Child Welfare Projects by NGO in Punjab

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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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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.