Child Welfare Projects by NGO in Maharashtra

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Create a safe and enabling experience for children online

Overview of the Project- The project aims to improve online safety for children by empowering key stakeholders: children, caregivers, teachers, community members, and enforcement officials. It seeks to equip them with the necessary knowledge and tools to identify risks, respond effectively, and promote safer online environments for children.

Location- Thiruvallur district of Tamil Nadu and Pune city of Maharashtra in India

Context- This project aims to enhance the online safety of children by taking a multi-faceted approach, addressing gaps in digital knowledge, behaviour, and security systems and also the rising incidents of cybercrime against children, the lack of awareness among children and parents, and the current educational gaps in digital literacy. The initiative focuses on equipping children with essential digital intelligence and cyber-safety skills through tailored curriculum and school-based activities, including the formation of Cyber Safety Clubs. In parallel, it seeks to build a supportive ecosystem by engaging teachers, parents, NGOs, and community members in awareness and training programs. Finally, the project aims to strengthen institutional mechanisms by developing training materials for police and advocating for policy changes to ensure the prioritization of child safety online. Through coordinated actions, this initiative strives to create a safer digital environment for children, fostering open dialogue and accountability across all stakeholders involved.

Objective- To improve knowledge and create a safe online experience for children across 80 government schools in the Pune district of Maharashtra and Thiruvallur district of Tamil Nadu. • To empower parents & SMC members and duty bearers & civil societies in ensuring the safety and well-being of children online at home, at schools and in public places.

Target Area- Tiruvallur District, Tamil Nadu Pune District, Maharashtra

Key Target Group- Children: Primary beneficiaries learning online safety, digital literacy, privacy protection, identify threat, and reporting mechanism
Caregivers (Parents/Guardians): Understand monitoring mechanism, engaged in guiding children and managing home digital environments and reporting mechanism
Teachers: Empowered as TOTs to educate children on digital citizenship and online safety.
Community Members: Supported to foster a safe local online ecosystem.
Enforcement Officials: Trained to recognize and respond to online abuse, cybercrime, and exploitation.
NGOs and Civil Society Organisations: Empowered to create awareness among their stakeholders

Reporting Period- 1st April 2024 – 31st March 2025

Key Activities- 1. Special classes for Children (students) on Online Child Safety 2. Formation and Strengthening Cyber Safety Clubs (Children’s Groups) 3. Improvement in knowledge and Awareness among children 4. Awareness Drive in Schools 5. Training of Teachers on Online Child Safety 6. Orientation of SMC Members and Parents 7. Awareness Drives in Communities 8. Training of DIET Faculty and Aided School teachers 9. Training of NGO representatives 10. Development of Training Module for Police 11. Training of Law enforcement Officials 12. Interface Meetings with law Enforcement Officials 13. Leveraging existing resources and partners to amplify the agenda and Deeper online and offline engagement with youth and children

Major Activities and key results

Special Classes for children on online safety– Children in the project Intervention schools were trained on an updated version of a child-friendly module on Online Safety – Children from government schools covered (31 rural schools in Tamil Nadu, 25 Urban schools in Maharashtra) received training where 100% of schools covered and 6611 (Boys-3569, Girls-3042) children received training

Formation and Strengthening Cyber Safety Clubs- Introduced Online Safety Clubs for children and encouraging peer-to-peer learning and accountability. 49 Groups were formed and received training achieving 100% of the target. 1232 children Club members received training on online safety clubs

Improvement in knowledge and Awareness among children- Children were engaged in special classes to learn and express their understanding of online safety, fostering long-term behavioural change. 98.95% of children (boys and girls) who underwent the special session on online child safety demonstrated improved knowledge on cyber safety varying from 1% to 100%. The overall change in the average percentage score of all children in the Post-Test, compared to the Pre-Test, was recorded at 45.9%. There is very negligible difference in the rate of learning between boys (45.95) and girls (45.99).

Training of Teachers on Online Child Safety- Used BRB’s curriculum for online safety education, integrated into classroom activities. Provided tools and resources to facilitate teaching on cyberbullying, online privacy, misinformation, identity theft, responsible media consumption and more complex online safety issues. As part of a comprehensive initiative to promote digital safety in schools, 267 teachers (Male-111, Female-156), 139% of the target, were trained through a series of in-person workshops followed by handholding support and mentorship

Orientation of SMC Members and Parents- Rolled out a series of trainings on managing digital devices, identifying harmful content, new trends (social media, online gaming) and deepened parental involvement and engaging children in conversations about online risks. Trained caregivers to monitor and guide children’s online behavior. Against the target of orienting 90% of 520 School Management Committee (SMC) members / Parents (468) for the current year in both the locations, the project imparted training to 632 SMC/Parents- 135% of the target. This includes 124 SMC members (Male-35, Female-89) in Maharashtra and 508 parents (Male-75, Female-433) across both the project locations. The orientation was based on caretaker module on cyber safety Developed community action groups through SMCs to address local digital safety issues. Created support systems for reporting online risks.

Awareness Drives in Communities- The project aimed to reach around 70,000 people in intervention area with the message of the importance of being safe online. The project was able to communicate the message of cyber safety to as many as 363054 individuals, which is 518% of the target. This reach is considered as ‘Indirect Reach’. The reach through different awareness raising activities in intervention area under the project

Training of DIET Faculty and Aided School teachers- The project had a plan to train 55 DIET (District Institute of Education and Training) officials, Aided School teachers, B.Ed., students across both the locations (Maharashtra-25, Tamil Nadu-30). The project trained a total of130 DIET Officials and B.Ed., students (236% of the target).

Training of NGO representatives- The project had the target to train 20 NGOs, 10 NGOs in each state. The project trained 113 representatives from 68 NGOs (more than 3 times of the target).

Training of Law enforcement Officials- Last year, the Project had developed a Training Module for Police Officials on Online Child Safety considering their role in preventing and addressing cyber safety cases involving children. During the current year, the Training Module got translated into Marathi for Pune, Maharashtra location. The project had the target to train 40 police officials (20 in each location) based on this module. The project could train 93 police officials instead, that is 232% of the target, due to the partnership with and overwhelming support from the senior leaders of Police Department.

Development of Training Module for Police- In consultation with BRB child protection and subject experts, senior police training officers, lawyers, and others, developed a two-day training module. The module was field-tested during the Training of Trainers in Pune in March 2024. Based on the standard module the training was delivered to the Police personals in both Tamil Nadu and Maharashtra location

Awareness Drive in Schools- A total of 4,006 persons including children, teachers and parents (Male/Boys-1818, Female/Girls-2188) participated in awareness sessions on cyber safety in both intervention and non-intervention schools. There were 3.304 children and/or their parents and teachers (Male/Boys- 1465, Female/Girls- 1839) from 56 intervention schools and 702 children (Boys-353, Girls-349) from non-intervention schools/institutions.

Interface Meetings with law Enforcement Officials- The first interface meeting with law enforcement officials was held on 31st Jan 2025 with 7 (Male-3, Female-4) law enforcement officials and other 8 school staff in Pune, Maharashtra. The main agenda was to share the project updates with them, exchanging expectations and to discuss on emerging trend in cybercrimes, especially against children. BRB team shared its experience and learning of over four years on the issue of online child safety in Maharashtra and Tamil Nadu and sought support and suggestions from the officials. An Interface Meet on “Creating a Safe and Enabling Experience for Children Online” was held on 26th March 2025 at Sennetta Hotel, Tiruvallur, with 28 participants (14 male, 14 female), including government officials, educators, police officers, and child protection stakeholders.

Leveraging existing resources and partners to amplify the agenda and Deeper online and offline engagement with youth and children- 1- Six times posting of reels/videos in social media on Cyber Safety made and BRB-Norton partnership on the issue reaching 14011041 social media accounts with engagement of 126486 persons. 2- One Town Hall with the involvement of Norton Cyber Experts for Children and Youth in November 2024. 652 children across India participated. 3- One Roundtable with Partners (Teachers and NGOs) and cyber experts including representatives from Norton. 28 persons participated from more than 10 organisations/institutions. 4-126551persons engaged through social media campaign, Town Hall and Round Table and 363054 persons reached through community awareness activities and Voice SMS campaign. Total online and offline reach- 489605

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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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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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Eat Right School Program

A. Project Context
The ‘Eat Right India’ movement, a flagship initiative by the Food Safety and Standards Authority of India (FSSAI), is dedicated to ensuring the health and well-being of our nation’s people. This visionary program revolves around promoting safe, nutritious, and sustainable diets through a harmonized, multi-sectoral approach. Recognising the pivotal role of early food habits in shaping lifelong well-being, ‘Eat Right India’ strategically focuses on our youth. Understanding that dietary habits often take root early in life and are resistant to change, ‘Eat Right India’ has chosen to focus its efforts on the youth. Indeed, within the hallowed halls of schools, the seeds of healthy eating habits can be sown, fostering lifelong well-being. The ‘Eat Right School Program,’ a brainchild of FSSAI, ingeniously deploys food as a pedagogical tool to sow the seeds of lasting change in children’s dietary habits. In recognizing the profound agency of young people as catalysts for change, we are emboldened by their potential to positively influence entire families. In collaboration with Mondelez India Foods Pvt Ltd, Bal Raksha Bharat has undertaken a noble initiative: to empower school children as agents of change, igniting an enduring transformation in their health and nutrition. Our primary objective is to elevate their Knowledge, Attitude, and Practice (KAP) towards healthy and nutritious food. Simultaneously, we endeavors to fortify the underlying structures and systems, ensuring seamless delivery of essential nourishment. But our mission extends beyond these walls – we aim to strengthen the implementation strategies of critical programs, including the Rashtriya Bal Swasthya Karyakram (RBSK), School Health, and Micro-Nutrient initiatives. In our tireless pursuit of knowledge, we seek to unearth the gaps in current school health and nutrition programs, advocating for sustainable solutions that bridge these divides. Bal Raksha Bharat and Mondelez India Foods Pvt Ltd played a pivotal role in shaping a healthier and more resilient community by fostering informed choices related to health and nutrition. This collaboration exemplifies the potential of public-private partnerships in driving positive change and creating a lasting impact on the health and nutrition landscape in diverse regions of India. The ERS 1.0 has been implemented in 5 states during the year 2022-23 (Delhi, Maharashtra, Himachal Pradesh, Madhya Pradesh and Tamandu). This has given incredible opportunity to contribute towards the larger goal set under Eat Right Movement towards system strengthening, sustainable approach and commitment to healthier tomorrow.

Goal

To empower school children as agents of change to improve their health and nutrition status with the focus on Safe and Nutritious Food and hygiene at 200 Schools in Maharashtra, J&K and Punjab

Objectives

– To strengthen structures and systems aligning government programs of RKSK, WIFS and NDD for delivering nutrition and healthy lifestyles education and services for children.

– To improve knowledge towards safe and nutritious food, a healthy lifestyle among school going children and their parents
– To generate evidences for identifying existing gaps in school nutrition programmes and advocacy for filling the identified gaps.

B. Key Expertise Demonstrated by BRB

1. Strategic Implementation and Planning:

– Leveraging its grassroots experience, BRB effectively aligns the program’s objectives with school-level needs.
– Comprehensive mapping and engagement of schools across diverse geographies.

2. Community Mobilization and Stakeholder Engagement

– Involvement of school authorities, parents, and local government to build consensus and ensure program sustainability.
– Collaboration with the Education Department, FSSAI, and corporate partner to deliver impactful outcomes.

3. Innovative Child-Centric Activities

Engaging children through creative and educational methods:
– Art, Craft and Comic Workshops: Teaching nutritional benefits through crafts.
– Hygiene Demonstrations: Handwashing techniques to prevent infections.
– Kitchen Gardening: Promoting sustainability by growing nutritious plants like fenugreek, coriander, and tomatoes.
– Hygiene Ratings of Kitchen & FoSTaC training of food handlers

– incorporation of songs, drawings, and interactive sessions to make learning enjoyable and memorable.

4. Capacity Building

– Training teachers and staff on the importance of safe, nutritious, and balanced diets.
– Promoting best practices for food hygiene and healthy eating habits among students.

5. Monitoring and Evaluation

– Utilizing robust tools to track progress and ensure the program meets its objectives.
– Gathering insights through regular reviews to adapt strategies as needed.

6. Integration with National Initiatives and School Health Programs

– Aligning with the larger FSSAI-led Eat Right Movement to scale program impact.
– Supporting India’s national health and nutrition goals, including reducing malnutrition and promoting wellness.

7. EMPLOYEE ENGAGEMENT

– Organizing employee-driven activities with the staff to foster a sense of community involvement and reinforce program goals.

C. Key Activities Implemented

Objective 1: Strengthened Structures and Systems by Aligning Government Programs (RKSK, WIFS, NDD, and Eat Right School) to Deliver Nutrition and Healthy Lifestyle Education and Services

Key Interventions

1.1 Health and Wellness Ambassador Model

• Teacher Champions were nominated and trained to act as Health and Wellness Ambassadors using FSSAI modules. They guided student-led health clubs and integrated health messages into school activities.
• Student Champions were identified in each class to lead peer groups in promoting healthy diets and hygiene. These students also engaged families and communities.
• Selected DIET faculty were trained using FSSAI curriculum and cascaded this knowledge to teachers, helping incorporate nutrition themes in lesson plans.

1.2 Strengthening School Health Infrastructure and Service Delivery

• Nutritious snacks and beverages were promoted, and hygiene ratings were established for school kitchens and vendors.

Objective 2: Improved Knowledge and Practices Toward Safe and Nutritious Food and Healthy Lifestyle Among Children and Parents

2.1 Experiential Learning and Campaigns

• Nutrition Awareness Days were held quarterly with activities like quizzes, posters, and storytelling.

2.2 Health and Wellness Calendar Rollout

• A year-long calendar with monthly themes was implemented, aligning activities with national observances.

2.3 IEC and Nutrition Literacy Materials

• FSSAI IEC materials and recipe booklets were distributed, and wall murals were created.

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

• 200 schools were registered in Eat right school Portal across 3 intervention states.

• 200 Sehat clubs were formed having 6-14 years of children

• 400 Teachers were identified and trained as Health & wellness Ambassadors

• Bal Raksha Bharat in collaboration with the Directorate of School Education Kashmir (DSEK), Organised a divisional-level Training of Trainers (ToT) in which 36 teachers from 10 districts participated.

• Between November 2024 and March 2025, the Eat Right School Program was implemented in 35 schools across Jammu & Kashmir, reaching 2,799 students (1,474 boys and 1,308 girls). The initiative engaged 35 school heads, 70 teachers, and 36 trainers to promote nutrition and hygiene education. Additionally, 35 local suppliers were onboarded to strengthen food safety and hygiene practices in schools.

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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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Improving Nutrition through a Multi-Sectoral Approach in Urban Slums of Mumbai’s N-Ward By NGO in Maharashtra

Bal Raksha Bharat, an NGO in Maharashtra and K-Corp Charitable Foundation partnered on its commitment to addressing under-nutrition and improving child health in vulnerable communities through its project, “Improving Nutrition through a Multi-Sectoral Approach in Urban Slums of N-Ward, Mumbai Suburban District, Maharashtra.”

The project aims to enhance the nutritional status of children under two years of age by delivering comprehensive nutrition actions at scale. This initiative integrates various sectors, including health, Integrated Child Development Services (ICDS), and Water, Sanitation, and Hygiene (WASH), ensuring a holistic and sustainable approach to combating under-nutrition. By strengthening existing government services, the project seeks to create lasting change in the lives of children living in some of Mumbai’s most disadvantaged urban areas.

The central objective of this project is to reduce the prevalence of underweight and wasting among children under two years of age, building upon baseline data to track improvements. In pursuit of this goal, the project has set ambitious targets, which include ensuring that at least 80% of the households in the targeted urban slums receive quality, nutrition-specific interventions. This initiative also focuses on equipping caregivers with optimal knowledge of Infant and Young Child Feeding (IYCF) practices, emphasizing the importance of dietary diversity and meal frequency. By fostering awareness and behavioural change among caregivers, the project ensures that children receive the necessary nutritional support during their crucial developmental years.

The project operates through a range of carefully designed interventions. In collaboration with the ICDS and the Health Department of N-Ward, Ghatkopar, Bal Raksha Bharat, a social NGO in Maharashtra delivers services that aim to improve both maternal and child health outcomes.

Key Highlights

One key aspect of the project is the early registration of pregnant women for antenatal care, which plays a vital role in ensuring regular health check-ups and early identification of potential risks. Additionally, the project includes comprehensive counselling for both pregnant and lactating mothers, focusing on the critical first 1,000 days of a child’s life—a period known to have a lasting impact on health and development.

Home visits and family counselling are also integral to the project’s approach, offering personalized support to pregnant women, lactating mothers, and families with children suffering from severe or moderate acute malnutrition. This direct engagement with families ensures that high-risk individuals receive the necessary interventions, whether through counselling on appropriate feeding practices or referrals to specialized care. The project also promotes institutional deliveries, exclusive breastfeeding for the first six months, and timely introduction of complementary feeding. To monitor progress, monthly growth monitoring of children under two years of age is conducted, allowing for the early detection of under-nutrition and ensuring that children receive the care they need to thrive.

Immunization is another critical focus of the project. The facilitation of regular immunization camps in collaboration with local health authorities ensures that children are protected from preventable diseases. This component not only safeguards the health of children but also contributes to their overall well-being, as good health and nutrition are inextricably linked.

The project has demonstrated considerable progress where a total of 730 pregnant women have been identified and supported, and 299 referred to health facilities for further care. Efforts to prevent anaemia among pregnant women are evident, with over 520 women receiving essential supplements, including iron and folic acid. For postnatal care, 887 lactating mothers have been supported through regular check-ups and counselling, with special attention given to those delivering low birthweight babies.

The project’s impact on children under two years of age has been equally significant. Of the 1,478 children monitored, 569 successfully completed their immunizations. Notably, 28 children suffering from severe under-nutrition returned to normal growth patterns after receiving targeted interventions.

The involvement of community-based groups, such as the Maata Samiti, has been pivotal in driving these outcomes. These groups play a crucial role in referring families to health services, disseminating knowledge on child nutrition, and engaging the community in health and nutrition campaigns.

Innovation is central to this project’s approach to improving nutrition. One proposed idea is the launch of a helpline or digital portal where pregnant women can enroll and receive ongoing counselling and support. Such an initiative would provide timely reminders for antenatal check-ups, vaccinations, and other essential health services. Additionally, the project seeks to strengthen community involvement by expanding the role of Maata Samiti groups and adolescent groups, enhancing their capacity to support health interventions and promote best practices within their communities.

Through a multi-sectoral approach that integrates nutrition, health, and sanitation services, we have been successful in improving the nutritional outcomes for children in Mumbai’s urban slums. The project’s collaboration with government services, combined with direct community engagement, ensures that these efforts are not only impactful but also sustainable.

By focusing on the most vulnerable populations and addressing the root causes of under-nutrition, Bal Raksha Bharat, the best NGO in Maharashtra, is working towards creating a healthier future for children and families in N-Ward, Mumbai.

This online donation initiative reflects Bal Raksha Bharat’s ongoing commitment to delivering life-saving interventions and fostering long-term development in underserved communities. As we continue to address under-nutrition in urban settings, we remain focused on scaling our efforts, advocating for policy improvements, and ensuring that every child has the opportunity to grow up healthy and strong.

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Multi Activity Center Project By NGO In Maharashtra, Mumbai

Pre and post-assessment of MAC children is crucial for tracking progress, identifying learning gaps, and evaluating program effectiveness. By establishing a baseline of children’s knowledge before MAC participation and tracking their development over time, ASFs can tailor interventions to address specific needs, fostering motivation and engagement. It helps us examine the quality of educational input that we are giving through these MAC centers. Regular assessment is essential for learning and important for improving the quality of classroom practices. It also ensures accountability, informs data-driven decision-making, and ultimately enhances children’s learning experiences within the MAC environment.

The assessment strategy for the MAC involves using BRB-developed tools to evaluate children’s learning and development comprehensively. All children attending the MAC are included in the assessment process, ensuring inclusive sampling.

As a registered education NGO in Maharashtra, supported through education donation,this approach enables the MAC team to monitor progress, identify learning needs, and refine teaching strategies effectively. Continuous tool development and inclusive sampling ensure the assessment’s relevance and validity, supporting the holistic development of all children in the MAC.

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NOKIA Smartpur Programme – Transforming Rural Communities through Digital Inclusion

The NOKIA Smartpur Programme, aligned with the brand ‘Bal Raksha Bharat’ (BRB), has been instrumental in transforming rural communities across India through its innovative digital inclusion initiatives. The programme’s third phase, launched in March 2020, marked a significant shift in focus towards enhancing access to essential services such as healthcare, education, financial inclusion, good governance, livelihood skill building, environment, and waste management, all through technological advancements. This chapter outlines the key initiatives and changes implemented during the reporting period to improve program effectiveness and efficiency while aligning with BRB’s mission and global presence.

Key Initiatives and Strategic Enhancements

Infrastructure Development and Skilled Human Resources

To support the expanded focus on multiple service areas, the Smartpur Programme invested heavily in developing robust infrastructure for its digital centers. This included upgrading facilities with advanced technology and ensuring that centers were staffed with skilled human resources capable of delivering high-quality services. By enhancing the infrastructure and technological capabilities of the Smartpur centers, the programme ensured that rural communities could access a broad range of digital services efficiently.

Community Mobilization and Beneficiary Engagement

A critical component of the programme’s strategy was the mobilization of local communities. This involved the identification and registration of potential beneficiaries, ensuring that those most in need could benefit from the services provided by the Smartpur centers. Through grassroots efforts, such as door-to-door campaigns and community meetings, the programme effectively raised awareness about available services and encouraged community members to participate actively.

Awareness Sessions and Camps

To further engage the community, the Smartpur Programme organized a series of awareness sessions and camps focused on social protection schemes, financial inclusion, and health. These events served to educate community members about their rights and the various government schemes available to them. By providing information and resources, the programme empowered individuals to take advantage of opportunities for financial stability, better health, and improved governance.

Long-Standing Partnerships and Government Relations

The success of the Smartpur Programme is also attributable to its long-standing partnerships and strong relationships with government entities in intervention geographies. By collaborating with local governments and aligning its goals with national development priorities, the programme was able to facilitate smoother implementation of its initiatives. These partnerships also helped in leveraging additional resources and support, further enhancing the impact of the Smartpur centers.

Brand Alignment and Global Presence

Throughout the reporting period, the Smartpur Programme remained closely aligned with the brand values of Bal Raksha Bharat. Leveraging BRB’s global presence, the programme was able to attract international attention and support, which helped in scaling its operations and expanding its reach. The alignment with BRB also reinforced the programme’s commitment to child protection and community development, which are core tenets of the organization’s mission.

Sustainable and Tangible Impacts

The initiatives undertaken by the Smartpur Programme have resulted in sustainable and tangible impacts across multiple domains. By focusing on technological advancement and digital inclusion, the programme has improved access to essential services for rural communities, leading to increased educational attainment, enhanced livelihood opportunities, better health outcomes, and greater financial inclusion. These impacts are not only immediate but also have long-term benefits for community resilience and development.

Strategic Innovations and Implementation

Over the course of the 2023-24 fiscal year, the NOKIA Smartpur Programme implemented several strategic innovations to enhance the effectiveness of its initiatives and expand its reach:

Digital Infrastructure and Skilled Human Resources: The programme established 280 Smartpur Digital Centres across 160 Panchayats in Rajasthan, Andhra Pradesh, Assam, Jammu & Kashmir, and Maharashtra. These centres were equipped with state-of-the-art technology and staffed with skilled personnel, enabling the delivery of high-quality digital services. This infrastructure upgrade was crucial in ensuring that the centres could efficiently serve a large number of beneficiaries across various service areas.

Community Mobilization and Beneficiary Registration: A key aspect of the programme’s strategy involved the mobilization of local communities and the identification and registration of potential beneficiaries. By engaging with community members through awareness sessions and camps on social protection schemes, financial inclusion, and health, the programme was able to build trust and ensure widespread participation.

Integration with Government Services: To maximize the impact of the Smartpur Centres, the programme established linkages with relevant government departments and service providers. This integration facilitated the provision of digital and online services under the five key pillars, connecting community members to essential resources such as government schemes, banking services, and healthcare.

Focus on Sustainable Development: The Smartpur Programme also emphasized sustainable development through initiatives like the Green & Smart School Project. This project aimed to improve school infrastructure and enhance the quality of academic education in five schools in Nashik and Dungarpur districts of Maharashtra and Rajasthan, creating a holistic and enriching learning environment for students.

Impact and Achievements

The impact of the Smartpur Programme during the 2023-24 fiscal year was substantial, demonstrating the effectiveness of its strategic approach and the value of its digital centres:

Education

The programme reached 23,809 beneficiaries through its education services, helping to improve literacy rates and skill levels among rural youth. The digital centres offered access to a wide range of educational resources, including online courses and vocational training programs.

Financial Inclusion

Financial literacy and inclusion were major focus areas, with the programme connecting 556,129 community members to banking services. This effort helped promote economic independence and financial stability within rural communities, fostering a culture of saving and responsible financial management.

Governance

The Smartpur Centres played a critical role in enhancing local governance by providing 1,202,830 individuals with access to governance-related services. This increased awareness and participation in local governance processes, empowering community members to engage more effectively with government authorities and advocate for their rights.

Health

Access to healthcare services was significantly improved through the Smartpur Programme, with 9,722 beneficiaries utilizing the health services provided at the centres. This initiative reduced the opportunity cost for patients by lowering the time and money spent on diagnostic tests and medical consultations.

Livelihood

The programme also focused on enhancing livelihood opportunities for rural residents by providing vocational and livelihood training to 28,990 people. This training helped increase income levels and employment opportunities, contributing to the overall economic development of rural communities.

Case Study: Empowering Rural Entrepreneurs

A notable success story from the Smartpur Programme is that of Nisha Vyas, an entrepreneur from Punali, Dungarpur, Rajasthan. Through the support and resources provided by the Smartpur Center, Nisha was able to generate a revenue of ₹755,665 in FY 2023-24, making her the highest financial revenue generator among the programme’s beneficiaries. Nisha’s success illustrates the transformative impact of the Smartpur Programme on individual livelihoods and highlights the potential for rural entrepreneurship to drive economic growth.

Quantitative and Qualitative Measures of Success

The success of the Smartpur Programme is evidenced by both quantitative and qualitative metrics:
Total Beneficiaries: The programme reached a total of 1,821,480 beneficiaries in FY 2023-24, reflecting its broad impact across multiple service areas.

Financial Transactions: The total financial value of transactions processed through the Smartpur Centres in FY 2023-24 amounted to ₹1,100,151,605, demonstrating the economic significance of the programme.

Sustainability and Community Engagement: The handover of 160 Smartpur Digital Centres to local Centre Management Committees by June 2024 ensured the sustainability of the initiative and empowered communities to take ownership of the digital infrastructure.

The NOKIA Smartpur Programme is a model of digital inclusion that demonstrates the power of technology to transform rural communities. By providing access to essential services across education, livelihood, governance, financial inclusion, and health, the programme has significantly improved the quality of life for millions of rural residents. Through its innovative approach, strategic partnerships, and commitment to sustainable development, the Smartpur Programme continues to empower communities and pave the way for a digitally inclusive future.

The success of the programme underscores the importance of digital infrastructure and community engagement in driving socio-economic development. As the Smartpur Programme expands and evolves, it will continue to play a crucial role in bridging the digital divide and fostering inclusive growth in rural India.

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Smart and Green School

A. Project Context:

The Green Smart School Project had successfully integrated technology, sustainability, and infrastructure improvements to create a holistic and enriching learning environment in five schools. By fostering interactive and joyful learning, promoting environmental awareness, and enhancing sanitation and water facilities, the project significantly enhances the educational experience and overall well-being of the students, paving the way for a brighter educational future.
The Green Smart School initiative embraces a climate proof approach. It promotes usage of solar energy, rain water harvesting, kitchen gardening, plantation and recycling of waste material. Additionally, it invests in refurbishing of water and sanitation facilities, equipping digitally smart classrooms, building learning environment and awareness among children in school.

Key components:

• Smart Classroom
• Development of Smart Classrooms in schools
• Teachers training for the operation and maintenance of smart classrooms
• WASH Infrastructure
• Development of Sanitation for Boys and Girls
• Access to clean and safe drinking water
• Solar plant for clean electricity generation
• Installation of 5KW capacity solar system
• Connecting the mechanism within building electrical equipment
• Rainwater harvesting Groundwater level recharge
• Installation of rain water harvesting mechanism at school premises for water conservation and groundwater recharge
• Tree Plantation
• Plantation of tree sapling in school premises
• Awareness session on environment sensitive approaches

B. Project Objective

The gaol of the project is development of five Green Schools that are environmentally friendly and sustainable.

The specific objectives are:
• To create vibrant learning center with incorporation of GREEN-SMART approach
• To create child friendly environment within schools for enabling the learning process of all children through the use of BLES, Happy rooms, play area etc.
• To promote access to safe WASH facilities within premises to reduce dropout specially among girls’ children
• To strengthen the existing government structure through capacity building of functionaries to optimally utilize the resources
• To create a safe and learning-friendly environment in schools through technology and infrastructure-based solutions.
• To enhance the quality of classroom transaction processes for children and teacher

C. Key Activities Implemented:

Smart Classroom:

Digital Interactive Board – One LG Smart Board panel 65 inches was installed along with a pen drive containing the course materials, UPS device, and a web camera. The response of the students in the school has also been good. A one-day training was organized for school teachers.

Digital Activity-Based Interactive Curriculum: To enable teachers to personalize their teaching as per their style and to support different pedagogies, multiple categories of digital content has been provided. All subject support in Hindi, Marathi and English for RBSE and MSBSHSE for the respective schools in Rajasthan and Maharashtra. This curriculum encourages active participation and engagement among students, making learning more enjoyable and effective.

Renovation and Floor Work: Renovation of the Smart classroom, paining and Floor work for the digital classroom was taken up as proposed.

Wall painting and BLES: the digital classroom as well as prominent visible areas like corridors were painted with high quality Building Learning environment in schools (BLES) as proposed. Environment resilient activities

Solar plant for clean electricity generation: Twelve four-kilowatt solar panels is installed to generate electricity from solar energy. 12 units of energy is being generated every day. This electricity will be used by the entire school. A workshop was also organized for school students on how electricity is generated from solar energy. We are organized Sessions on how electricity is generated by showing a demonstration. The students themselves demonstrated how to generate electricity from solar. A total of 353 students benefited from this workshop. It is ensuring well-lit classrooms, reduces reliance on traditional power sources, and educates students about renewable energy.
Rainwater harvesting Groundwater level recharge: Rainwater harvesting was installed in Schools to collect and reuse rainwater. For this, filters and ball valves were installed from the front and back side of the building. Rainwater is stored in drinking water borewells without getting wasted. A workshop was organized for school students on how to use rainwater harvesting. All the students of the school participated in the process. A demonstration was done for students to help them understand how rainwater harvesting works. A total of 353 students from the school participated. It has supported water conservation efforts and provides an educational tool for sustainable water management practices.

Waste Management: Workshops were organized for the students of Zilla Parishad Primary School Naygaon and Moh on how to recycle plastic bottles & other Materials. Students are engaged in waste management activities and recycling waste material to design their play area.
Tree Plantation: Over 1000 different types of trees were planted in each School Premises school in Nashik and Dungarpur. Protection nets were installed on those trees. 100 trees planted with tree guards in both schools. It is to promote environmental stewardship and provides hands-on learning about the importance of trees and biodiversity.

Demonstrations: Conducted to raise awareness among students about environmental issues and the benefits of renewable energy.

Low Energy Consumption: Incorporation of heat insulation coating, Provision of LED lights, Promotion of optimal energy usage.

WASH Infrastructure:

New toilet facilities & Reconstruction: New toilets and hand washing stations were constructed for boys and girls. Additionally, Urinal points for girls and boys were constructed in Zilla Parishad Upper Primary School Moh (Nashik), toilets and hand washing stations have restored. It has helped in improving health, hygiene and sanitation condition of the school.

Improved Infrastructure: Enhanced toilet facilities and hand wash stations improve hygiene and health, particularly benefiting Girl’s students.

Clean Drinking Water: Water Filtration System installed in schools to ensure students and staffs have access to safe drinking water. A 1000-liter water tank was installed to store water. It ensured access to clean and safe drinking water, reducing the risk of waterborne diseases among School Children.

Playground Equipment for children: Playground Equipment was installed play equipment like caterpillars, jellyfish, balancing equipment, air cars, jumping platforms, swings, chairs, etc., which were made from various resources. All the students are using and enjoying this playground. Playground equipment is made of recycled material. It provided a safe and eco-friendly play environment, encouraging physical activity and teaching students about the importance of recycling and sustain-ability. Eco-friendly playground equipment encourages physical activity and environmental consciousness.

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Eat Right School Program 2.0

A. Project Context
The ‘Eat Right India’ movement, a flagship initiative by the Food Safety and Standards Authority of India (FSSAI), is dedicated to ensuring the health and well-being of our nation’s people. This visionary program revolves around promoting safe, nutritious, and sustainable diets through a harmonized, multi-sectoral approach. Recognising the pivotal role of early food habits in shaping lifelong well-being, ‘Eat Right India’ strategically focuses on our youth.
Understanding that dietary habits often take root early in life and are resistant to change, ‘Eat Right India’ has chosen to focus its efforts on the youth. Indeed, within the hallowed halls of schools, the seeds of healthy eating habits can be sown, fostering lifelong well-being. The ‘Eat Right School Program,’ a brainchild of FSSAI, ingeniously deploys food as a pedagogical tool to sow the seeds of lasting change in children’s dietary habits. In recognizing the profound agency of young people as catalysts for change, we are emboldened by their potential to positively influence entire families.

In collaboration with Mondelez India Foods Pvt Ltd, Bal Raksha Bharat has undertaken a noble initiative: to empower school children as agents of change, igniting an enduring transformation in their health and nutrition. Our primary objective is to elevate their Knowledge, Attitude, and Practice (KAP) towards healthy and nutritious food. Simultaneously, we endeavors to fortify the underlying structures and systems, ensuring seamless delivery of essential nourishment. But our mission extends beyond these walls – we aim to strengthen the implementation strategies of critical programs, including the Rashtriya Bal Swasthya Karyakram (RBSK), School Health, and Micro-Nutrient initiatives. In our tireless pursuit of knowledge, we seek to unearth the gaps in current school health and nutrition programs, advocating for sustainable solutions that bridge these divides. Bal Raksha Bharat and Mondelez India Foods Pvt Ltd played a pivotal role in shaping a healthier and more resilient community by fostering informed choices related to health and nutrition. This collaboration exemplifies the potential of public-private partnerships in driving positive change and creating a lasting impact on the health and nutrition landscape in diverse regions of India. The ERS 1.0 has been implemented in 5 states during the year 2022-23 (Delhi, Maharashtra, Himachal Pradesh, Madhya Pradesh and Tamil Nadu). This has given incredible opportunity to contribute towards the larger goal set under Eat Right
Movement towards system strengthening, sustainable approach and commitment to healthier tomorrow.

Goal

To empower school children as agents of change to improve their health and nutrition status with the focus on Safe and Nutritious Food and hygiene at 75 Schools in Maharashtra.

Objectives

– • To strengthen structures and systems aligning government programs of RKSK, WIFS and NDD for delivering nutrition and healthy lifestyles education and services for children.

– To improve knowledge towards safe and nutritious food, a healthy lifestyle among school going children and their parents

– To generate evidences for identifying existing gaps in school nutrition programmes and advocacy for filling the identified gaps.

B. Key Activities Implemented

Goal
To empower schools as platforms for fostering lifelong healthy eating habits, hygiene practices, and nutrition awareness among children and communities by integrating and strengthening government programs like RKSK, WIFS, NDD, and Eat Right School (ERS) through system strengthening, education, and evidence-based advocacy.

Objective 1: Strengthened Structures and Systems by Aligning Government Programs (RKSK, WIFS, NDD, and Eat Right School) to Deliver Nutrition and Healthy Lifestyle Education and Services

Key Interventions

1.1 Health and Wellness Ambassador Model

• Teacher Champions were nominated and trained to act as Health and Wellness Ambassadors using FSSAI modules. They guided student-led health clubs and integrated health messages into school activities.

• Student Champions were identified in each class to lead peer groups in promoting healthy diets and hygiene. These students also engaged families and communities.

• Selected DIET faculty were trained using FSSAI curriculum and cascaded this knowledge to teachers, helping incorporate nutrition themes in lesson plans.

1.2 Strengthening School Health Infrastructure and Service Delivery

• Routine health check-ups were conducted under RBSK with referrals and parental counselling supported by CHOs.

• Schools were supported in improving WASH infrastructure, including handwashing stations, safe drinking water, and separate toilets.

• Kitchen gardens were developed in schools with suitable space and soil, teaching students about local produce and healthy eating.

• Nutritious snacks and beverages were promoted, and hygiene ratings were established for school kitchens and vendors.

Objective 2: Improved Knowledge and Practices Toward Safe and Nutritious Food and Healthy Lifestyle Among Children and Parents

2.1 Experiential Learning and Campaigns

• Nutrition Awareness Days were held quarterly with activities like quizzes, posters, and storytelling.

• National Nutrition Week was observed with full stakeholder participation.

• Community nutrition camps were organized, engaging parents and SHGs through folk media and interactive activities.

2.2 Health and Wellness Calendar Rollout

• A year-long calendar with monthly themes was implemented, aligning activities with national observances.

2.3 IEC and Nutrition Literacy Materials

• FSSAI IEC materials and recipe booklets were distributed, and wall murals were created.

• Teachers linked nutrition themes to academic subjects, reinforcing learning.

Objective 3: Generated Evidence, Identified Gaps, and Advocated for Stronger School-Based Nutrition Programs

3.1 Monitoring Food Vendors and School Environments

• Food vendors received FoSTaC training to ensure food safety compliance.

• Hygiene ratings were conducted, and feedback loops were established to improve practices.

3.2 Documentation and Knowledge Sharing

• Case studies and best practices were documented, contributing to a knowledge hub.

• Gaps in school nutrition were identified and advocacy was undertaken with key stakeholders.

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

• Improved nutrition literacy and healthier food choices among over 34,000 children and their families.

• 150 Teachers were certified as Health & Wellness ambassadors

• Details of all 75 schools were uploaded in the Eat right Portal and the certificates were awaited as review Process is currently going on at FSSAI level.

• Strengthened WASH infrastructure and hygiene practices in 75 schools.

• Enhanced convergence between Education, Health, ICDS, and FSSAI.

• FoSTaC certification of 70 Food handlers and 43 Kitchens were audited for hygiene rating for all food service providers in project schools.

• Created a replicable model of holistic health and nutrition education.

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Building A Foundation for School Readiness

A. Project Context
Bal Raksha Bharat (Also Known as Save the Children) has been implementing the project, “Building a Foundation for school Readiness Supported by IQVIA at Nashik Location – for the accelerating growth of the country, ECCE plays a pivotal role.
The NEP views ECCE as a part of the Foundational stage of education (three years of pre-primary education and Grades 1 and 2), a single curriculum and points out ‘play,’ at the core of the conceptual, operational, and transactional approaches to curriculum organization, pedagogy, time and content organization, and the overall experience of the child.

Recently, the National Curriculum Framework (NCF) for Foundational Stage 2022 on the lines of NEP is launched. It is a direct outcome of the 5+3+3+4 ‘curricular and pedagogical’ structure that NEP 2020 has come out with for School Education. The key points of NCF 2020 are:

• An integrated curriculum framework for children from ages 3-8 will enable us to address all domains of development—physical, socio-emotional-ethical, cognitive and language as well as literacy, aesthetic and cultural aspects—more effectively
• Play-based pedagogical approach for the foundational stage should be applied
• Need for teaching and learning to be situated in the context of the child; use of the child’s home language and usage of content such as local and traditional stories, rhymes, songs, materials, and games. It is also about catering to different needs and levels of children, including children with special needs, for learning to be truly inclusive
• Building an enabling ecosystem that’s necessary to make it all happen. This includes empowering teachers and enabling a supportive academic and administrative support system. It also emphasizes the need to ensure adequate infrastructure and learning resources in each institution.
With the generous support from IQVIA, BRB has implemented the project in Nashik district in two phases. The 1st phase started from 1st January 2024 to 31st March 2024 was covering 75 AWCs and 50 schools from Nashik block and the reporting phase 2nd has started from 1st April 2024 to 31st March 2025. The current phase was covering 50 AWCs and 25 schools. The overall objective of the project is to provide quality and child friendly environment in the school &AWC which support smooth transition of children from AWC to schools.

Project Objective

• Children benefit from a quality child-friendly environment.
• The smooth transition is supported for all girls and boys in the age group of 3-8 years.

B. Key Activities Implemented

• Done BLES work in 10 facilities for building learning environment in school with painting of pictures scribbling walls etc.
• Formed and strengthened 50 developed Anganwadi Development Committees (ADC), strengthened the School Management Committee (SMC), mother’s groups for community ownership and participation in children’s learning. Mothers groups have trained on paly based learning.
• Set of age-appropriate books provided to all 50 AWCs and 25 schools. In that book sets picture books, storytelling, Alphabets and number activities as per age appropriate to 3 to 8 years of Children.
• Important days like deworming day, republic day, and hand wash day etc. celebrated in AWCs and schools. ADC, SMC and Mothers committees with AWW and teacher sustaining the project interventions through regular meetings and follow up.
• Conducted training of 50 AWW and 50 teachers on learning through play and Foundation Learning and Numeracy (FLN)
• Play kits provided to all 50 AWCs.

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

• During the baseline assessment, only 40% of the young children were able to perform on gross & fine motor developmental tasks such as hooping on one foot, shape copying, draw a human figure etc. and after the interventions 87% of the children were performed correctly.
• In emergent literacy & language developmental domain tasks (print awareness, expressive vocabulary, letter identification, emergent writing, phonemic awareness etc.) of IDELA during the baseline assessment only 26% of the children were able to perform but after the interventions it was increased up to 76%.
• During baseline assessment, in the emergent numeracy developmental domain tasks (measurement & comparison, classification/sorting, number identification, simple operations etc.) only 39% of the sampled children were performed but after the interventions 89% of the children from the total sample were performed correctly.
• In the developmental tasks of socio-emotional domain including peer relationship, emotional awareness & regulation, empathy, self-awareness, etc. only 24% of the children respond correctly and after the interventions the number of children correctly respond was increased up to 81%.
• Before the interventions, it was observed that only in 28% of the Anganwadi centres (AWCs) were having learning -teaching material available and utilized by the Anganwadi workers (AWWs) and after the interventions the rate of availability and utilization of the learning – teaching material in AWC’s was increased up to 92%.
• The finding of the study revealed that before the intervention only 32% of the children were able to perform on different developmental domain tasks but after the interventions it was increased up to 82%. Similar results have been observed for male and female child performed on IDELA.

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Strengthening Health Ecosystem through Ayushman Bharat Health & Wellness Centers (AB-HWCs)

A. Project Context
Bal Raksha Bharat and Mondelez India Foods Pvt Ltd played a pivotal role in shaping a healthier and more resilient community by fostering informed choices related to health and nutrition. To deliver positive outcomes for the communities the ongoing interventions had served it will be ensured to enhance the sustainability of the program through empowering communities to take the ownership of the activities, advocacy efforts with the stakeholders & by organizing learning sharing workshops for further scaling up.

Thus, going further BRB seek funding support to continue and sustain our efforts in strengthening healthcare delivery, focusing on inclusivity, sustainability, and community engagement. Mondelez support will help us make a lasting difference in the lives of vulnerable communities, improving their access to quality healthcare services and contributing to their overall well-being.

Going forward with Mondelez partnership in the intervened four states for last two years under Health system strengthening. We propose to sustain and scale up the efforts with the proposed program strategy which will fall under three pillars:

Pillar One: Maintaining the Quality of infrastructures and equipment’s in user friendly AAM: There is a need to enable the health system creating a sustainable mechanism for maintaining quality infrastructures and amenities focusing on the hygiene of patients and mother-child friendly environment in the AAM facilities.

Pillar Two: Jan Arogya Samitis (JAS): JAS initiative needs continuous support to ensure the sustainability of their efforts in improving health services. It is highly important to empower the JAS committees for planning and execution of already established practices within user friendly centres.
Pillar Three: Effort towards ensuring the clear operational guideline to improve the quality of health services in AB-Arogya Mandirs having defined the roles of service providers and community stakeholders.

B. Project Objective

PROJECT OBJECTIVES

• To improve the quality of services and sustain the maintenance of infrastructure and equipment’s in 24 users friendly AAM and 15 schools.
• Strengthening of JAS for planning and execution to ensure quality of services with community engagement.

C. Key Activities Implemented

• Maintenance of equipment’s and infrastructures in 24 users friendly AAM
• Handholding support to AB-AAM on roll out of Patient Feedback Mechanism, analysis, interpretation and suggestive corrective actions to improve the patient experience
• Organize orientation workshops to provide JAS members with insights into healthcare planning, community needs assessment, and monitoring of community-based health interventions.
• Coordination with JAS committee nodal officer at district level for facilitating JAS members in conducting a thorough assessment of community health needs to inform AB-AAM planning on left out vulnerable communities and individuals
• Refresher training workshop with AB-AAM staff – focusing on technical contents and Patient Feedback Mechanism
• Map marginalized and vulnerable communities to improve access and utilization of HWCs services. Conduct specific campaigns to maximize service uptake of marginalized and vulnerable communities these groups’ reach, leaving no one behind
• Documentation of sustenance mechanism and impact created through project interventions
• Refurbishing and retrofitting of existing work (i.e Wash stations and digital painting) done in selected schools of HP & MP to sustain the activity

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

To sustain the user-friendly health facility developed under HSS project, reassessment completed for all the 23-user friendly AAMs. Based on the facility assessment list of required items, both medical equipment /supplies and IEC has generated. Accordingly, infrastructure work and material has procured and distributed across the AAMs in all four states (facility assessment analysis is attached). In addition, under Eat Right schools 15 schools have assessed and refurbished with IEC material in HP and MP.

Due to this ongoing support, some of these facilities were selected for NQAS (National Quality Assurance Standards) and get the Kayakalp accreditation in AP and MP. Notably, HWC Itayada achieved NQAS certification and becoming the first HWC in Bhind district (MP) to receive both NQAS certification and Kayakalp accreditation. This achievement inspired other facilities, resulting Assessment of 8 HWC completed and two HWCs also obtaining NQAS certification recently and other are is waiting for result declaration.

During the sustainability phase under the project intervention area two AAMs in AP and 3 in MP achieved the NQAS certification 9 AAMs in MP received Kayakalp accreditation.

Developed and designed Operational Guidelines for Quality User Experience in Ayushman Arogya Mandirs.

National Collaborative Workshop on ABHWC organized at Delhi on 7 March 2025, where field team along with HWC representative joined and shared their learnings and experiences of health system strengthening work in all the 4 states.

Earlier, under HSS project we introduced the Patient Satisfaction Form along with other Community Accountability Tools, which were appreciated and have been adopted at Health Facilities level. Our team has also provided guidance to Community Health Officers (CHOs) and JAS members on how to interpret and discuss the key findings emerging from these tools. To ensure quality and accountability of health services in all the four states on regular basis especially in user friendly AAMs and JASs are now maintaining and conducting patient feedback and community scorecards.

CHO/FHW Trainings-In total 454 health staff have trained during the project period. In these refresher training discussed about sustenance of the concept and components of the user friendly HWC-Arogya Mandir and enhance quality of health services.

The Jan Arogya Samithi (JAS) is an institutional platform established at various levels of the health system, including Sub Health Centres (SHCs), Primary Health Centres (PHCs), Urban Health and Wellness Centres (UHWCs), and Urban Primary Health Centres (UPHCs). The primary objective of JAS is to support and oversee the delivery of comprehensive primary healthcare services under the Ayushman Bharat AAM Centres (AB-AAMs) initiative. 142 Jan Arogay samities strengthened under the project.

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MAC in Mumbai- ROOM TO GROW- A one stop centres to bridge the learning gaps and mainstream in formal education

A. Project Context
MAC in Mumabi- ROOM TO GROW- A one stop centres to provide bridging the learning gaps and mainstream in formal education to prevent and protect the rights of children engaged in child labour

Project Introduction: –

The “Room to Grow” project was implemented to address the educational and developmental needs of children at risk of child labour in urban slum areas of N-Ward, Mumbai. The project aimed to create safe and engaging learning environments through Multi Activity Centres (MACs), ensuring educational reintegration, skill development, and psychosocial support for children and youth.

Project Objective

Key Objectives

 Refurbish the Multi Activity Centre for accelerated learning of children from marginalized communities (6–14 years).
 Identify children and prepare them for formal education through age-appropriate bridge courses.
 Ensure enrolment and retention of out-of-school children from the most marginalized communities in mainstream education.

Key Activities Implemented

Activity 1.1: Procurement and Provision of Interactive Age-Appropriate Learning Kits Description: Three MAC centers in Ghatkopar, Mumbai location have refurbished and designed to be a child-friendly, inclusive, and interactive learning space. Educational materials have sourced based on age groups and learning needs for the enrolled children. We have enrolled 184 children in three MAC centers out of them 84 are boys and 100 are girls among these total 90 children have received a personalized learning kit including: notebooks, stationery sets, English and Math practice books, storybooks, a mini dictionary, drawing and colouring materials, alphabet and number flashcards, and puzzles.

 Materials were regularly used in class and updated monthly to reflect progress and interest of the children
 Teaching-Learning Materials (TLMs) for group activities included charts, alphabets, building blocks, and kits.

Impact:

The refurbished centre and tailored kits encouraged daily attendance and consistent participation, even from first-time learners. Children showed greater interest in reading and interactive learning sessions.

Activity 2.1: Identification of Most Marginalized Children for MAC Enrolment

Description:

The identification phase involved outreach strategy for children enrolment. We have conducted Door-to-door surveys in three identified slum pockets. Organized focus group discussions with parents, ASHA workers, Anganwadi workers, and community leaders. With these activities, we could identify and enrolled 184 children in three MAC centers out of them 84 are boys and 100 are girls.

Activity 2.2: Bridge Course to Address Learning Gaps Using Child-Centric Pedagogy

Description:

Bridge courses have delivered using the “child-at-the-centre” model. Children have divided into three learning levels (emergent, basic, and preparatory) and curriculum was aligned accordingly.

1. Teaching methods included play-way, storytelling, peer-group learning, role-play, and multimedia aids.
2. Classes conducted daily for 3 hours.
3. Thematic sessions on hygiene, child rights, and emotional wellbeing were integrated weekly basis.
4. Life skills sessions covered topics such as goal setting, communication, and conflict resolution.

Impact:

The bridge courses boosted learning and engagement through level-based teaching and child-friendly methods. Regular classes and interactive sessions improved academic skills, while weekly themes and life skills training supported children’s overall development and confidence.

Activity 3.1: Community Awareness Campaigns on Child Rights and Labour Issues through street Plays.

Description:

Community-level awareness campaigns were crucial to change local mind-sets around child labour and education. To create awareness, we have planned to conduct street plays in selected locations.

1. Five street plays performances have performed by a professional group, by which more than 2000 community members have made aware on child rights, child labour laws, and school enrolment.
2. Three trainings for child champions have conducted on child rights and education in which 60 child champions have trained and made aware.
3. Conducted community awareness meetings with parents and school authorities on child education and child right.

Impact:

The awareness campaigns effectively sensitized over 2,000 community members on child rights, child labour laws, and the importance of education through impactful street plays. Training 60 child champions empowered youth to advocate for child rights and identify out-of-school children. Meetings with parents and school authorities strengthened community-school collaboration and improved parental support for education. This activity helped shift mind-sets and foster a more child-friendly environment.

Activity 3.2: Enrolment of Children in Government Schools

Description:

Post-bridge course, the project focused on enrolling children into nearby public schools:
1. MAC staff supported documentation such as Aadhar enrolment, income certificates, and caste certificates.
2. Accompanied families during school visits and facilitated introductions to teachers and principals.
3. Three orientation sessions conducted for parents on school routines, uniforms, and child rights.

Impact:

Post-bridge course, by assisting families with documentation and accompanying them to schools. This hands-on support-built trust and eased the transition for children. Parent orientation sessions increased awareness of school routines. Once the admissions will start, project team will be facilitated for school enrolment.

Key Learnings

1. Child-Friendly Learning Spaces Improve Engagement: – Personalized kits encouraged regular attendance and active participation among first-time learners.
2. Community Involvement Enhances Outreach: – Door-to-door surveys and collaboration with local stakeholders effectively identified out-of-school and at-risk children.
3. Bridge Education with Life Skills Builds Holistic Growth: – Level-based teaching combined with life skills sessions boosted academic progress and confidence among children.
4. Support Services Strengthen Retention and Inclusion: – Psychosocial support, health check-ups, and assistance with documentation helped families overcome barriers to education and social protection.

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

Project Outcomes: –
1. Out-of-school children at risk of child labour were enrolled in MACs and engaged in structured bridge education.
2. Adolescents and youth received life skills education on hygiene, nutrition, communication, and self-awareness.
3. Youth participated in vocational training and some completed their respective courses.
4. Children and youth received psychosocial support, and parents benefitted from mental health counselling.
5. Individuals received health check-up support through camps and referrals.
6. Children, youth, and parents were linked to government social protection schemes.
7. Children were trained as Child Champions to advocate against child labour and promote education.
8. Community members were sensitized on child rights and labour laws through street plays and awareness meetings.