Child Welfare Projects by NGO in Andhra Pradesh

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Honda Ki Pathshala

Project Context- Education is the fundamental right of every child, as mandated in the Right to Education Act of 2009. The act clearly mandates this right to every child of age group 6-14 years to obtain minimum education. The National Education Policy (NEP) 2020 aims to provide equal opportunities for education for all, regardless of socio-economic background, gender, or disabilities. Through the policy, it is envisioned to ensure equal opportunities for education for every child, especially from disadvantaged and underprivileged groups.

NAS, conducted by the Centre in coordination with the CBSE and NCERT to assess learning outcome levels of students of classes 3, 5, 8, and 10, was held on November 2021. The NAS 2021 report shows that in Grade 3, the national average of scores obtained by students in languages was 62 in 2021, compared to 68 in 2017. The corresponding Math scores are 57 and 64, showing a drop of seven percentage points. In Class 5 it’s 44, compared to 53 in 2017, a fall of nine percentage points and in Class 8, the national average came down from 42 to 36 in Math, 44 to 39 in science and social science, and 53 to 57 in language.

Despite the government’s efforts to improve the situation, the number of out-of-school children continues to rise and with only half of all students completing upper secondary school. The challenges are multifaceted and include the shortage of qualified teachers, inadequate infrastructure, limited availability of resources, and the need for increased parental and community involvement. Furthermore, there are socio-economic challenges, such as poverty and discrimination, that impede progress in primary and secondary education across India.

Most of the regions in the country grapple with the issue of children lacking age and grade-appropriate competencies. The pandemic has exacerbated these issues, plunging many children into a learning crisis. It is imperative that we explore different strategies and take deliberate steps to uplift these children from the depths of learning poverty, especially those hailing from diverse backgrounds. While several state governments have initiated programmes to bridge the learning gap for children falling behind, there has been a tendency to prioritize syllabus completion and board exam-oriented approaches, particularly for students in grades 9 and 10. This focus has inadvertently marginalized approximately 35%-40% of children who struggle in many government schools. These children require specific attention and tailored approaches to prevent them from slipping into the abyss of learning poverty.

These children can be supported with after school support and some key reasons for the need for after-school support for marginalized children are as below:

Marginalized children might face additional academic challenges due to different factors such as limited access to educational resources, language barriers, or lack of support at home. After-school support programmes can provide extra tutoring, homework help, and educational enrichment activities to reinforce learning.
After-school support provides additional support and reinforcement for academic subjects. It might support students to better understand complex concepts, complete assignments, and perform well in examinations.
After-school support allows students to receive specialized guidance in specific subjects or areas where they may be struggling. This personalized attention can address individual learning needs and enhance overall academic performance.
In a diverse country like India, language proficiency can be a significant factor in academic success. After-school support can help students improve their language skills which is often important for pursuing higher education and career opportunities.
Some students may have learning gaps or missed concepts during regular school hours. After-school coaching can identify and address these gaps, ensuring a more comprehensive understanding of the curriculum
After-school coaching can help bridge the gap between privileged and underprivileged students by providing additional resources and support to those who might not have access to quality education.

Need Assessment To understand the requirement of the programme, a need assessment was undertaken in Lucknow, Uttar Pradesh and Pune, Maharashtra. Some of the critical finds of the same are as follows:

School-
– No after school support is provided by the schools
– As per the teachers, parents are not responsive towards their child’s education
– Very few children go to tuitions
– To address poor learning outcomes, the teachers try to address within the class hour and also share with their parents to guide them at home, but no significant progress have been witnessed.
– No extracurricular activities are conducted in the schools
– Suggested to add life skill, vocational skill development & engage the children to learn by doing rather than classroom courses.

Community-
– Parents expressed their disappointment towards current teaching style – Most of the people possess limited knowledge on the career building of children – Most of the parents expressed reluctance towards girls’ higher education & early girl child marriage is also prevailed in the communities – Some members are part of SMCs, but they are disappointed with its, functioning in schools – Mostly people are doing small business, shops, E-rickshaw driver, rickshaw, Zomato, Rapido men, mason, plumber & daily wage labourer etc.,

Children
– Children do like to attend schools – Most of them are regular to school unless they have any festival or sickness – Children expressed their aspirations to pursue conventional careers and exposed limited exposure to vast career options. Many of the children shared that they would require mental support to pursue the career of their choice – Children expressed their willingness to pursue higher education; if their families “allow/support” them to do so. – Children suggested to have extra classes or remedial support classes to be different from regular classroom teaching which help them

B. Project Objective

Goal: Enhance academic performance and cultivate life skills among the children while fostering supportive learning environment through active engagement with parents and teachers.

Major Activities and key results

Objectives: –
1- To improve learning outcomes of students of 6th to 10th grades focusing on subjects English, Science and Math. 2- To create a supportive learning environment for academic success and holistic student development through enhanced parental and community engagement 3- To disseminate program-based evidence for a sustained and scaled up impact.

C. Key Activities Implemented

1- Setting up Honda Ki Pathshala: After School Education Centre: Set up 25 Centres across 11 states. The centre that runs in government or government aided private schools equipped with Smart TV, Almirah, Notice Board, Table, Chair and White Board 2- After School Academic Support: Two Academic Support Fellow are appointed for every Centre. They teach English, Math and Science to Grade 6th to 10th as per the schedule. 3- Learning Assessment: Every student is assessed on the basis of subject specific question at th beginning of the session which is known as base Line and again at the end of the session that is known as End Line assessment to assess the improvement in learning of the student in three subjects: English, Math and Science. 4- Special Events and observation of important days: Special event and days are organised for children on different occasion and purpose. These events include, National Science Day, National Math day, UNCRC Child Rights Day, Children’s Day, Republic Day, Independence Day, etc. 5- Life skill education: Children are provided life skill education to build their self-confidence, self-esteem, communication skill and problem-solving skill. They are taught how to think logically and improve life skill and manage challenges in their life. How to take care of mental health and how to take care of self, etc are also taught. 6- Career Guidance: Students of grade 9th and 10th are given career guidance considering their choice, interest and career plan. 7- Parent Teacher Meetings: Regular meetings with parents of HkP centre children are held to encourage involvement of parents in their children’s education and career plan and how to create an enabling environment in home for learning outcome. Teachers also share the activities being held in the centre and seek feedback from parents.

D. Top-line of Results (outputs/outcomes) achieved.

1- Enrolled more than 1500 children so far 2- The Base Line and end line Assessment suggests that the average improvement (all subjects all grades) of the entire children has been 31.6% against the target of 15%, showing achievement of 200% result. See table below. 3- Percentage of children scoring above 60% across subjects (for all grades) have increased from 3% during baseline to 20% during End line, on an average. 4- Almost 99% of children studying in 10th Grade wished to continue their education post 10th Board. 5- There has been tremendous improvement in attendance of children in school. 6- Students are representing their schools in different competition at district and state/zonal level and winning laurels for their schools 7- Active participation of children in extracurricular activities sharpening their soft skills and creativity. Representing their school at higher level and bringing accolades. 8- High appreciation and support from govt., teachers, students and parents for Honda ki Pathshala

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The Right Start- Enhancing School Readiness for Anganwadi Centres in Andhra Pradesh

In the year 2024–25, with the financial support of Future Generali India Insurance Company Limited, Bal Raksha Bharat has made significant progress in strengthening early childhood education in the Bilada block of Jodhpur district, Rajasthan. Under this project, 18 existing Anganwadi Centers were supported in 2023–24, and this year, 10 new centers have been added to ensure that more children aged 3 to 6 years have access to quality early learning and are adequately prepared for formal schooling.
Under the project titled “The Right Start: Enhancing School Readiness for Children in Anganwadi Centres in Rajasthan,” a comprehensive approach has been adopted to effectively implement government policies focused on early childhood education. Bal Raksha Bharat has identified and addressed existing gaps in these centers, resulting in notable improvements in the quality of early learning.
A total of 28 Anganwadi centers (18 existing and 10 new) have now been transformed into model centers for pre-primary education through critical resource provision and infrastructure strengthening. These centers have been equipped with ECCE kits and adequate teaching-learning materials, enabling the effective implementation of preschool activities aligned with the state’s early childhood curriculum. A detailed assessment of infrastructure needs and deficiencies was conducted, leading to the creation of child-friendly spaces. These efforts have complemented departmental initiatives, particularly in promoting safe learning environments, clean drinking water, and proper sanitation facilities.
Community involvement has remained a cornerstone of this initiative, encouraging parents, caregivers, and local stakeholders to take an active role in their children’s education. As a result, attendance at the Anganwadi centers has increased. These 28 model centers now serve as demonstration and training hubs for Anganwadi workers, supervisors, and ICDS officers, contributing to the overall enhancement of early childhood education practices.
The project has also created opportunities for peer learning, allowing Anganwadi workers and ICDS functionaries to observe innovative practices and emerging trends in early education. With the successful establishment of these model centers, the project is now poised to move into its next phase, reinforcing its commitment to advancing early childhood education and improving learning outcomes for young children in the region.
The strategy is based on the focus on four dimensions of school readiness – getting the children ready, making the family ready, making the school ready, and ensuring that the system is ready.

B. Project Objective
• To create a child-friendly learning environment by developing 10 AWCs as Model Pre-School Education centers.
• Provide technical assistance to enhance the capacity of AWWs, and ICDS officials to ensure a smooth transition of children to primary schools.
• To strengthen parents and community engagements to support children’s school readiness.

C. Key Activities Implemented
• Provisioning of learning and play materials/kits in AWCs: Over the course of the project year, the introduction of comprehensive Play and Learning Material Kits across all 10 newly supported Anganwadi Centres (AWCs) has had a notable impact on the quality of early childhood education. Recognizing the critical role of play in a child’s development, these kits were aligned with ICDS-recommended PSE guidelines and specifically addressed the previous gaps in availability of age-appropriate, engaging learning resources.
• Improve the overall environment by building a positive learning environment (BLES): The Building Learning Environment in Anganwadi Centers (BLES) initiative has brought big changes to how young children learn in Anganwadi centers. By making these centers more colorful, clean, and child-friendly, the project has helped create a space where children feel happy, safe, and excited to come and learn every day.
• As part of this work, 10 new Anganwadi centers were beautifully transformed into model centers. Their rooms are now painted with bright pictures and learning themes like alphabets, numbers, fruits, vegetables, animals, and body parts. These colorful
• visuals make the classrooms livelier and help children recognize and remember things easily. The walls and ceilings also include fun stories, seasonal images, and both Hindi and English learning materials to support early education.
• Providing technical support to Anganwadi workers (AWWs) through regular onsite support: Bal Raksha Bharat has appointed 2 Academic Support Fellows (ASFs) to enhance the implementation of project activities across 28 Anganwadi Centers (10 new and 18 old AWCs). Each ASF is dedicated to supporting 14 centers, focusing on empowering Anganwadi Workers (AWWs) to facilitate effective learning experiences for children aged 3-6 years.
• Setting up learning corners in AWCs through age and grade-appropriate learning materials: Following the successful completion of the BLES work, Bal Raksha Bharat has established vibrant, age-appropriate learning corners in 10 new Anganwadi Centres (AWCs) and provided sustained handholding support in 18 existing AWCs to enhance the functionality and effective use of previously developed corners. These learning corners have transformed the AWCs into child-friendly, stimulating environments that support holistic Early Childhood Care and Education (ECCE), as emphasized by the WCD Department. The initiative has created dedicated spaces for structured play, storytelling, group activities, and early learning experiences, significantly enriching the day-to-day engagement of children aged 3–6 years.
• Capacity building of Anganwadi Workers and ICDS officials on Bal Raksha Bharat’s Ready to Learn module and school readiness: Ready to Learn (RTL) is Bal Raksha Bharat’s early childhood learning initiative aimed at developing foundational literacy and numeracy skills in children aged 3–6 years. The programme focuses on five emergent literacy and five emergent numeracy skills, supporting school readiness in alignment with the National Education Policy (NEP) 2020.
• Bal Raksha Bharat conducted a 3-day capacity-building training for Anganwadi Workers (AWWs) and ICDS officials, focusing on strategies to foster early literacy and numeracy.
• Observations of Important Days at AWCs: ECCE Day is celebrated monthly at Anganwadi Centres (AWCs) to raise awareness about early childhood education among children aged 0-6 years and their families, fostering a sense of community.
• Convergence meetings between AWCs, Schools, and parents: Quarterly Convergence meetings were conducted at 7 Anganwadi Centres (AWCs), including 3 nearby centres, by covering all 28 AWCs to foster collaboration among key departments such as ICDS, Education, Panchayati Raj and parnets. The primary objective was to align efforts and resources for improving the quality of Early Childhood Care and Education (ECCE) services. Discussions focused on joint planning for preschool education activities and emphasized the need for integrated service delivery, treating ECCE as a crucial component of holistic child development.
• Quarterly training cum orientation of Parents & Caregivers for enhanced involvement in early learning: A quarterly training session for parents on the Ready-to-Learn approach was held at a lovely restaurant in Bilada, Jodhpur. During the training, project staff demonstrated various learning activities, which the parents then practiced themselves. Some parents even showcased new activities for everyone, fostering a collaborative learning environment.
• Formation and strengthening of AWDC/MGs on their roles and responsibilities: During the project year, monthly ADC meetings were organized by Anganwadi Workers (AWWs) to promote community participation in the planning and monitoring of AWC functioning. In line with the Ministry of Women and Child Development’s 2011 guidelines, AWDCs were formed in 28 AWCs, followed by orientation sessions to clarify member roles and responsibilities. These meetings served as key platforms to review infrastructure, assess the availability of learning materials, and monitor the quality of ECCE services.
• Community Awareness Campaign: In collaboration with the ICDS department in Jodhpur, a 5-day “Community Awareness Campaign” was conducted at 15 selected locations to encourage parents, especially those of marginalized girls and boys, to send their children back to school and Anganwadi centers. The campaign aimed to ensure that all children could access the services offered by these centers.
• Development of IEC Materials: A 2-day IEC Material Development Workshop was organized for 28 Anganwadi Workers (AWWs) (new and old) to familiarize them with various educational materials, such as posters, flashcards, and charts, designed to support early childhood education and development. The workshop focused on equipping AWWs with the skills to create simple, cost-effective, and culturally relevant materials tailored to the needs of their local context.
• Quarterly Interface with Supervisors, Child Development Project Officers (CDPO), and AWWs: Two quarterly interface meetings of the Right Start Project were held in Bilara Block, bringing together Anganwadi workers, ICDS officials, and project staff.
• Conducting IDELA Assessment (Baseline & Endline Study): The IDELA (International Development and Early Learning Assessment) is a global tool that measures children’s early learning and development and provides clear evidence to ECCD programs, donors, government, etc. on the status of children learning from 3.5 to 6 years.
• The baseline and Endline assessment were conducted to evaluate the developmental status of children aged birth to eight years, a critical period marked by significant growth and brain development. The assessment focused on key developmental domains—physical, cognitive, language, and social-emotional—to identify the skills children possess and determine what they should know and be able to do to enter school prepared and eager to learn.

D. Top-line of Results (outputs/outcomes) achieved.

• Enrolment and Retention Success:
Achieved 35.5% enrolment (271 children against the target of 200) and ensured strong retention across the 10 newly added Anganwadi Centres (AWCs) in the current project year.
• Smooth Transition to Schooling:
A total of 111 children from the earlier 18 project AWCs transitioned successfully to Grade 1 and are attending school regularly.
• New Enrolments on the Rise:
The 18 existing AWCs recorded 139 new enrolments (75 boys and 64 girls), marking an increase of 22 admissions compared to last year’s outgoing cohort—indicating growing trust in early education and stronger community engagement.
• Significant Gains in Early Learning (IDELA Assessment Results)
The International Development and Early Learning Assessment (IDELA) scores show a notable improvement in overall school readiness among preschool children:
• Overall increase: From 47% (Baseline) to 68% (Endline), demonstrating the effectiveness of early childhood educational interventions in supporting children’s holistic development.
• Scaling Up the Ready to Learn Approach:
The “Ready to Learn” model was successfully replicated across all AWCs in Bilada block through block-level training sessions for Anganwadi Workers. This training was initiated on the request of the ICDS Department under the “Poshan Bhi Padhai Bhi” initiative.
• Recognition from Government Stakeholders:
The CDPO officially appreciated the quality and impact of the training sessions conducted by the project team.
• Community-Driven Infrastructure Development:
Inspired by the transformation at Binjwariya AWC supported last year, the local Sarpanch constructed a new building for another AWC (previously operating from a rented space) using Panchayat funds. He also expressed intent to secure support from Future Generali for another center, which has now been selected among the 10 new ones.