Child Welfare Projects by NGO in Karnataka

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Toyota Hackathon

Project Context- The Toyota Hackathon 2025 is a forward-thinking initiative aimed at fostering creativity, innovation, and problem-solving among students. With a focus on road safety, sustainability, and smart mobility, the Hackathon seeks to engage young minds in addressing real-world challenges while promoting social impact and technological advancement. Through this event, Toyota aims to inspire a new generation of innovators and empower them to contribute meaningfully to creating safer roads and greener cities.

The Hackathon will bring together students, educators, industry experts, and community leaders in an environment designed to encourage collaboration, critical thinking, and rapid innovation. By addressing pressing issues related to road safety and sustainability, the event aligns with Toyota’s broader commitment to corporate social responsibility and its vision for a safer, cleaner, and more sustainable future.

B. Project Objective

Foster Innovation: Inspire students to develop cutting-edge solutions for road safety and sustainable mobility.

Encourage Collaboration: Promote teamwork and the sharing of ideas across different schools and regions.

Enhance Problem-Solving Skills: Provide a platform for students to tackle real-world challenges through technology and creativity.

Promote Road Safety Awareness: Involve students in designing and implementing solutions that improve road safety in their communities.

C. Key Activities Implemented

School Selection:
a. 470 Government/Semi Government and Private schools were identified in 3 cities for participating in Hackathon 2025

Concept Notes Selection:
a. Children from these schools were oriented about the Hackathon and were told about the topics and themes for the Hackathon on which they had to write Concept Note which was later checked and selected by the Technical experts

Boot Camp:
b. The selected children participated in a boot camp in which they were introduced to essential concepts such as design thinking, problem-solving, teamwork, and basic programming skills. This prepared them to actively contribute during the Hackathon challenge.

Hackathon Event:
c. A two-day event in 3 cities (Delhi, Mumbai and Bangalore) was held where 180 student teams ideated, designed, and developed a working prototype solution to the predefined challenges related to road safety, smart mobility, and sustainability.
d. Student teams had access to their 90 mentors and material resources which helped them to refine their ideas and build workable models or digital prototypes.

Judging and Recognition:
e. A panel of judges (internal and external judges) including Toyota representatives and industry experts evaluated the student’s projects and prototypes based on innovation, feasibility, and social impact.
f. Winning teams received awards and recognition at a grand finale event, with opportunities for further development of their projects.

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

• 14300 students were directly and indirectly reached in 3 cities Delhi, Mumbai and Bangalore
• Top 90 Road Safety Ideas were presented in Hackathon in 3 cities
• 470 schools participated in 3 cities for Hackathon

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Bridge Foundation Program

A. Project Context
Traditional teaching methods are not effectively developing students’ analytical and creative skills. Research indicates that fewer than 10% of classrooms have transitioned from rote learning to more dynamic approaches. Industry experts highlight a growing concern that current education systems are not providing the skills needed for future workplaces shaped by AI and automation. To bridge this gap, it is crucial to implement teaching methods that incorporate 21st-century skills, ensuring students are well-equipped for real-life challenges. National Educational Policies emphasize the importance of activity-based and experiential learning for skill development. Teachers need targeted capacity-building programs to acquire and apply new teaching strategies. This involves continuous learning, practice, and evaluation, supported by systematic monitoring and mentoring within the educational framework. By enabling teachers to adapt to these evolving requirements, we can transform classrooms into environments that effectively prepare students for future success.

B. Project Objective

The project follows a holistic, phased implementation strategy focused on improving teaching practices and learning experiences:

• Phase 1: A two-day workshop on experiential teaching and learning methods, including a needs assessment.
• Phase 2: A two-day workshop covering key concepts, perspectives, and the knowledge base of 21st-century skills.
• Phase 3: On-ground implementation of the program in selected schools.
• Phase 4: A two-day presentation workshop, showcasing learnings and outcomes.
• Teachers will receive comprehensive support packages that include: Project-Based Learning modules for English, Math, and Environmental Science/Science (Grades 4 to 7). Also, an assessment sheets aligned with the above subjects and grades. In the first year, the program will be implemented in 35 selected government schools, with training provided to 70 teachers.
• To ensure effective implementation and sustained impact, the project also emphasizes continuous handholding support through bi-weekly or monthly meetings between BRB facilitators and teachers. An online platform (including WhatsApp) for teachers to ask questions, share experiences, and access learning resources.

C. Key Activities Implemented

Signing of MoU with the Education Department- To ensure effective implementation of the project in close coordination with the Department of Education, a comprehensive joint partnership was initiated. A draft Memorandum of Understanding (MoU), incorporating the 21st-century skills approach under the “Rising Rajasthan” initiative, was prepared and shared with the Education Department for review and approval. After a series of reviews, discussions, and presentations on the project scope, the MoU was finalized and signed in March 2025. This MoU is valid for a period of four years. In accordance with departmental norms, a nodal officer was appointed to oversee the review and monitoring of project activities. Following the appointment, the nodal officer authorized the Block Education Department to extend full support and cooperation for the successful implementation of 21st-century skills across 106 schools in the Bassi Block. Based on this authorization, the Block Education Department issued a formal letter to 35 schools, inviting their participation in a three-day training program on 21st-century skills as part of the project.

Orientation of Project Team on 21st-Century Skills- A seven-day residential orientation and training program on 21st-century skills was conducted in collaboration with Bosch India Foundation. The training aimed to equip participants with essential skills needed to thrive in today’s fast-paced world, including critical thinking, creativity, collaboration, communication, digital literacy, and problem-solving. The sessions emphasized adaptability, lifelong learning, and a holistic educational approach. Participants were encouraged to reflect on their current competencies and explore ways to further enhance them for future success.

Baseline Assessment in Schools- To assess the learning levels of students in relation to the 4Cs (Communication, Collaboration, Critical Thinking, and Creativity) within the subjects of English, Mathematics, and Environmental Studies (EVS), a baseline assessment was conducted in 35 selected schools. The focus was on students from Grades 4 to 7. A Management Information System (MIS) format was developed using KOBO tools for data collection. The process of entering the collected data is currently ongoing.

District-Level Orientation with Government Officials- A district-level orientation workshop was organized on 12th February 2025 at Hotel Ramada, Jaipur, for education department officials. The objective was to build awareness around the “Bridge Foundation Program,” its goals, and its implementation strategy in the 106 schools of Bassi Block. The session also introduced participants to the key components of 21st-century skills—such as communication and collaboration, critical and creative thinking, digital literacy, and socio-cultural understanding—and their integration into project-based learning in classrooms. An Android-based learning application, “Teachopia,” developed by Caring with Colours, was introduced during the session. A shared understanding was also established regarding the expected support and facilitation roles of the Education Department and Bal Raksha Bharat in rolling out these initiatives in schools.

Orientation Training of Teachers on 21st-Century Skills- A three-day orientation and training program for government school teachers was conducted in collaboration with the Jaipur Education Department. The objective was to enhance teachers’ understanding of the “Bridge Foundation Program” and its implementation strategy in 106 schools of Bassi Block. Teachers were introduced to 21st-century skills—including communication, collaboration, creativity, critical thinking, digital literacy, and global awareness—and their integration into project-based learning in classroom practices. The training was participatory in nature, ensuring active involvement from all participants. One full day was dedicated to teacher-led demonstrations, showcasing the application of project-based learning approaches. The Teachopia app was also introduced as a classroom resource. A shared understanding was developed regarding the expected roles of the department and Bal Raksha Bharat in implementing the initiative. A total of 59 participants attended all technical sessions and demonstrations. Pre- and post-training questionnaires were administered, and analysis of responses is currently underway.

Translation of Documents- Teachopia is a mobile-based learning platform developed by Caring with Colours (Karnataka), featuring project-based learning content and worksheets for Grades 4 to 7 in English, Mathematics, and EVS. Originally available in English and Kannada, the content required translation into Hindi to suit the Rajasthan context. Additionally, other key documents—including the baseline and endline formats, concept notes, teacher reference materials, and presentations—also required translation. A vendor has been successfully onboarded for this task. As a result, translations of all presentations, assessment tools, project-based learning materials, concept notes, and worksheets for English and EVS (Grades 4 and 5) have been completed.

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

During 4-month implementation of the project, made significant progress towards its objective which are as-

• A Memorandum of Understanding (MoU) has been signed in partnership with the Education Department, Rajasthan.
• Key documents—including presentations, concept notes, project-based learning materials (for all grades and subjects), and assessment sheets (English for all grades, and EVS for Grades 4 and 5)—have been translated.
• Project teams have been oriented on 21st-century skills and their components.
• 21 officials have been oriented through district-level orientation and sharing sessions.
• 59 teachers have been trained on 21st-century skills and their components.
• Baseline assessments have been completed in 35 schools, reaching approximately 900 children.

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Dream Accelerator

A. Project Context
Bal Raksha Bharat, in order to work for and with children, recognizes and upholds key principles of the United Nations Child Rights Convention (UNCRC) and the overarching SDG principles that gives children an opportunity to express their views, be involved in decisions and take action on child rights Globally there is a growing emphasis of child participation through various social accountability mechanisms which are being effectively embedded in formal governance structures especially at the local level. This provides scope for meaningful and inclusive engagement of children/ youth to lead their own campaign for responsive governance and sustainability.

B. Project Objective

• Augmenting capacities of Potential Child and Youth Champions on issues related to child and human rights
• To ensure implementation of Child/ Youth led planning and implementation of Micro-projects on pertinent social issues that affect them
• Formation of Children’s Councils, a network of children to influence decisions that impact their wellbeing with stakeholders using democratic means. / To strengthen children’s agency through formation of local level Children’s Councils

C. Key Activities Implemented

• Identification and Capacity Building of 172 Child/youth Champions on guided audio-visual modules
• Developing SIX new audio-visual modules
• Developing Case Story Compendium for stories of change
• 29 Micro Projects rolled out across 10 locations involving more than 150 children/youth directly
• 19 Youth Councils are formed and actively pitching for the rights of children/youth with ley stakeholders

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

1. Child-led Advocacy and Community Impact:

Children across Rajasthan, Bihar, and Jammu & Kashmir have championed local advocacy initiatives. From using storytelling to influence district authorities, to facilitating school re-enrolment of dropouts, and mobilising councillors for environmental campaigns—these efforts highlight the transformative power of child voices in governance and community action.

2. Capacity Building of Child Champions:

A total of 172 Child Champions have been identified and trained across project Location/s. They have completed capacity-building sessions on six customized modules focused on child rights, leadership, communication, and civic participation—equipping them to be change agents in their communities.

3. Youth-led Micro Projects for Social Change:

Out of 39 submissions, 29 innovative Micro-Projects led by children and youth have been selected and implemented. These initiatives address critical issues such as health, education, ending child marriage, and environmental sustainability, demonstrating youth-led problem-solving and innovation.

4. Democratic Youth Participation Structures:

19 functional Children’s and Youth Councils have been activated through democratic elections. These councils serve as formal platforms for sustained youth engagement in civic issues, promoting leadership and structured participation in local decision-making.

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Right Start: Education Kit for Children

Project Brief:

Right Start aims to support underprivileged children with essential education kits, enabling better learning, improving attendance, and reducing dropout risks.

Project Context

Many children lack access to basic school supplies, which affects their ability to learn, attend school regularly, and build foundational skills.

Project Goal

To enhance learning outcomes and ensure continued education for vulnerable children by providing essential learning resources.

Project Objectives

– Provide education kits to children in need
– Improve attendance and reduce dropout rates
– Strengthen foundational learning outcomes

Project Activities

– Needs assessment and identification of beneficiaries
– Procurement of education kits
– Distribution to 4,136 children
– Documentation and reporting of impact

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Youth-Led Circular Economy Enterprises for Sustainable Impact

Project Brief:
The project promotes a youth-led circular economy model by transforming textile waste into sustainable fashion products. It equips young people, especially women, with vocational skills, entrepreneurial capabilities, and market linkages to build sustainable livelihoods. By integrating environmental sustainability with income generation, the initiative creates scalable green enterprises while contributing to responsible waste management systems. Overall, the project directly engages 35 youth in vocational training, 75 youth in life skills education, and supports 10 youth-led enterprise members, while indirectly benefiting at least 10 additional individuals through livelihood opportunities.

Project Context

India has made significant strides in strengthening solid waste management systems through national and state-led initiatives, including urban missions and livelihood programs. Building on these efforts, this project complements government priorities by deepening community participation, promoting waste segregation at source, and strengthening last-mile implementation.
In a rapidly urbanising city like Bengaluru, where waste generation is increasing, the initiative supports existing systems by introducing innovative, youth-led solutions such as textile upcycling and circular production models. It also aligns with government-led livelihood missions by enabling youth and women to access entrepreneurship opportunities, financial linkages, and skilling platforms.
By bridging environmental sustainability with livelihoods, the project enhances the effectiveness of ongoing public systems while creating local models of green economic growth.

Project Goal

To establish and sustain youth-led circular economy enterprises that generate green livelihoods while contributing to improved solid waste management in Bengaluru.

Project Objectives

– To strengthen sustainable livelihood opportunities for youth through circular economy enterprises
– To enhance skills, entrepreneurship, and employability among young people, especially women
– To promote environmentally responsible practices through textile waste upcycling
– To enable access to market, credit, and institutional linkages for enterprise sustainability
– To support convergence with government schemes for long-term economic resilience

Project Activities

– Facilitate collection and segregation systems for textile waste (backward linkages)
– Establish and streamline production units for fabric upcycling with quality standards
– Provide technical mentorship for product design, quality assurance, and innovation
– Deliver training on entrepreneurship, life skills, and enterprise management
– Enable market linkages through exhibitions, stalls, branding, and sales platforms
– Support access to credit through linkages with National Urban Livelihood Mission (NULM), Micro Small & Medium Enterprises (MSMEs), Small Industries Development Bank of India (SIDBI, and other schemes
– Form and strengthen women-led Self-Help Groups (SHGs) for enterprise operations
– Conduct Youth Innovation Labs to identify and nurture sustainable business ideas
– Build forward linkages to ensure enterprise sustainability and scale

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Swasthya Rath: Mobile Health for All – Bringing Primary Healthcare to Every Doorstep

Project Brief:

A mobile healthcare initiative delivering preventive, promotive, and curative services at the doorstep, improving access to essential primary healthcare for underserved communities.

Project Context

Across rural and peri-urban communities, there is an increasing opportunity to strengthen access to timely and affordable healthcare services. Swasthya Rath builds on this need by bringing healthcare closer to communities through innovative, mobile service delivery.

Aligned with national health priorities and public health systems, the project complements existing services by enhancing last-mile connectivity, promoting preventive care, and strengthening health-seeking behaviour. By integrating community awareness, maternal and child health services, and early diagnosis through Mobile Health Units, the initiative is enabling communities to access quality healthcare with greater ease, dignity, and continuity.

Project Goal

To improve access to quality primary healthcare services and promote better health outcomes among underserved populations.

Project Objectives

• Enhance access to primary healthcare services in underserved areas
• Promote early detection and management of diseases
• Improve maternal and child health outcomes
• Strengthen awareness of health, hygiene, and nutrition practices
• Improve linkages with public health systems and referral services

Project Activities

• Mobile Health Unit (MHU) services, including Outpatient Department (OPD) consultations and outreach camps
• Screening for common diseases (e.g., hypertension, diabetes) and telemedicine support
• Immunization and deworming in coordination with government programs
• Antenatal and postnatal care services for mothers
• Growth monitoring and nutrition counselling for children
• Community awareness sessions on health, hygiene, and nutrition
• Capacity building of frontline workers and community engagement

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Building Climate-Smart Resilient Communities for Children

Project Brief:

A multi-state initiative empowering children and communities with climate resilience, disaster preparedness, and adaptive capacities through child-centred approaches, innovative technologies, and strengthened community systems.

Project Context

Communities in urban and rural India are increasingly experiencing the impacts of climate change. This presents an opportunity to strengthen local resilience systems and empower children as active participants in climate action.

Aligned with national disaster management frameworks and global climate commitments, the project builds on existing community strengths by promoting preparedness, awareness, and coordinated action. Through child-centred disaster risk reduction, school and community engagement, and innovative solutions like AI-enabled learning and early warning systems, the initiative is fostering a culture of resilience, enabling communities to anticipate risks, respond effectively, and safeguard children’s well-being.

Project Goal

To build climate-smart, resilient communities where children and families are equipped to anticipate, respond to, and recover from climate-related risks.

Project Objectives

• Enhance knowledge and preparedness of children and communities on climate and disaster risks
• Strengthen school and Anganwadi systems for safety and disaster management
• Build community capacities for risk identification, planning, and response
• Promote coordination with government systems and duty bearers
• Introduce innovative, technology-enabled solutions for climate resilience

Project Activities

• Community campaigns on climate action and disaster risk reduction
• Hazard mapping, vulnerability assessments, and family preparedness planning
• Strengthening children’s groups, task forces, and community institutions
• School and Anganwadi safety planning, eco-retrofitting, and innovation (AI labs, weather stations)
• Establishment of Common Service Centres for community access
• Distribution of preparedness kits (shelter, food, hygiene)
• Development of Emergency Preparedness Plans (EPP) and stakeholder consultations

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Fostering Quality Education through STEAM Approach in Government Schools

Project Brief:

This initiative strengthens government schools by integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) into classroom learning, aligned with the National Education Policy (NEP) 2020. The project focuses on creating experiential learning environments through STEAM labs, teacher capacity building, and improved school infrastructure. It aims to make science and mathematics more engaging, relevant, and accessible—especially for children from underserved communities—thereby preparing them for future careers and lifelong learning.
Project Context

India contributes nearly 31.7% of the world’s STEM graduates, yet gaps remain in access to quality, experiential learning, particularly in middle grades. At the same time, it is estimated that around 80% of future jobs will require STEM-related skills.
Aligned with the Government of India’s push under NEP 2020 and state education priorities, this project complements existing efforts by:
• Strengthening school infrastructure with STEAM-enabled learning spaces
• Enhancing teacher capacity for child-centric, inquiry-based pedagogy
• Promoting hands-on learning to improve retention and learning outcomes
By working within the government school ecosystem, the initiative reinforces public education systems and contributes to building a future-ready young workforce.

Project Goal

To enhance access to quality, experiential education in government schools by fostering STEAM-based learning environments that improve student engagement, retention, and future readiness

Project Objectives

• Strengthen foundational STEAM competencies among students in grades 6–10
• Improve teaching practices through the capacity building of educators
• Foster critical thinking, creativity, and problem-solving skills
• Enable practical application of classroom learning through hands-on experiences
• Support inclusive and engaging learning environments, especially for girls

Project Activities

1. Establishment of STEAM Labs

• Set up fully equipped STEAM laboratories in 6 government schools
• Provide tools, models, and experiment kits aligned with NCERT and state curricula
• Create flexible, child-friendly spaces for hands-on, collaborative learning

2. Capacity Building of Teachers & Students

• Train teachers on inquiry-based and experiential pedagogy
• Orient students on using STEAM tools and applying concepts in real-world contexts
• Promote the 5 Cs: Creativity, Critical Thinking, Collaboration, Communication, and Cooperation

3. Learning Assessment (Pre & Post Evaluation)

• Conduct baseline and endline assessments to measure learning improvements
• Track progress in knowledge, skills, and application abilities

4. Strengthening School Infrastructure (WASH Integration)

• Install safe drinking water systems (purifiers and storage tanks)
• Support better health, attendance, and learning outcomes

Impact Snapshot

• 1,500+ children reached
• 6 government schools strengthened
• 12 teachers trained in modern pedagogy
• Improved retention and engagement, especially among girls

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Right Start – Transforming Anganwadi Centres for Holistic Early Learning

Project Brief:

Project Brief:

An initiative to transform Anganwadi Centres into vibrant, child-friendly spaces that promote joyful, play-based early learning and holistic development for young children.

Project Context

India has made strong commitments to early childhood care and education through frameworks such as the New Education Policy (NEP) 2020 and the National Curriculum Framework for the Early Childhood Care & Education (ECCE), emphasizing play-based learning and holistic child development. Building on these national priorities, the project strengthens the quality of early learning environments at the grassroots level.\

By enhancing Anganwadi Centres with improved infrastructure, learning resources, and trained facilitators, the initiative supports inclusive, engaging, and nurturing spaces for children. It also promotes active involvement of parents and communities, ensuring continuity of learning beyond classrooms and contributing to stronger developmental outcomes for young children.

Project Goal

To create model Anganwadi Centres that provide quality, inclusive, and joyful early childhood education.

Project Objectives

• Enhance access to play-based, quality ECCE services for children (3–6 years)
• Strengthen school readiness and smooth transition to formal education
• Build capacities of Anganwadi workers on child-centric pedagogy
• Promote caregiver engagement for learning continuity at home

Project Activities

• Upgradation and refurbishment of Anganwadi Centres
• Provision of learning materials, books, and play kits
• Establishment of toy libraries for play-based learning
• Training and capacity building of Anganwadi workers and supervisors
• On-site mentoring and academic support
• Strengthening Anganwadi Development Committees and Mothers’ Groups
• Community engagement and behaviour change communication initiatives

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EK PEHAL – PROJECT UTKARSH

Project Brief
Ek Pehal (Project Utkarsh) is a transformative initiative aimed at making government schools SMART while promoting healthy habits among children. The project integrates digital learning, strengthens school systems, and improves nutrition and hygiene practices to create a holistic learning environment.

Project Context

The program strengthens digital learning infrastructure and promotes nutrition awareness and effective school governance to enhance holistic child development and 21st-century skills, in collaboration with the government’s frontline systems.

Project Goal

To enhance learning outcomes and well-being of children through SMART classrooms, strengthened school systems, and improved health and nutrition practices.

Project Objectives

• Establish ICT-enabled SMART classrooms
• Strengthen School Management Committees (SMCs)
• Improve nutrition and health awareness among children and communities

Project Activities

• Setup of SMART classrooms and teacher training
• Formation of Health & Nutrition Clubs
• Awareness sessions on hygiene, handwashing, and nutrition
• Growth monitoring and nutrition support for children
• Community engagement through mothers’ groups and school platforms