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Strengthening Early Childhood Care and Education in Hoskote Taluk

The collaboration between Bal Raksha Bharat and GSK has significantly advanced Early Childhood Care and Education (ECCE) across 25 Anganwadi Centres in Hoskote Taluk, Bengaluru Rural. This partnership, funded for the period from 2023 to 2024, has directly impacted 591 children, driving notable improvements in the region’s early education landscape.

A primary focus of the project was the enhancement of infrastructure within the Anganwadi Centres. The funding from GSK facilitated the upgrading of facilities to create more child-friendly environments. This included the installation of improved WASH (Water, Sanitation, and Hygiene) facilities and better kitchen storage solutions. The integration of mural art and the provision of high-quality materials for playful learning further enriched the educational settings, making them more engaging and supportive for young learners.

Capacity building for Anganwadi workers was another critical component of the project. The funding enabled comprehensive training programs aimed at improving the skills of Anganwadi workers in Early Childhood Education (ECE). These trainings covered various aspects such as lesson planning, creative storytelling, classroom arrangement, and the operation of toy libraries. These initiatives have significantly enhanced the ability of Anganwadi workers to deliver high-quality education and foster school readiness among children. Additionally, parent involvement was bolstered through awareness programs on Early Literacy and Math at Home (ELM-H), extending educational support beyond the classroom.

The impact of these interventions was rigorously assessed using the International Development & Early Learning Assessment (IDELA) tool. IDELA, a globally recognized assessment tool, measures various aspects of children’s development, including motor skills, early language and literacy, numeracy/problem-solving abilities, and socio-emotional growth. Both baseline and end line assessments were conducted to evaluate the effectiveness of the ECCE programming. The results showed a significant improvement, with the total IDELA score rising from 29.8% at baseline to 66.4% at end line. Notable increases were observed in motor skills (37%), emergent literacy (39%), emergent numeracy (32%), and socio-emotional skills (38%).

Feedback from stakeholders highlights the positive impact of the project. Ms. Vidya A. Vastrad, Child Development Project Officer (CDPO) for Hoskote-Bangalore Rural at the Department of Women and Child Development, acknowledged the project’s success in enhancing infrastructure and training. Her comments reflect the meaningful improvements made in creating child-friendly facilities and enriching learning environments.

Anganwadi Worker Shanthamma D.V, with 19 years of experience, shared her personal experience with the project. She noted that the training provided by Bal Raksha Bharat had revitalized her approach to early childhood education. The combination of training and high-quality materials not only enhanced her teaching skills but also increased the number of children attending her centre. Shanthamma’s feedback underscores the project’s impact on both educators and children.

In addition to programmatic support, GSK’s engagement extended to community development. On December 8, 2023, GSK employees interacted with the children and distributed soft toys and colouring kits, aimed at supporting early pre-writing skills and cognitive development. Additionally, a toy donation drive at the GSK corporate office collected 223 items, including toys and books, for the Anganwadi Centres, and 245 items for a local school. These contributions helped upgrade toy libraries in three Anganwadi Centres and supported a school’s library, further enhancing educational resources for children.

In summary, the partnership between Bal Raksha Bharat and GSK has made a significant impact on early childhood education in Hoskote Taluk. The improvements in infrastructure, enhanced skills of Anganwadi workers, and increased community engagement collectively advance the quality of Early Childhood Care and Education. The results from the IDELA assessments and feedback from beneficiaries illustrate the effectiveness of these interventions and highlight the importance of ongoing support and collaboration in early childhood development.

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Addressing Learning Needs in Bengaluru’s Slums: The H&M Foundation Project

The collaboration between Bal Raksha Bharat and the H&M Foundation has been pivotal in addressing the educational needs of children from waste-picking families and nearby communities in Bengaluru’s slums. Running from 2019 to 2023, this initiative has been dedicated to establishing a supportive ecosystem of learning, care, and protection for over 9,300 children. Through this partnership, targeted interventions were implemented across 30 slums, 25 government schools, and 25 Anganwadi centres, all aimed at fostering an inclusive educational environment and strengthening community engagement.

A central focus of this initiative was the enhancement of infrastructure and educational facilities. The project made significant strides in improving the conditions within Anganwadi centres and schools by upgrading them to be more child-friendly. This included the installation of multi-height handwashing stations, safe drinking water facilities, and child-friendly toilet facilities. Moreover, the project advanced STEM (Science, Technology, Engineering, Mathematics) education by establishing dedicated STEM laboratories. These upgrades were instrumental in creating an environment conducive to effective learning and ensuring that children had access to essential amenities.

Capacity building among teachers and Anganwadi workers was another crucial component of the project. A series of comprehensive training programmes were conducted to enhance their skills in multilingual education, lesson planning, and psychosocial support. Teachers were trained to develop and implement lesson plans aligned with the curriculum, engage positively with students, and identify and support those facing abuse or trauma. This training led to marked improvements in teacher competencies, evidenced by significant increases in their ability to adapt lessons, provide ongoing professional development, and engage meaningfully with parents.

Community involvement was integral to the project’s success. Efforts were made to bolster the role of parents in school management committees by encouraging their active participation in School Development and Management Committees (SDMCs). Additionally, three Community Resource Centres were established, serving as focal points for community gatherings and collaborative problem-solving. These centres have been instrumental in fostering community engagement and addressing local issues through collective action.

The initiative also placed a strong emphasis on supporting adolescent girls by providing life skills education and livelihood options. This aspect of the project aimed to empower young women through entrepreneurship development opportunities, preparing them for future employment prospects. By equipping girls with the tools to succeed, the project seeks to break the cycle of poverty and enhance their prospects for a better future.

To assess the impact of these interventions, baseline and endline evaluations were conducted using Quality Learning Environment tools and household survey tools. The assessments, carried out in 2021 and 2023, respectively, evaluated key aspects of the learning environment in schools, Anganwadi centres, and homes. The results demonstrated substantial improvements across various indicators. For instance, the availability of safe drinking water in schools increased from 12% to 68%, and the presence of adequate sanitation facilities rose from 24% to 80%. Furthermore, the percentage of schools with functioning School Development and Management Committees grew from 24% to 76%, and the proportion of teachers trained in child rights and protection surged from 24% to 92%.

An additional achievement of the partnership has been the development of a bilingual dictionary in collaboration with the Department of State Educational Research and Training (DSERT) Karnataka and Samagra Shikshana of Karnataka (SSK). Set to be released by July 2024, this dictionary aims to aid primary and elementary students in understanding key terms in both Kannada and English. The dictionary is designed to support children’s comprehension and language acquisition, bridging educational gaps and enhancing learning outcomes.

The partnership between Bal Raksha Bharat and the H&M Foundation has made notable progress in improving the educational landscape for children in Bengaluru’s slums. By addressing infrastructure needs, enhancing teacher capabilities, engaging the community, and supporting adolescent girls, the project has contributed to a more inclusive and supportive educational environment. The positive outcomes reflected in the assessments and the ongoing collaborative efforts underscore the project’s success and highlight the continued importance of addressing educational disparities through effective partnerships.

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Multi-Activity Centre (MAC) Project in Bengaluru

The Multi-Activity Centre (MAC) initiative in Bengaluru, known as “Room to Grow,” represents a collaborative effort to create a comprehensive support system for children from vulnerable backgrounds. The project aims to foster an enabling environment that promotes learning, health, nutrition, and protection. The concept underpinning the MAC is structured around four key pillars: building the agency of children, upholding their rights, empowering families affected by inequality and discrimination, and strengthening community engagement.

At its core, the MAC concept seeks to address the multifaceted needs of children and their families by focusing on inclusion and capacity building. The MACs are designed to cater to various groups including younger children, out-of-school children aged 6-14, and adolescents and youth aged 15-24. These centres offer a platform for improving educational outcomes, providing vocational skills, and supporting family and community development. The MAC approach aims to bridge the gaps left by traditional educational and support systems, such as the Special Training Centres (STC), which primarily serve enrolled students and do not address the needs of out-of-school or drop-out children.

The MACs in Bengaluru, located in Rachenahalli, Havadigara, and Devaraju Arasu Colony, were established to address these gaps by offering tailored educational support and practical assistance. The centres are instrumental in enrolling children who are dropouts, never enrolled, irregular, or slow learners, and guiding them through bridge courses that prepare them for mainstream schooling. The focus on core subjects—Kannada, English, and Mathematics—was chosen due to their foundational importance in the educational curriculum.

To gauge the effectiveness of these educational interventions, the MACs employ a structured assessment process. Pre-assessment and post-assessment tests are administered to evaluate the learning levels of children across four stages: Pre-Primary, Level 1, Level 2, and Level 3. These levels correspond to different stages of educational development, from children who have never been enrolled in school to those who are ready for mainstream education at higher grades. The assessments are designed to track progress and identify areas needing further support.

The results of these assessments are crucial in shaping the educational strategies and ensuring that the MACs meet their objectives. The pre- and post-assessment data provide insights into the effectiveness of the bridge courses and highlight improvements in the learning levels of the children. This data informs the ongoing development of educational modules and the refinement of teaching methods.

In addition to educational support, the MACs play a significant role in providing essential services and resources. They act as a one-stop centre for children and their families, facilitating access to government schemes and entitlements, and assisting with the acquisition of legal documents necessary for social protection. The centres also offer a safe and comfortable environment, which is particularly valuable given the harsh weather conditions in Bengaluru.

The MACs further contribute to community empowerment by fostering a sense of ownership and involvement among local stakeholders. They serve as hubs for community engagement, offering a space where issues can be discussed and addressed collectively. This approach aligns with the broader goals of the MAC concept, which emphasises the importance of community support in achieving long-term educational and social outcomes.

The MAC initiative also extends its support to adolescents and youth by providing financial literacy, digital literacy, and vocational skills training. This component is designed to equip young individuals with the skills necessary to navigate the job market and achieve economic independence. By fostering confidence and self-reliance, the MACs help to improve the future prospects of young people in Bengaluru.

The Multi-Activity Centre (MAC) project in Bengaluru represents a holistic approach to addressing the educational and social needs of children from vulnerable backgrounds. Through its focus on core educational support, community engagement, and youth empowerment, the MAC initiative makes significant strides towards creating a more inclusive and supportive environment for learning and development. The positive outcomes reflected in the assessment data and the ongoing community impact underscore the success of the project and the importance of continued efforts in this crucial area.

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Youth led Circular Economy

In a strategic partnership with H&M, Bal Raksha Bharat (BRB) is advancing youth engagement in the circular economy, with a particular emphasis on fabric upcycling and vocational training for underprivileged youth aged 18 to 24. This collaboration reflects a shared commitment to reducing waste and pollution through eco-friendly practices. By creating durable products from upcycled materials and developing circular supply chains, the initiative actively involves youth in repair, reuse, and recycling processes, thus promoting a circular customer journey and extending the lifecycle of products.

The approach for the Youth Innovation Action Lab (YIAL) incorporates a robust data measurement framework, utilising a Management Information System (MIS) and Endline Evaluation. This methodology supports the development of fabric upcycling fashion projects and aligns with several Sustainable Development Goals (SDGs), including SDG 12 (Responsible Consumption and Production), SDG 8 (Decent Work and Economic Growth), and SDG 13 (Climate Action).

The project’s core goals are to reduce waste, lessen the demand on natural resources, increase community awareness, and influence consumer behaviour. The Tikau Fashion project serves as a prime example, transforming used clothing into a variety of new products and thus mitigating landfill waste. By reducing the need for raw materials and energy in clothing manufacturing, the project addresses environmental concerns and educates communities on the benefits of upcycling. Additionally, it taps into the growing consumer preference for eco-friendly products, encouraging sustainable consumption habits.

The project’s objectives are to equip youth with essential life skills, financial literacy, digital literacy, and vocational training necessary for launching and sustaining their enterprises; to empower marginalized youth in Bengaluru to develop and manage innovative circular economy ventures like “Tikau Fashion”; and to implement sustainable models that foster environmental stewardship.

Target groups for the initiative include young leaders from marginalized communities, spanning both genders and various socio-economic backgrounds, including urban slums and remote villages. The programme focuses on youth aged 18 to 24 who are out of mainstream education and those with entrepreneurial aspirations, with special emphasis on reaching girls who have discontinued their education.

Between January 2024 and March 2024, significant progress was made. The Bal Raksha Bharat team engaged with 250 to 300 youth aged 18 to 24, 20 to 25 individuals aged 25 to 30, and 30 to 40 community decision-makers across 21 settlements in Bengaluru. The Life Skills for Success (LS4S) training programme was completed for four batches, covering 83 youth. The Youth Innovation Action Lab (YIAL) workshop held from March 1st to 10th reached 22 youth, leading to the development of six business ideas. Facilitators assisted in formulating business plans, and an exposure visit was organised to relevant stakeholders and business units.

Furthermore, 39 youth were enrolled in vocational training and the National Institute of Open Schooling (NIOS). The upcycling business plan group visited an existing fabric upcycling unit and received orientation on forming Self-Help Groups (SHGs), Entrepreneurial Development Programmes (EDP), and financial literacy. Sessions with the National Rural Employment Guarantee Scheme (NRLM) and the National Urban Livelihoods Mission (NULM) were conducted to support the formation of women SHGs. The upcycling group gained hands-on experience in product creation, and a production unit was identified with initial materials procured for practical training.

Progress reports indicate that 71 marginalized youth, including both men and women, have been empowered with the skills, knowledge, and confidence to establish and run successful enterprises, thus fostering economic independence. The YIAL workshops trained 26 youth in entrepreneurial skills and facilitated the development of six business plans, including the Tikau Fashion initiative, which received support for setting up a production unit.

Additionally, 39 youth engaged in vocational training, including computer literacy, beautician courses, and NIOS education, complemented by Life Skills for Success training. These youths are expected to complete their training within 45 days to three months, paving the way for future employability.

The project has also successfully implemented innovative circular economy models. A group of six youth and four adults established an SHG and developed a business plan for ‘Tikau Fashion,’ focused on fabric upcycling. They received training from NULM officials on group formation and financial literacy, as well as hands-on training in creating upcycled products. This business aims to recycle old clothes into new, trendy items such as bags, rugs, doormats, curtains, quilts, pet beds, and bedsheets, while also raising awareness about sustainable fashion and clothing longevity.

The initiative has significantly increased community awareness about responsible waste management, eco-friendly practices, and sustainable fashion choices. The circular economy model promotes the repair, upgrade, and disassembly of products to regenerate materials into new products, fostering economic growth while mitigating environmental impact and conserving natural resources. The project continues to educate and engage communities in reusing and upcycling products, thereby advancing sustainability and environmental stewardship.