ, ꯁ꯭ꯀꯨꯜ 30 ꯆꯥꯎꯈꯠꯍꯟꯕ ꯌꯥꯕ ꯑꯣꯏꯈꯤ, ꯑꯃꯁꯨꯡ ꯇ꯭ꯔꯦꯅꯤꯡ ꯄꯤꯕ ꯇ꯭ꯔꯦꯆꯔ 100 ꯑꯣꯏꯈꯤ, ꯃꯁꯤꯅ ꯗꯤꯁꯦꯕꯤꯂꯤꯇꯤ ꯂꯩꯕ ꯑꯉꯥꯡ 500ꯗ ꯀꯥꯟꯅꯕ ꯄꯤꯈꯤ꯫.
ꯉꯁꯤꯒꯤ ꯗꯤꯖꯤꯇꯦꯜ ꯃꯇꯝ ꯑꯁꯤꯗ, ꯗꯤꯖꯤꯇꯦꯜ ꯂꯤꯇꯔꯦꯁꯤ ꯑꯁꯤ ꯌꯥꯝꯅ ꯃꯔꯨ ꯑꯣꯏ ꯫ ꯁꯤꯈꯁꯝ ꯐꯥꯎꯟꯗꯦꯁꯟꯅ ꯚꯥꯔꯠꯇ ꯗꯤꯖꯤꯇꯦꯜ ꯂꯤꯇꯔꯦꯁꯤ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝꯁꯤꯡ ꯍꯧꯗꯣꯛꯈꯤ, ꯃꯁꯤꯅ ꯀꯝꯄ꯭ꯌꯨꯇꯔꯒꯤ ꯃꯔꯨꯑꯣꯏꯕ ꯍꯩꯁꯤꯡꯕꯁꯤꯡ ꯑꯃꯁꯨꯡ ꯑꯣꯟꯂꯥꯏꯟꯗ ꯆꯦꯛꯁꯤꯟ ꯊꯧꯔꯥꯡꯁꯤꯡꯗ ꯃꯤꯠꯌꯦꯡ ꯊꯝꯈꯤ ꯫ ꯆꯍꯤ ꯑꯃꯒꯤ ꯃꯅꯨꯡꯗ ꯊꯕꯛ ꯐꯪꯈꯤꯕ ꯅꯠꯇ ꯭ ꯔꯒ ꯃꯁꯥꯒꯤ ꯕꯤꯖꯤꯅꯦꯁ ꯍꯧꯈꯤꯕ ꯅꯨꯄꯤ-ꯅꯨꯄꯥ 1,000 ꯍꯦꯟꯅ ꯀꯥꯟꯅꯈꯤ ꯫.
ꯑꯊꯨꯝꯕꯥ ꯂꯩꯇꯕꯥ ꯑꯁꯤ ꯀꯣꯛꯍꯟꯅꯕꯥ, ꯁꯤꯛꯁꯥꯝ ꯐꯥꯎꯟꯗꯦꯁꯟꯅꯥ ꯚꯥꯔꯇꯇꯥ ꯚꯣꯀꯦꯁꯅꯦꯜ ꯇ꯭ꯔꯦꯅꯤꯡ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯃꯁꯤꯡ ꯄꯤꯔꯤ꯫ ꯑꯩꯈꯣꯌꯅꯥ ꯂꯣꯀꯦꯜ ꯏꯟꯗꯁ꯭ꯠꯔꯤꯁꯤꯡꯒꯥ ꯄꯨꯟꯅꯥ ꯇꯦꯂꯔꯤꯡ, ꯏꯂꯦꯛꯠꯔꯤꯀꯦꯜ ꯋꯥꯔꯛ, ꯑꯃꯁꯨꯡ ꯕ꯭ꯌꯨꯇꯤ ꯁꯔꯚꯤꯁꯁꯤꯡꯒꯨꯝꯕꯥ ꯁ꯭ꯀꯤꯜꯁꯤꯡꯗꯥ ꯇ꯭ꯔꯦꯅꯤꯡ ꯄꯤꯅꯕꯥ ꯄꯨꯟꯅꯥ ꯊꯕꯛ ꯇꯧꯈꯤ꯫ ꯅꯍꯥ 500 ꯍꯦꯟꯅꯥ ꯇ꯭ꯔꯦꯅꯤꯡ ꯄꯤꯈꯤ, ꯃꯗꯨꯒꯤ ꯃꯅꯨꯡꯗꯥ 80%ꯅꯥ ꯊꯕꯛ ꯐꯪꯈꯤ ꯅꯠꯔꯒꯥ ꯃꯁꯥꯒꯤ ꯕꯤꯖꯤꯅꯦꯁ ꯍꯧꯈꯤ꯫.
We believe that parents play a vital role in their children's education. SHIKSHAM FOUNDATION organized parent-teacher meetings and workshops in India, encouraging parents to take an active interest in their children's learning. This resulted in a 30% increase in parental involvement and a 20% increase in student learning outcomes.
ꯐꯖꯅ ꯇꯝꯕꯤꯔꯕ ꯑꯣꯖꯥꯁꯤꯡ ꯑꯁꯤ ꯃꯒꯨꯟ ꯂꯩꯕ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕꯒꯤꯗꯃꯛ ꯌꯥꯝꯅ ꯃꯔꯨ ꯑꯣꯏ꯫ ꯁꯤꯈꯁꯝ ꯐꯥꯎꯟꯗꯦꯁꯟꯅ ꯚꯥꯔꯠꯇ ꯑꯣꯖꯥꯁꯤꯡꯗ ꯇ꯭ꯔꯦꯅꯤꯡ ꯄꯤꯈꯤ, ꯃꯁꯤꯅ ꯑꯅꯧꯕ ꯇꯝꯕꯤꯕꯒꯤ ꯊꯧꯑꯣꯡꯁꯤꯡ ꯑꯃꯁꯨꯡ ꯍꯤꯔꯝꯒꯤ ꯈꯪꯕꯗ ꯃꯤꯠꯌꯦꯡ ꯊꯝꯈꯤ꯫ ꯑꯣꯖꯥ 200 ꯍꯦꯟꯅ ꯀꯥꯟꯅꯕ ꯐꯪꯈꯤ, ꯃꯗꯨꯒꯤ ꯃꯅꯨꯡꯗ 80%ꯅ ꯍꯦꯟꯅ ꯐꯕ ꯇꯝꯕꯤꯕꯒꯤ ꯊꯧꯑꯣꯡꯁꯤꯡ ꯄꯥꯎꯗꯝꯈꯤ꯫.
ꯑꯩꯈꯣꯏꯅ ꯅꯨꯄꯤꯁꯤꯡꯒꯤ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕꯗ ꯃꯔꯨ ꯑꯣꯏꯕ ꯃꯐꯝ ꯑꯃ ꯄꯤꯔꯤ, ꯃꯁꯤꯒꯤ ꯑꯍꯣꯡꯕ ꯄꯨꯔꯛꯄꯒꯤ ꯏꯊꯤꯜ ꯑꯗꯨ ꯈꯪꯂꯗꯨꯅ꯫ ꯁꯤꯈꯁꯝ ꯐꯥꯎꯟꯗꯦꯁꯟꯅ ꯃꯍꯥꯔꯥꯁꯇ꯭ꯔꯗ ꯅꯨꯄꯤꯁꯤꯡꯒꯤ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕꯒꯤ ꯊꯧꯔꯝ ꯑꯃ ꯍꯧꯗꯣꯛꯈꯤ, ꯃꯗꯨꯗ ꯁ꯭ꯀꯣꯂꯥꯔꯁꯤꯞꯁꯤꯡ, ꯃꯦꯟꯇꯔꯁꯤꯞꯁꯤꯡ, ꯑꯃꯁꯨꯡ ꯆꯦꯛꯁꯤꯟꯅ ꯇꯝꯕꯒꯤ ꯃꯐꯝꯁꯤꯡ ꯄꯤꯈꯤ꯫ ꯅꯨꯄꯤ 300 ꯍꯦꯟꯅ ꯀꯥꯟꯅꯕ ꯐꯪꯈꯤ, ꯃꯗꯨꯒꯤ ꯃꯅꯨꯡꯗ 80%ꯅ ꯄ꯭ꯔꯥꯏꯃꯔꯤ ꯁ꯭ꯀꯨꯜꯒꯤ ꯃꯇꯨꯡꯗ ꯃꯈꯣꯏꯒꯤ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯃꯈꯥ ꯇꯥꯅ ꯆꯠꯊꯈꯤ꯫.
ꯑꯩꯈꯣꯏꯒꯤ ꯑꯂꯝꯅꯤꯁꯤꯡꯅ ꯃꯈꯣꯏꯒꯤ ꯀꯥꯡꯂꯨꯞꯁꯤꯡꯗ ꯍꯣꯡꯗꯣꯛꯄ ꯊꯕꯛ ꯇꯧꯔꯤ꯫ ꯁꯤꯈꯁꯥꯝ ꯐꯥꯎꯟꯗꯦꯁꯟꯅ ꯃꯍꯥꯔꯥꯁꯇ꯭ꯔꯗ ꯑꯂꯝꯅꯤ ꯅꯦꯠꯋꯥꯔꯛ ꯑꯃ ꯂꯤꯡꯈꯠꯈꯤ, ꯃꯁꯤꯅ ꯍꯥꯟꯅꯒꯤ ꯃꯍꯩꯔꯣꯏꯁꯤꯡꯒꯤꯗꯃꯛ ꯁꯝꯅꯕ ꯑꯃꯁꯨꯡ ꯈꯨꯗꯣꯡꯆꯥꯕꯁꯤꯡ ꯄꯤꯔꯤ꯫ ꯑꯂꯝꯅꯤ 100 ꯍꯦꯟꯅ ꯊꯕꯛ ꯇꯧꯔꯤ, ꯃꯗꯨꯒꯤ ꯃꯅꯨꯡꯗ 20%ꯅ ꯃꯁꯥꯒꯤ ꯂꯂꯣꯟ-ꯏꯇꯤꯛ ꯅꯠꯇ꯭ꯔꯒ ꯂꯨꯞꯁꯤꯡ ꯍꯧꯈꯤ꯫.
ꯂꯤꯡꯈꯠꯈꯤꯕꯥ
ꯁꯤꯈꯁꯝ ꯐꯥꯎꯟꯗꯦꯁꯟ ꯑꯁꯤ ꯚꯥꯔꯠꯀꯤ ꯃꯍꯥꯔꯥꯁ꯭ꯇ꯭ꯔꯗ ꯃꯥꯏꯅꯥ ꯇꯧꯔꯕ ꯀꯥꯡꯂꯨꯞꯁꯤꯡꯗ ꯃꯇꯤꯛ ꯆꯥꯕ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕꯤꯅꯕ ꯄꯥꯟꯗꯝ ꯊꯝꯗꯨꯅ ꯂꯤꯡꯈꯠꯈꯤꯕꯅꯤ꯫ ꯑꯩꯈꯣꯌꯒꯤ ꯂꯤꯡꯈꯠꯄꯁꯤꯡꯅ, ꯁꯥꯔꯥꯗ ꯒꯨꯞꯇꯥꯅ ꯂꯨꯆꯤꯡꯗꯨꯅ, ꯑꯩꯈꯣꯌꯒꯤ ꯑꯍꯥꯟꯕ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝ ꯑꯗꯨ ꯍꯧꯗꯣꯛꯅꯕ ꯄꯨꯛꯅꯤꯡ ꯆꯪꯕ ꯃꯍꯩ-ꯃꯁꯤꯡ ꯇꯝꯕꯤꯕꯁꯤꯡ ꯑꯃꯁꯨꯡ ꯈꯨꯟꯅꯥꯏꯒꯤ ꯂꯨꯆꯤꯡꯕꯁꯤꯡꯒꯤ ꯇꯤꯝ ꯑꯃ ꯄꯨꯟꯁꯤꯟꯈꯤ꯫.
ꯄꯥꯛꯊꯣꯛ
ꯑꯩꯈꯣꯏꯅ ꯑꯩꯈꯣꯏꯒꯤ ꯄ꯭ꯔꯣꯒ꯭ꯔꯥꯝꯁꯤꯡ ꯑꯗꯨ ꯃꯍꯥꯔꯥꯁ꯭ꯠꯔꯒꯤ ꯈꯨꯡꯒꯪꯒꯤ ꯃꯐꯝꯁꯤꯡꯗ ꯄꯥꯛꯊꯣꯛ ꯆꯥꯎꯊꯣꯛꯍꯟꯈꯤ, ꯕꯦꯅꯤꯐꯤꯁꯔꯤ 500 ꯌꯧꯈꯤ ꯑꯃꯁꯨꯡ ꯃꯐꯝ ꯑꯗꯨꯒꯤ ꯂꯨꯞꯁꯤꯡꯒ ꯂꯣꯏꯅꯅ ꯄꯨꯟꯅ ꯊꯕꯛ ꯇꯧꯅꯕ ꯍꯧꯈꯤ꯫.
ꯏꯅꯣꯚꯦꯁꯟ
ꯑꯩꯈꯣꯏꯅ ꯗꯤꯖꯤꯇꯦꯜ ꯂꯤꯇꯔꯦꯁꯤ ꯑꯃꯁꯨꯡ ꯚꯣꯀꯦꯁꯅꯦꯜ ꯇ ꯭ ꯔꯦꯅꯤꯡ ꯌꯥꯎꯅ ꯑꯅꯧꯕ ꯊꯧꯔꯥꯡꯁꯤꯡ ꯍꯧꯗꯣꯛꯈꯤ, ꯃꯁꯤꯅ ꯚꯥꯔꯠ ꯑꯃꯁꯨꯡ ꯃꯍꯥꯔꯥꯁ ꯭ ꯇ ꯭ ꯔꯗ ꯅꯍꯥ ꯑꯣꯏꯔꯤꯕ ꯃꯤꯑꯣꯏ 1,000 ꯗ ꯀꯥꯟꯅꯕ ꯄꯤꯈꯤ ꯫.
ꯁ꯭ꯀꯦꯂꯤꯡ꯫
ꯑꯩꯈꯣꯏꯅ ꯑꯩꯈꯣꯏꯒꯤ ꯄ ꯭ ꯔꯣꯒ ꯭ ꯔꯥꯝꯁꯤꯡ ꯍꯦꯟꯒꯠꯍꯟꯈꯤ, ꯃꯍꯥꯔꯥꯁ ꯭ ꯇ ꯭ ꯔ ꯁꯤꯟꯕ ꯊꯨꯡꯅ ꯀꯥꯟꯅꯕ ꯐꯪꯂꯕ ꯃꯤꯑꯣꯏ 5,000 ꯌꯧꯈꯤ ꯑꯃꯁꯨꯡ ꯚꯥꯔꯠꯇ ꯃꯥꯡꯖꯤꯜ ꯊꯥꯔꯤꯕ ꯃꯍꯩ-ꯃꯁꯤꯡꯒꯤ ꯑꯦꯟ. ꯖꯤ. ꯑꯣ. ꯑꯃ ꯑꯣꯏꯅ ꯂꯩꯈꯤ ꯫.
ꯁ꯭ꯠꯔꯦꯇꯦꯖꯤꯛ ꯄꯥꯔꯇꯅꯔꯁꯤꯞꯁꯤꯡ꯫
ꯑꯩꯈꯣꯏꯅ ꯁꯔꯀꯥꯔꯒꯤ ꯑꯦꯖꯦꯟꯁꯤꯁꯤꯡ ꯑꯃꯁꯨꯡ ꯂꯅꯥꯏꯒꯤ ꯑꯣꯔꯒꯅꯥꯏꯖꯦꯁꯟꯁꯤꯡꯒ ꯂꯣꯏꯅꯅ ꯊꯧꯁꯤꯜꯒꯤ ꯑꯣꯏꯕ ꯁꯔꯨꯛ ꯌꯥꯅꯕ ꯁꯦꯝꯈꯤ, ꯑꯩꯈꯣꯏꯒꯤ ꯊꯧꯔꯝꯁꯤꯡ ꯆꯠꯊꯅꯕ ꯁꯦꯜ ꯑꯃꯁꯨꯡ ꯄꯥꯝꯕꯩꯁꯤꯡ ꯐꯪꯍꯟꯈꯤ꯫.
ꯄꯨꯟꯁꯤꯟꯕ꯫
ꯑꯩꯈꯣꯏꯒꯤ ꯐꯪꯂꯛꯄꯁꯤꯡ ꯑꯗꯨ ꯄꯨꯟꯁꯤꯟꯈꯤ, ꯑꯩꯈꯣꯏꯒꯤ ꯊꯧꯔꯝꯁꯤꯡ ꯑꯃꯁꯨꯡ ꯏꯟꯐ꯭ꯔꯥꯁ꯭ꯠꯔꯀꯆꯔꯁꯤꯡ ꯃꯄꯥꯡꯒꯜ ꯀꯟꯈꯠꯍꯟꯗꯨꯅ ꯃꯇꯝ ꯀꯨꯏꯅ ꯂꯦꯞꯄ ꯉꯝꯅꯕ ꯉꯝꯅꯕ ꯍꯣꯠꯅꯈꯤ꯫.
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