Note: This is not meant to be a research document. None of it is. But it is based on accurate information checked and double checked for accuracy. Memories can be selective. So writing these ‘tales’ has meant delving into data gathered from before the initiative began, of poring over photos and reading through transcripts of conversations to ensure that there was no bias in the key events chosen to be presented here. These are after all representative events, chosen because they highlight, draw attention to significant insights, aspects and experiences we had in the course of interacting with the children over the course of 13-14 years.
The children and the way they responded to the initiative and related efforts was our raison d’etre, our driving force. We wouldn’t want it any other way. It’s a critical part of the ethos… Child driven.
Perhaps you have already read Once upon a time, long, long ago… Parts 1 and 2 . Now on we go with The Granny Cloud Story… Part 3: The Sapling takes root…
Every so often, I get asked for ‘data’. Quantitative data. Though The Granny Cloud functioned through 2 large research projects, the time period that covered these projects in the context of The Granny Cloud was just about 25 percent. Typically, there was limited access to technology that could help us keep track of all the sessions that were being attempted in many different settings and locations across the world. The challenges in recording and subsequently accessing quantitative data as websites closed down were enormous. So it isn’t possible to always provide that data. Yet there are numbers. Numbers that are telling. Numbers that when viewed alongside of the “what” and “how” and “why” enabled our decision making through the years. The ‘numbers’ were sometimes so small that it made any statistical analysis meaningless. The aggregates often hid the variations across centres [and the reasons thereof]. Yet those tiny numbers were powerful and told a tale. A tale of many different struggles, a tale of occasional success, a tale of ‘mostly’ unwavering faith and commitment. And it was because of all this put together that The Granny Cloud survived, took root and grew…. Read on if you want to know what happened after 2009.
The sapling takes root. The Granny Cloud establishes itself as an independent initiative…
So much happened at different stages of The Granny Cloud journey. When the OGEF SOLE project supported by Newcastle University came to an end in Dec. 2009, we had been in existence for essentially just 6 months (not counting the months spent in preparation for it). The fate of The Granny Cloud hung in balance. Yet we not only survived; we took root and grew…
What can I tell you about this part of the story without getting mired in tiny yet significant details that reflected our ethos, goals and concerns? So I am going to focus on just a few ‘developments’ along the way. Just to give you a flavour of our journey.
The challenges we faced were not always for a lack of will. With an erratic and undependable internet connection, many sessions were a no go from the start. Yet, with just 248 of 471 scheduled sessions attempted [approximately 53%] and only 219 [approximately 46%] of these ‘successfully’ completed during the 6 months since we formally launched the initiative, I was under no illusions as to what might happen. We also knew that to make a real impact on the children’s language fluency we would need so much more interaction. A few hours here and there was just not adequate! We also knew that although several of the schools had said they wanted to keep it going, their commitment to it would be even weaker in the absence of funding and the ongoing support I provided through my physical presence every month. Especially the ones that had finally managed to get going just a few months before the OGEF SOLE project ended. Several of the Grannies had consciously chosen to drop out at this stage when they realized that I would no longer be able to be with the children in the lab even with the assurance that I would continue to provide online/virtual support from my home base as a key volunteer. Despite this rather bleak scenario, a small group of us was willing to try. I was heartened by the fact that a handful had chosen to remain as volunteers and go on this adventure with me. We didn’t know what was going to happen… but we were more than willing to try to make it work.
So in Jan 2010 began a new phase in the life of The Granny Cloud. One in which we were entirely on our own… no organization, no project, no funding. We continued our interaction with those of the Hyderabad SOLE labs that were willing to keep trying as well as SHS in Maharashtra. It was often frustrating but we persisted as best we could, relying mainly on word of mouth to spread the word about our efforts, and the occasional media report that often brought in an additional group of Grannies. This was essential because being a voluntary initiative meant that there was no guarantee of how many Grannies we would have available at any given time. Interest and commitment was often fleeting and we took to asking for a commitment of at least 6 months before we actually took someone on. Not that that was any real guarantee but at least we got a chance to emphasize the importance of the commitment they were making.
We were ‘young’ enough to feel that we had several good years ahead of us. We deliberately chose to not look too far into the future, because we were aware of both our strengths as well as limitations. We consciously resisted, from the beginning, efforts/pressures to turn us into a ‘formal’ organization. Among the Grannies who had offered to stay on and support the initiative were Liz, Jackie, Val, Diane, Rodger, and Edna. By the end of 2010 Clive was on board too. We had self organized into a ‘core group’ and would often chat over Skype and email to discuss what we were doing. Very occasionally, Sugata would join in on one of these discussions.
There were 4 key ‘events’ that occurred in 2010 and they pretty much set the stage for how we were going to go ahead. One, we not only kept the wikis for the Grannies and the children going [Mabel had initially helped create these during the OGEF SOLE Project] ; we extended it in many ways so we could share resources and bolster each other’s confidence especially when things didn’t pan out the way we hoped during sessions. Two, we tried setting up two very different kinds of independent Granny session initiatives [Rameshwarwadi and KHELGHAR]. Three [and this had a very special attraction for all of us!] – we MET for the very first time in person at a conference in June 2010 that the School of ECLS at Newcastle sponsored and Four, one of our Core Grannies, Liz, set up the private FaceBook group in October 2010. It was a place where we could connect and bond with each other in many different ways and for many different purposes. The conversations on that group ran the gamut from critical happenings in sessions as well as in our personal lives. It is a group that exists to this day!
Even though it was informal, the ‘core group’ contributed to discussions about what ‘size’ we could become, where and how we could spread. These led to some very key decisions. ‘Decisions’ that were arrived at in 2010 and remained unchanged despite frequent reviews over the years based on our ongoing strengths and limitations and specific situations. No formal registration, very limited fund raising – that too primarily through the personal efforts of individual Grannies, and focusing on volunteers. So we knew we couldn’t expand beyond a point and that it would also impact how many sessions we could offer as well as where these could be offered. The decision not to register as a formal organization, [as also our other decisions] was taken consciously. We had neither the expertise, nor the will to go down that path. We didn’t want to ‘prove’ anything to anyone. Almost every member of the team saw it as a fulfilling personal effort [not a research project]. We took pride in what we did, and we knew we made a difference. We connected deeply and developed bonds with individuals as well as centres. 14 years down the line, we see that difference manifested in the lives of some of the children who were part of the Granny Cloud in its early years…
The Quiet Years 2010-2013
I call these the quiet years because although there were a few other SOLE projects going on, The Granny Cloud was ‘on its own’. There were folks across the world that heard about us and were interested in what we were trying to do. Some wanted it for ‘their own children’. That this one simple idea held tremendous appeal even where SOLE sessions were not feasible became apparent to us in the years 2010 to 2013. It combined the romance of the exotic, the adventure of the unknown/uncertain, and the warmth of lasting connections spread across generations, cultures and locations/nations.
As for our pool of Grannies, any time there was some coverage in the media [It was often an interview with Sugata on the TV or with a print media journalist], there would be a sudden rise in interest and we would be flooded with enquiries. Most came to naught but we had learned to expect that. Even those who went through the process and joined the team often dropped out in the face of the numerous challenges that were a basic element of the situations we functioned in. I took to reminding any potential Granny that this was not for the faint hearted. So, at any given point in time, we typically had about 30-40 genuinely active Grannies, spread over 5-10 centres in different corners of the world.
Among the earliest attempts to support independent centres were those set up at an individual home in a remote hamlet and the other in an urban community centre offering recreational and educational support to children from a slum. Both these centres were located in Maharashtra but a good 10 hour driving distance away from each other. These efforts began mid 2010 though they took several months and more to come to fruition. SOLE sessions were not feasible at either of these locations, not only because resources were minimal [Rameshwarwadi was given one desktop by a local NGO and the KHELGHAR centre made do with their one office computer which taken over by the children when they had sessions with the Grannies], but also because the lack of English fluency and computer skills. If the Hyderabad SOLEs were in disadvantaged settings, these two were even more so!
One ‘successful’ completely independent centre set up during ‘The Quiet Years’ period was GLC in Varanasi, UP, also a community centre . This was up and running by August 2012 and followed shortly after by the residential home cum day school at Neelbagh in rural Karnataka. Both these locations reached out to children from severely disadvantaged families, but GLC flourished. Neelbagh did not. You can read about some of our experiences at these locations on Granny Cloud Tales.
KHELGHAR drew the attention of the BBC in 2012 and led to The Granny Cloud being featured on the One Show and another deluge of potential Grannies wanting to join. But even before that there was interest outside of India too! At the global level, Colombia had already begun to make its presence felt. This was in large measure due to the unstinting efforts of Laura Escobar Acosta. Centres in Bogota and Cartagena were set up late 2010-early 2011 paralleling our efforts in India at Khelghar and Rameshwarwadi.
I straddled the fence as far as the need for research went. It was important to understand what was happening [or not!] and why it was moving the way it was. I wasn’t fazed or bothered if the research results didn’t turn up the way we’d hoped for or in some cases as expected. To me, research was valuable irrespective of whether it confirmed a hypothesis or not. Because it always provided insight and a further line of potential study. But there was the ground reality. For most Grannies, this was a fun activity, something meaningful to do in their ‘free’ time. Academic documentation was, understandably, not their priority. It was a similar situation for the centres. It had been hard enough to get them to provide data when there was a formal funded project in existence. It would be even harder now. So my being a volunteer meant putting together a host of personal resources, not to mention the time and effort to try and gather information that could guide what we did with the children, how we arranged for eMediation [Granny] sessions and how we should proceed. The presence of some key Grannies through this period was a boon. And they have stuck it out till today…. But I’ll tell you that story another day! For now let’s go back to this one….
For each of the successfully set up centres there were many more attempts of differing kinds of centres and initiatives that didn’t work out. Semi urban and rural locations for centres, children to children connections across countries, innumerable chats with Grannies and potential coordinators – we tried it all. One thing stood out clearly. There was a critical need to support the Grannies’ effort and share not just what they were likely to be faced with, but acquaint them with the strategies to deal with those situations. Ensuring this support became a key component of our efforts while setting up a centre or orienting the Grannies to the ground realities they were likely to encounter. Throughout the evolution of The Granny Cloud, we created different groups and platforms through which Grannies and Centre Coordinators could provide mutual support. Every time we had a presentation [in person or virtual], we found that we got not just numerous questions but often the same ones cropping up repeatedly. Every so often, we’d share the presentation prepared for a specific conference but I felt the need to have a more comprehensive ‘ready reference’ booklet that the Grannies could go to whenever they wanted. By September 2012, I had put together ‘So you Want to be a Granny’ . Even after closing down, it continues to be one of the most accessed Granny Cloud related documents on academia.edu.
Perhaps someday I will share a “Milestones” chart… just giving the dates of some of the most critical events in the life of The Granny Cloud. But for now, I think an overview of what facilitated our growth and evolution as well as a hint about what led us to begin thinking about closing down may be more useful. [If you want to read about our challenges and the decision to close down… wait for Part 4!]…
What made it possible to grow
The Grannies put in so much effort… the ‘one hour per week ask’ was far from the reality. Albeit at their own initiative [but most certainly a manifestation of their involvement and commitment] many Grannies put in hours searching for information about the location, preparing alternate, contingency activities to address any situation that might spring up during sessions. Many, like Val, used their time outside of sessions to go on walks specially to take photos of their surroundings. Some, like Liz, Anne and Diane, connected with the children even when they went on a holiday. Yet others, like Penny & Mark opened up a wider world for the children; even the one adjacent to the children’s homes but that had remained inaccessible to many of them. They used their time outside of sessions to connect with me and each other to find out what a particular cultural practice or incident meant, to seek information about what was beyond the view of the camera.
The Grannies were instrumental in keeping the confidence of the coordinators going, showing them how it was making a difference. But a key challenge was that many centres [particularly those based in formal/conventional schools] still measured ‘success’ in purely academic terms.
It wasn’t easy going – Finding ways to support the centres and the Grannies
Though we weren’t particularly successful at Neelbagh, we didn’t give up easily. And we remained open to the idea of spreading The Granny Cloud wherever we could. Sometimes in locations where the disadvantages were far from obvious. NEHS & KNB were among these seemingly privileged locations. Both had Head Teachers / Management Leaders [Soma & Manjiri] who, at their own initiative, engaged in detailed discussions spread over several weeks/months to understand the concept and figure out its appropriateness for the children at their schools. Undoubtedly this was a key reason that both these centres were very fulfilling to children and Grannies alike with the varied kinds of activities that were part of the sessions, as well as the sheer number of successful sessions particularly at KNB that took place. KNB remains active still, through its own efforts.
Communicating with the coordinators was often a challenge because of language and internet connectivity, but crucial for the success of the initiative. It involved not just setting up sessions, but ongoing communication and acting as the bridge between them and the Grannies – sharing details about the setting / background of the centre, the children, and their prior experiences. Documents, photos, skype chats, emails, telephone calls, FB groups, Blog sites – we used it all! With Clive’s help we not only managed to keep the wikis going but extended ourselves to additional sites like Posterous & WordPress where Grannies posted their sessions reports. This became essential specially after Wikispaces shut down. We sent out the ‘So you want to be a Granny’ reference booklet new Grannies. We ‘practised’ on Skype as we explored its possibilities. We had mini conferences and individual chats. We used every single avenue of communication available to us.
Despite our best efforts, we struggled to keep some of the Hyderabad centres [mainly LLA, ISG, NLSM, and JIYM ] going. Over 2010 and 2011 the number of sessions at each of these locations dwindled and it was harder and harder to keep Granny sessions going in the face of minimal cooperation or support from the school end. The Hyderabad centre at MAIM and the lone centre in Sindhudurg at SHS limped along a little longer with occasional boosts from the local media. But as each of these centres wound up, there were others taking their place…
Finding ways to spread the word
Occasionally the media showed an interest. There was the odd newspaper article [even I got interviewed on several occasions!], or a segment in a TV programme which served to raise awareness about The Granny Cloud. But this interest was typically temporary and it would die down again… Sometimes there was interest from ‘academics’ and became the incentive to putting my thoughts together, which became the paper on eMediation for the Global Learn Asia Pacific 2010 conference in Malaysia. By 2012 I began putting up the odd note for my academia.edu page as part of spreading the word amongst those with an interest in education.
Our experiences thus far had been insightful and we had a sizeable number of Grannies and centres [12 centres across India and another 5 elsewhere in Colombia ]. All of these were ‘independent’ centres set up at the initiative of, and kept going, by local communities and/or schools. We were primed for expansion! The core group had come across the invitation for nominations for the TED Prize. It was through The Granny Cloud that Sugata was nominated. We didn’t want to overstate how we felt about Sugata’s vision, so Jackie from the Core Group took care of that. As many of you would already know, Sugata won the Prize and it culminated in the School in the Cloud…
The School in the Cloud years [2013-2016]
Much has been written about the School in the Cloud and it was documented through Jerry Rothwell’s film of the same name. So I won’t say much here. Suffice it to say, that it infused new energy into what we then viewed as The Granny Cloud component. It brought in many more Grannies and also enabled the initiative to be known about to so many more across all continents. Apart from the 5 School in the Cloud centres in India that were funded through the TED Prize project, The Granny Cloud gradually took on another 11 centres across the world. These were in Jamaica, the USA, Colombia, Cambodia, Mexico, and Greenland and 4 in India. Other than the 6 [1 in the UK] directly under the TED Prize Project, these others were all independent centres. They reached out to us on their own and were responsible for funding themselves. What we did was to ensure the interactions with the Grannies and support them in whatever way we could. This was the start of many inspiring interactions.
This was the first time there was a dedicated part of a Website available for managing and coordinating the growing Granny Cloud. Coordinating sessions [posting and booking] and following up through log reports of sessions began to happen through this website [theschoolinthecloud.org – It closed down soon after the SinC project came to an end in Oct2016]. Through the duration of the SinC project the recruitment of Grannies, supporting them still took place outside of that website through our existing support groups on FB, and our google docs etc. People often assumed that the SOLEs and The Granny Cloud were one and the same. Not quite, though they operated as key components under the SinC banner.Theoretically, both concepts could/can operate in tandem with each other to provide a stimulating, enriching learning experience.
But there were some critical differences between SOLEs that happened at schools or centres that were often referred to in talks or discussions and typical Granny sessions. The settings, the children’s baseline competencies in terms of computer skills and language, their access to resources, the competencies of facilitators present with children, as well as the ease with which the remote presence of grannies could be established were vastly different.
The reality was that the purposes for which The Granny Cloud had come into existence all those years ago and the primary reasons for which we still functioned was to reach out to children and centres that were not yet ready for SOLEs; not in the way the that many of the independently flourishing SOLEs and SOLE networks sprouting all over the world, in Europe and the USA, and Australia operated …. ‘Our’ centres and the children and coordinators that The Granny Cloud consciously and deliberately reached out to still needed a huge amount of support. They still had serious language and resource challenges to contend with. So our objectives were a little different from the SOLE sessions that sparked so much interest and attention across the world. We were still working with the really disadvantaged groups.
Expanding beyond direct centres
Alongside all the activity that was taking place during the SinC project were our interactions with folks interested in the idea. There were other kinds of similar initiatives we supported as they tweaked the concept of the Granny Cloud and SOLEs to their own needs. This included projects in Kenya, Montenegro, South Africa, Colombia among others. Some could be viewed as spin off projects… though we had little to do with them beyond the initial sharing of ideas.
Our connection with SOLE Colombia though was special. Our interaction with this second group of folks from Colombia began as early as September 2014, and with Sanjay on board, we have never looked back. With Maryam’s able support, the Spanish Granny Cloud – Nube Abuelitas became a reality and is a vibrant group that continues to function entirely independently with efforts directed at reaching some of the most remote and risky areas of Colombia.
There were also of course many initiatives that wanted to be a part of the Granny Cloud but nothing materialized despite a lot of ‘back and forth’ communication. Equally unsuccessful were the many attempts The Granny Cloud team made to set up centres in refugee camps and other extremely vulnerable settings. Though it was hard to stomach, the reality was that feeding and ensuring the children’s safety and providing some basic formal education, the volunteers and those managing these camps etc were hard pressed to provide the few additional resources that would be needed to get Granny sessions going on a regular basis.
There was one particular highlight in the last year of the SinC project. The Convention! It allowed several Grannies, SOLE practitioners, coordinators to travel to some of the other locations where the SinC labs had been set up as well as some of the independent Granny Centres. This gave them a first hand understanding of the ground reality. The cherry on top was, of course, being able to meet in person. Like in 2010, some of the Grannies were meeting each other for the first time! It was a special time and you can find the report elsewhere on Granny Cloud website. It manifested on a much larger scale what many Grannies had chosen to do over the years on their individual visits to centres they were associated with. It went a long way towards strengthening the mutual bonds. A key factor in our ‘success’. But that deserves its own story… so that too I will leave for another day…
The Granny Cloud: Life after the School in the Cloud
Anyway, the SinC project came to an end in October 2016. As with the OGEF project earlier on, the specially designed labs in India gradually shut down for essentially the same reasons. The lack of external funding corresponded with dwindling support and non-existent community support. The Bengal locations were kept alive till end 2019, including the most remote and most under-privileged location in the Sunderbans with funding directly from Sugata’s lecture fees.
The one exception was KNB. This was particularly heartening to us because it was evidence of what could happen when there was community support and when a school or the management of a centre believed in the concept, in fact ‘owned’ it in every sense of the term. KNB – PSS had begun their connection with The Granny Cloud as an independent centre, became part of the SinC project for about 21 months and returned to independent status at the end of the SinC Project. They remain active to this day!
When the SinC project ended, The Granny Cloud was once again at a crossroads. Once again, we were without a website. Wikispaces [www.solesandsomes.wikispaces.com] which we had used during the OGEF SOLE Project had closed down as had a couple of other sites like ‘Posterous’ that we had used in the interim to keep track of our work. We had to figure out how we were going to manage as we went forward. Still in keeping with our ethos, we did not want to expand beyond our capabilities. Yet we wanted to ensure that we continued to reach out to whichever of the centres that had come into existence even before the SinC Project and those [including the independent ones] that had been set up during the SinC years and wished to continue that interaction. We knew [or felt, at any rate!] that we still had some good years left in us in terms of our energy and availability.
The Granny Cloud on its own: Renewed Energy
We were aware that a lot of our success depended on the Grannies having close ties with each other as well as with the centre coordinators and children. Theoretically it was possible, and when needed, Grannies did take sessions every so often in centres they were not very familiar with. But typically they connected with places where they had developed deep connections with the children. The children too looked forward to usually connecting with ‘their’ Granny, though they did enjoy the novelty of occasionally meeting new people as well.
The Granny Cloud website
It was critical that we had a platform through which all our activities could be coordinated. The limitations of the SinC website [www.theschoolinthecloud.org – now defunct] had underlined for us what WE wanted [and needed] to make our job easier and more efficient. So we made one key decision. We decided to create our own, completely independent website. Several of us ‘Grannies’ contributed in different ways [financially as well as in terms of effort and expertise] to make sure that this became a reality quickly. It was a really hectic time, but in a few short months after the ending of the SinC project, our website [www.thegrannycloud.org] was up and running. And we incorporated into it all that we had wanted on the previous platforms we had used. A public part of the website allowed us to share basic information about our work. And we developed a huge private part from where we coordinated Granny recruitment, Bringing on board new centres, resources, support, sharing of information pertaining to the specific locations & centres, posting and booking of sessions, and the posting of session reports. We were very conscious of the need to protect the Grannies AND the Children, so specific information needed to be confidential and hence was to be found in the ‘Members only’ part of the website. Yet, we needed a way of responding to the many queries about The Granny Cloud and sharing information with Grannies as well as the world at large. This led to the Blogs – ‘Granny Cloud Tales’ [the first one was posted in June 2017] and ‘From Suneeta’s Desk’ [begun in August 2017] as a way of sharing our joy and heartbreak as well as insights arising from our experiences with anyone who was interested. These remain available through the Homepage of The Granny Cloud website. [www.thegrannycloud.org]
There were other concerns that we hoped to now address.
The Core Team
My accident in early 2014 had brought to the forefront the need for a ‘second line’ as far as managing the Granny Cloud was concerned. The informal core group of 2010-2013 transformed into a more formal core team with each one taking on specific tasks including recruitment of new Grannies and contributing to the ‘website’ or other platforms including our Support Groups on FaceBook. But our strengths were also our weaknesses. Our attempts at bringing in more [including younger] team members into the administrative team were largely unsuccessful. Most of us were ‘aging’, our energy levels and responsibilities had changed. But what was even more critical was the absence of a group that saw The Granny Cloud as a whole; that had a vision for it going forward. Many of the ‘young’ joiners didn’t have a sense of its ‘history’ and found it difficult to understand what had entailed certain decisions. With full time jobs, they often lacked the time to attain that vision. So the original core team plodded on with a couple of really wonderful additions, ‘young and old’. Lesley and Melanie.
Another aspect that had caused difficulties in continuing was the growing chasm between ‘SOLE’ and ‘Granny’ Sessions. It was hard for almost all Grannies particularly those interacting with the very disadvantaged locations. These disadvantages manifested in terms of both personnel as well as material resources. It implied coordinators with limited capabilities, and a centre with minimal access to computers and the internet, and children with limited computer skills attempting SOLE sessions in a virtual environment with no common language. And while many of the Grannies attempted to try out the ‘not so big questions’, the ground reality was harsh. What children were able to achieve was quite remarkable given their circumstances, but it still fell short of what happened in many other better equipped SOLE labs in India and elsewhere.
Despite these challenges, we continued to reach out to 4 of the 7 SinC labs, in the years following the ending of the project. 1 of these [KNB], had returned to independent status and were funding themselves. Infact when their lab had to be demolished to make way for other school facilities; they raised the money to fund a new lab and house it elsewhere in the school premises! We continued to reach out to 6 more of the independent centres that had been set up during the SinC years [2013-2016]. These included 2 in India, 2 in Greenland, 1 in Cambodia, and 1 in Jamaica. Discussions related to establishing centres in these locations had begun well before the SinC, but often took as much as two years to come to fruition. GLC had been set up way back in 2011 and was still operational.
Several new independent centres [5 in India, and 2 in Greenland] came on board after the ending of the SinC Project in the years 2017 – 2022. Slum settings in urban areas; remote, rural locations and occasionally slightly better off urban locations. [Diksha/ Neev / GV / Manas /couple more in Greenland / In fact 1 of these centres [SKEI] came up in early 2022. In the years from 2017-2020 we doubled and tripled our recruitment efforts. We set up a system on our website to facilitate it and ensured that different members of the core team were familiar with the process as a whole though each tended to have their ‘special’ tasks in this process. There were several others in India and 1 even in Canada in an isolated Native Indian territory that we struggled to get going. We had several sessions at all these locations over a couple of years before finally aborting the attempt . The number of queries from vastly different locations and settings were part of our regular ‘work’ and we lost count of how many people we spoke with and offered our insights to!
Early 2020, Granny sessions were operational in 18 centres …Then came the pandemic.
Some doors closed… Others opened… but it also, finally, led us to the decision to close down .
To be continued in part 4…