Child Welfare Projects by NGO in Gujarat

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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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Women-led Circular Economy Programme

Project Brief:
The project empowers women and youth in Karanj by promoting textile waste upcycling through women-led enterprises. It strengthens livelihoods by building skills, establishing production units, and connecting women to markets, finance and digital platforms, creating sustainable income while reducing textile waste.

Project Context
Women in Karanj primarily depend on low-income and informal livelihoods with limited access to skills, markets and finance. Despite the presence of Self-Help Groups (SHGs) and government schemes, sustainable livelihood opportunities remain limited, highlighting the need for a circular economy model.

Project Goal
To establish women-led circular economy enterprises that generate sustainable livelihoods, promote textile waste recycling, and strengthen women’s economic leadership through market-driven and environmentally responsible businesses.

Project Objectives
• Build women-led enterprises through SHGs.
• Enhance vocational, entrepreneurial and financial skills.
• Promote textile waste upcycling and sustainable production.
• Strengthen market, branding, financial and digital linkages for long-term livelihood security.

Project Activities
• Mobilise and strengthen SHGs.
• Provide vocational and entrepreneurship training.
• Establish production units for textile upcycling.
• Develop product design, branding and quality assurance.
• Facilitate market, financial and e-commerce linkages.
• Organise exposure visits, stakeholder engagement and community awareness activities.

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Mobile Computer Van

Project Brief:
The Mobile Computer Van project brings digital education directly to government schools in tribal areas through a fully equipped mobile computer lab. It aims to improve digital literacy and equip children with foundational computer skills by providing accessible, quality ICT education.

Project Context
Many children in remote and tribal communities have limited access to computer education due to inadequate infrastructure and digital resources. The project bridges this digital divide by delivering technology-enabled learning directly to schools through a mobile computer laboratory.

Project Goal
To enhance digital literacy among children in underserved tribal communities by providing equitable access to computer education through a mobile learning platform.

Project Objectives
• Improve access to quality computer education in remote schools.
• Build digital literacy and foundational ICT skills among school children.
• Strengthen collaboration with schools and government for sustainable digital learning.
• Certify students after successful completion of structured computer training.

Project Activities
• Design, fabricate and equip a Mobile Computer Van with digital learning infrastructure.
• Develop a computer curriculum and train project staff.
• Deliver structured computer classes in identified tribal schools.
• Enrol and certify students through batch-wise training.
• Monitor programme implementation and hand over the Mobile Computer Van to the Government of Gujarat for long-term sustainability.