Child Welfare Projects by NGO in Rajasthan

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Bridge Foundation Program

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

B. Project Objective

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

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

C. Key Activities Implemented

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

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

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

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

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

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

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

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

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

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Dream Accelerator

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

B. Project Objective

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

C. Key Activities Implemented

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

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

1. Child-led Advocacy and Community Impact:

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

2. Capacity Building of Child Champions:

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

3. Youth-led Micro Projects for Social Change:

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

4. Democratic Youth Participation Structures:

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

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The Right Start- Enhancing School Readiness for Anganwadi Centres in Rajasthan

In the year 2024–25, with the financial support of Future Generali India Insurance Company Limited, Bal Raksha Bharat has made significant progress in strengthening early childhood education in the Bilada block of Jodhpur district, Rajasthan. Under this project, 18 existing Anganwadi Centers were supported in 2023–24, and this year, 10 new centers have been added to ensure that more children aged 3 to 6 years have access to quality early learning and are adequately prepared for formal schooling.

Under the project titled “The Right Start: Enhancing School Readiness for Children in Anganwadi Centres in Rajasthan,” a comprehensive approach has been adopted to effectively implement government policies focused on early childhood education. Bal Raksha Bharat has identified and addressed existing gaps in these centers, resulting in notable improvements in the quality of early learning.

A total of 28 Anganwadi centers (18 existing and 10 new) have now been transformed into model centers for pre-primary education through critical resource provision and infrastructure strengthening. These centers have been equipped with ECCE kits and adequate teaching-learning materials, enabling the effective implementation of preschool activities aligned with the state’s early childhood curriculum. A detailed assessment of infrastructure needs and deficiencies was conducted, leading to the creation of child-friendly spaces. These efforts have complemented departmental initiatives, particularly in promoting safe learning environments, clean drinking water, and proper sanitation facilities.

Community involvement has remained a cornerstone of this initiative, encouraging parents, caregivers, and local stakeholders to take an active role in their children’s education. As a result, attendance at the Anganwadi centers has increased. These 28 model centers now serve as demonstration and training hubs for Anganwadi workers, supervisors, and ICDS officers, contributing to the overall enhancement of early childhood education practices.

The project has also created opportunities for peer learning, allowing Anganwadi workers and ICDS functionaries to observe innovative practices and emerging trends in early education. With the successful establishment of these model centers, the project is now poised to move into its next phase, reinforcing its commitment to advancing early childhood education and improving learning outcomes for young children in the region.

The strategy is based on the focus on four dimensions of school readiness – getting the children ready, making the family ready, making the school ready, and ensuring that the system is ready.

B. Project Objective

• To create a child-friendly learning environment by developing 10 AWCs as Model Pre-School Education centers.
• Provide technical assistance to enhance the capacity of AWWs, and ICDS officials to ensure a smooth transition of children to primary schools.
• To strengthen parents and community engagements to support children’s school readiness.

C. Key Activities Implemented

• Provisioning of learning and play materials/kits in AWCs: Over the course of the project year, the introduction of comprehensive Play and Learning Material Kits across all 10 newly supported Anganwadi Centres (AWCs) has had a notable impact on the quality of early childhood education. Recognizing the critical role of play in a child’s development, these kits were aligned with ICDS-recommended PSE guidelines and specifically addressed the previous gaps in availability of age-appropriate, engaging learning resources.

• Improve the overall environment by building a positive learning environment (BLES): The Building Learning Environment in Anganwadi Centers (BLES) initiative has brought big changes to how young children learn in Anganwadi centers. By making these centers more colorful, clean, and child-friendly, the project has helped create a space where children feel happy, safe, and excited to come and learn every day.

• As part of this work, 10 new Anganwadi centers were beautifully transformed into model centers. Their rooms are now painted with bright pictures and learning themes like alphabets, numbers, fruits, vegetables, animals, and body parts. These colorful visuals make the classrooms livelier and help children recognize and remember things easily. The walls and ceilings also include fun stories, seasonal images, and both Hindi and English learning materials to support early education.

• Providing technical support to Anganwadi workers (AWWs) through regular onsite support: Bal Raksha Bharat has appointed 2 Academic Support Fellows (ASFs) to enhance the implementation of project activities across 28 Anganwadi Centers (10 new and 18 old AWCs). Each ASF is dedicated to supporting 14 centers, focusing on empowering Anganwadi Workers (AWWs) to facilitate effective learning experiences for children aged 3-6 years.

• Setting up learning corners in AWCs through age and grade-appropriate learning materials: Following the successful completion of the BLES work, Bal Raksha Bharat has established vibrant, age-appropriate learning corners in 10 new Anganwadi Centres (AWCs) and provided sustained handholding support in 18 existing AWCs to enhance the functionality and effective use of previously developed corners. These learning corners have transformed the AWCs into child-friendly, stimulating environments that support holistic Early Childhood Care and Education (ECCE), as emphasized by the WCD Department. The initiative has created dedicated spaces for structured play, storytelling, group activities, and early learning experiences, significantly enriching the day-to-day engagement of children aged 3–6 years.

• Capacity building of Anganwadi Workers and ICDS officials on Bal Raksha Bharat’s Ready to Learn module and school readiness: Ready to Learn (RTL) is Bal Raksha Bharat’s early childhood learning initiative aimed at developing foundational literacy and numeracy skills in children aged 3–6 years. The programme focuses on five emergent literacy and five emergent numeracy skills, supporting school readiness in alignment with the National Education Policy (NEP) 2020.

• Bal Raksha Bharat conducted a 3-day capacity-building training for Anganwadi Workers (AWWs) and ICDS officials, focusing on strategies to foster early literacy and numeracy.

• Observations of Important Days at AWCs: ECCE Day is celebrated monthly at Anganwadi Centres (AWCs) to raise awareness about early childhood education among children aged 0-6 years and their families, fostering a sense of community.

• Convergence meetings between AWCs, Schools, and parents: Quarterly Convergence meetings were conducted at 7 Anganwadi Centres (AWCs), including 3 nearby centres, by covering all 28 AWCs to foster collaboration among key departments such as ICDS, Education, Panchayati Raj and parnets. The primary objective was to align efforts and resources for improving the quality of Early Childhood Care and Education (ECCE) services. Discussions focused on joint planning for preschool education activities and emphasized the need for integrated service delivery, treating ECCE as a crucial component of holistic child development.

• Quarterly training cum orientation of Parents & Caregivers for enhanced involvement in early learning: A quarterly training session for parents on the Ready-to-Learn approach was held at a lovely restaurant in Bilada, Jodhpur. During the training, project staff demonstrated various learning activities, which the parents then practiced themselves. Some parents even showcased new activities for everyone, fostering a collaborative learning environment.

• Formation and strengthening of AWDC/MGs on their roles and responsibilities: During the project year, monthly ADC meetings were organized by Anganwadi Workers (AWWs) to promote community participation in the planning and monitoring of AWC functioning. In line with the Ministry of Women and Child Development’s 2011 guidelines, AWDCs were formed in 28 AWCs, followed by orientation sessions to clarify member roles and responsibilities. These meetings served as key platforms to review infrastructure, assess the availability of learning materials, and monitor the quality of ECCE services.

• Community Awareness Campaign: In collaboration with the ICDS department in Jodhpur, a 5-day “Community Awareness Campaign” was conducted at 15 selected locations to encourage parents, especially those of marginalized girls and boys, to send their children back to school and Anganwadi centers. The campaign aimed to ensure that all children could access the services offered by these centers.

• Development of IEC Materials: A 2-day IEC Material Development Workshop was organized for 28 Anganwadi Workers (AWWs) (new and old) to familiarize them with various educational materials, such as posters, flashcards, and charts, designed to support early childhood education and development. The workshop focused on equipping AWWs with the skills to create simple, cost-effective, and culturally relevant materials tailored to the needs of their local context.

• Quarterly Interface with Supervisors, Child Development Project Officers (CDPO), and AWWs: Two quarterly interface meetings of the Right Start Project were held in Bilara Block, bringing together Anganwadi workers, ICDS officials, and project staff.

• Conducting IDELA Assessment (Baseline & Endline Study): The IDELA (International Development and Early Learning Assessment) is a global tool that measures children’s early learning and development and provides clear evidence to ECCD programs, donors, government, etc. on the status of children learning from 3.5 to 6 years.

• The baseline and Endline assessment were conducted to evaluate the developmental status of children aged birth to eight years, a critical period marked by significant growth and brain development. The assessment focused on key developmental domains—physical, cognitive, language, and social-emotional—to identify the skills children possess and determine what they should know and be able to do to enter school prepared and eager to learn.

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

• Enrolment and Retention Success:
Achieved 35.5% enrolment (271 children against the target of 200) and ensured strong retention across the 10 newly added Anganwadi Centres (AWCs) in the current project year.

• Smooth Transition to Schooling:
A total of 111 children from the earlier 18 project AWCs transitioned successfully to Grade 1 and are attending school regularly.
• New Enrolments on the Rise:
The 18 existing AWCs recorded 139 new enrolments (75 boys and 64 girls), marking an increase of 22 admissions compared to last year’s outgoing cohort—indicating growing trust in early education and stronger community engagement.

• Significant Gains in Early Learning (IDELA Assessment Results): The International Development and Early Learning Assessment (IDELA) scores show a notable improvement in overall school readiness among preschool children:

• Overall increase: From 47% (Baseline) to 68% (Endline), demonstrating the effectiveness of early childhood educational interventions in supporting children’s holistic development.

• Scaling Up the Ready to Learn Approach: The “Ready to Learn” model was successfully replicated across all AWCs in Bilada block through block-level training sessions for Anganwadi Workers. This training was initiated on the request of the ICDS Department under the “Poshan Bhi Padhai Bhi” initiative.

• Recognition from Government Stakeholders: The CDPO officially appreciated the quality and impact of the training sessions conducted by the project team.

• Community-Driven Infrastructure Development: Inspired by the transformation at Binjwariya AWC supported last year, the local Sarpanch constructed a new building for another AWC (previously operating from a rented space) using Panchayat funds. He also expressed intent to secure support from Future Generali for another center, which has now been selected among the 10 new ones.

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Gram Vikas

A. Project Context

The situation of Chotila and Bithoo panchayat in Rohat Block and their population resemble the mirror of the majority of panchayats in Pali District, Rajasthan State. In collaboration with the Nayara Energy CSR team, the proposed project sees an opportunity to transform the current context.
Enhancing Educational Outcomes:

The disparity in literacy rates between genders in Bithoo and Chotila Panchayats is notable. Addressing the high dropout rate among girls can be achieved by enhancing access to education through community-based learning centres. Implementing child-centric teaching methodologies and incorporating experiential learning, such as STEM labs, as recommended by the National Education Policy 2020, will improve the learning environment and keep students engaged.

Promoting Health and Nutrition:

The high rates of malnutrition and health issues such as stunting and wasting in children are alarming. In Bithoo and Chotila, promoting the 1000-day care approach can significantly impact children’s physical and mental development during the critical first two years of their lives. This initiative should focus on improving maternal health as well, which is crucial for child development and women’s participation in economic activities.

Strengthening Livelihoods Through Promoting Microenterprise:

Self-help Groups (SHGs) play a vital role in the rural economy of Rohat Block. In Bithoo and Chotila, these groups have the potential to diversify into various ventures such as tailoring and organic manure production. By building skills among adolescent girls and women and promoting micro-enterprises through the federation of SHGs, there is a significant opportunity to boost economic empowerment and sustainable development. Furthermore, enhancing financial inclusion through initiatives like Bank Sakhi and Udhyam Sakhi will support these efforts.

Promoting Financial Inclusion and Strengthening Social Protection Coverage:

Promoting Financial Inclusion and strengthening social protection coverage in Bithoo and Chotila Panchayats can be a strategic opportunity to enhance economic stability and resilience among the local populations. Initiatives like integrating digital financial services with the activities of SHGs and introducing comprehensive insurance schemes can significantly improve access to financial resources and mitigate risks associated with health and business ventures.

B. Project Objective

a) 100% eligible children and youth access and benefit from appropriate learning opportunities in and out of school including digital education, life skills and vocational education;
b) Progressing towards zero malnutrition, focusing on children under five and pregnant and lactating women, through the 1,000 Days approach;
c) 700 youth, men and women (representing 40% households) achieve gainful employment or improved livelihoods;
d) 1,600 households (80% households) in two panchayats benefitted from financial inclusion and social protection services from the EXCEL Centre.

C. Key Activities Implemented

1. Project Initiation & Team Setup

• Project office set up in Rohat block, Pali district.
• Recruitment of core project team completed
• Conducted virtual project orientation with Nayara Energy, including branding and communication sessions.

2. Baseline Preparation and Household Survey

• Finalization of comprehensive household survey tool covering demographics, education, health, nutrition, financial inclusion, and social protection.
• Enumerator training conducted (ethical data collection, community entry, confidentiality).
• Rolled out Household-level baseline survey.

3. Facility Assessment

• 12 government schools and 9 Anganwadi centres assessed for infrastructure and functional gaps.
• Engagement of a technical agency for civil work planning and BoQ development.

4. Stakeholder Engagement & Partnership Building

• Meetings with teachers, principals, Government College, and Nayara Depot team.
• Introductory meetings with CDPO, BDO, SDM, and District Collector to align on project vision.
• Field visit by CSIR-CBRI under Smart Village Mission, with suggestions for climate-resilient rural development.

5. Community Engagement Activities

• Conducted a 7-day theatre workshop with children to build confidence and communication skills, with a focus on girls’ leadership.
• Finalized location for Nayara EXCEL Centre in Sawaipura village (services to include digital literacy, life skills, health kiosk, etc.).

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

• 1,830 households surveyed using digital tools, ensuring accurate, real-time baseline data for evidence-based planning.
• Significant infrastructure gaps identified across schools and Anganwadi centres through facility assessments; BoQ preparation is in progress to address priority needs.
• Collaboration initiated with CSIR-CBRI under the Smart Village Mission to integrate climate-resilient and technology-driven solutions for sustainable rural development.

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A. Project Context

India’s rapid urbanization has led to a significant increase in rural-to-urban migration, with over 13.9 crore migrants many of them informal construction workers living in slums and temporary settlements. These families often migrate with their children, who face serious challenges in accessing healthcare, nutrition, and education. In Khairthal-Tijara district (formerly part of Alwar district), like in many urban areas, children of migrant workers are especially vulnerable due to poor living conditions, lack of documentation, disrupted schooling, and limited access to public services. Health issues such as anaemia, poor hygiene, and inadequate sanitation are common, alongside educational barriers like irregular school attendance and lack of learning support.

To address these challenges, the Multi Activity Centre for Underprivileged/Migrant Workers’ Children provides integrated services in health, nutrition, and education. The aim is to reduce children’s vulnerability, ensure continuity in learning, and create a safe, supportive environment. This initiative responds to both immediate needs and long-term resilience of migrant families, in line with the Social Stock Exchange (SSE)’s focus on measurable social impact.

B. Project Objective

• Ensure children’s access, both boys and girls, to formal education institutions by addressing the learning gaps and providing remedial measures focusing on learning continuity.
• Ensuring Health & Safety of families through health promotion activities.

C. Key Activities Implemented

1. Bridge schooling and remedial education for MAC children- Throughout the year, MAC centres implemented structured bridge schooling and remedial education programs focused on building foundational skills in Hindi, English, and Math. These interventions prioritized hands-on learning, targeted support, and personalized instruction to address individual learning gaps, enhance comprehension, and boost student confidence for long-term academic success.

2. Parent-Teacher Meetings were held regularly throughout the year at both Karoli and Chopanki MAC centres to enhance parental engagement and support children’s academic and overall development. A total of 202 parents and older siblings participated across these meetings (with some attending multiple sessions). During each meeting, parents were updated on their children’s learning progress, hygiene habits, and social behaviours. Many shared positive feedbacks, noting improvements in counting, poem recitation, and personal cleanliness. MAC teams emphasized the importance of regular attendance, coming to the centre clean and well-fed, and maintaining a balanced diet to reduce illness. The sessions also highlighted MAC’s intermediary learning approach, designed to prepare children for formal schooling. Pre- and post-assessment results were shared, and guidance was provided on completing necessary documentation such as Aadhar cards, birth certificates for upcoming school admissions. To ensure broad participation, PTMs were scheduled conveniently including Sundays and special sessions were held for migrant families. Parents were also encouraged to donate unused books and notebooks to support the centres. These meetings helped strengthen the partnership between MAC and the community, reinforcing parents’ commitment to their children continued learning and development.

3. Celebration of Special days to spread the messages of the project.
The project observed/ celebrated below days with the project community, children and stakeholders to advocate for and spread awareness on issues of children.
• Yoga day celebrations- 21st June, 2024,
• Independence Day celebration- 15th August 2024
• Teachers’ Day celebration- 5th September, 2024
• Global Handwashing Day – 5th October, 2024
• Sports Day Celebration –7th February 2025,
• International Women’s Day 2025 Celebrations – 7th and 8th, March 2025.
• Safety day celebration- 7th and 10th, March 2025.
• National Girl Child Day and Republic Day Celebrations- 24th January 2025.
• UNCRC (United Nations Convention on the Rights of the Child) week celebration- From 14th to 20th November 2024

4. Daan Utsav celebration- Daan Utsav, the Joy of Giving Week, was celebrated at Karoli and Chopanki MACs from October 2nd to 8th, bringing together children, staff, and community members in a series of impactful events aimed at fostering generosity, learning, and social responsibility. The key activities of the celebration included:
• Tata BlueScope Steel Plant Visit
• Books Distribution
• Cleanliness Drive (Swachhata Abhiyan)
• Educational Support
• Community Waste Disposal and Tree Plantation
• Donations from Supporters

5. Procure and provide interactive age-appropriate and activity-based teaching-learning materials and education kit to the children attending MACs

• To enhance the quality of education and promote interactive learning, a range of teaching-learning materials (TLMs) and educational supplies were procured, and distributed at both the MAC centres. These included age-appropriate activity-based learning resources, stationery items, notebooks, and school bags tailored to the needs of children at different learning levels. The materials were not only distributed to children but also regularly used by our academic support fellows and community mobilizers during classroom sessions to make learning more engaging and effective. Activity-based tools such as flashcards, number puzzles, alphabets, storybooks, and creative craft supplies were integrated into daily lessons to reinforce concepts in a fun and hands-on manner. The education kits supported foundational literacy and numeracy development, while also encouraging curiosity and participation among children.

6. Facilitate access to sustainable social protection schemes for the children of Construction workers and their families:

• Throughout the year, Social Protection Scheme camps were organized at Chopanki MAC, and Karoli MAC to extend essential government welfare services to construction worker families. These camps collectively reached 216 beneficiaries, connecting them to vital entitlements and schemes. These camps not only enabled access to critical schemes but also empowered families with information, fostering better utilization of government entitlements and improving community well-being.

7. Organize health check-up camps aimed at improving the health conditions of the workers and their families:

Throughout the reporting year, seven health check-up camps were organized at the Chopanki and Karoli Multi-Activity Centres (MACs), benefiting a total of 838 individuals. These camps, held in collaboration with Primary Health Centres and local hospitals, focused on enhancing the health and well-being of children and families of construction workers. General health services included the distribution of deworming tablets, iron-folic acid supplements, and treatment for seasonal ailments such as cough, cold, fever, and stomach infections. Doctors also emphasized the importance of personal hygiene practices like regular handwashing, nail trimming, and bathing. Eye check-up camps were conducted under Project Nayan in partnership with Shroff Charity Eye Hospital, screening 191 individuals and issuing erral cards for advanced care. A large-scale health camp, organized in collaboration with Bal Raksha Bharat, Aaru Swasthya Kendra, and New Modern School, reached 422 individuals and addressed broader issues such as women’s health and children’s health, supported by proactive door-to-door mobilization by community staff.

8. Sensitization on Menstrual Hygiene and providing Sanitary Napkins to Menstruating women:
To promote menstrual health and hygiene among women from construction worker communities, a series of sensitization sessions were conducted at the Chopanki and Karoli Multi-Activity Centres (MACs) throughout the reporting year. These sessions aimed to break taboos, enhance knowledge, and encourage safe practices related to menstruation. The sessions, attended by a total of 367 women, provided information on the importance of menstrual hygiene, the safe use and disposal of sanitary napkins, and alternatives like sun-dried reusable cloth. Health risks such as vaginal infections resulting from poor hygiene were discussed, with a strong emphasis on the need to seek timely medical attention. IEC materials and educational videos were used to support learning, and local healthcare providers such as Anganwadi and ASHA workers facilitated discussions and shared resources. Sanitary napkins were distributed to all participants to encourage adoption of safer menstrual practices. Participants were also made aware of affordable and free access to menstrual products through government schemes such as the Bhartiya Jan Aushadhi Kendra and Anganwadi centers. These efforts have contributed to increased awareness, behavior change, and improved menstrual health management in the target communities.

9. Growth Monitoring & Anthropometry of the children (0-5 years):
During the reporting year, growth monitoring and anthropometric assessments were conducted for children aged 0–5 years at the Karoli and Chopanki Anganwadi Centres (AWCs). A total of 209 children were measured for height and weight with the support of Anganwadi workers to assess their nutritional and physical development. These sessions served as an opportunity to raise awareness among caregivers about the importance of a balanced and nutritious diet, with a focus on green vegetables, fruits, and locally available healthy food options. Caregivers were also sensitized on minimizing the consumption of junk food. Alongside nutrition education, the camps promoted essential hygiene practices such as handwashing with soap at critical times and maintaining personal cleanliness, especially when attending the AWC.

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

• Enrolment of MAC children in formal schooling- During the reporting period (April 2024 – March 2025), 68 children were enrolled in the schools of Karoli and Chopanki villages. These children were admitted to standard 1st to 7th following the Right to Education (RTE) norms. Our Academic Support Fellows (ASFs) and Community Mobilizers (CMs) were instrumental in this effort, collaborating with school authorities and parents to facilitate the necessary documentation and enrolment process.

• New admissions in the MAC- In this year, a total of 313 children who were previously unenrolled or out of school were successfully enrolled across both MACs. This effort aimed to provide these children with access to quality education and support their holistic development, ensuring they have the opportunity to learn, grow, and thrive within a supportive environment. In March’25 the strength of children in MAC is 185 (Boys-84, Girls-101).

• Facilitate access to sustainable social protection schemes for the children of Construction workers and their families- 216 beneficiaries connected to key social protection schemes through camps at Chopanki and Karoli MACs. Enabled access to pensions, E-Shram cards, Palanhar Yojana, and 12 labour cards; 41 ABHA health cards created. Awareness sessions conducted on health and welfare schemes (e.g., Ayushman Card, Antyodaya Yojana, Sukanya Samriddhi, PM Matritva Abhiyan). Improved access to government entitlements and enhanced awareness among migrant families, especially women and children.

• Health Check-up Camps- Seven health camps were organized at Chopanki and Karoli Multi-Activity Centres (MACs), benefiting a total of 838 individuals with general health services such as deworming, iron-folic acid supplements, and treatment for seasonal illnesses providing free medicines. Under Project Nayan, 191 individuals received eye check-ups, with referrals provided for advanced care. A large-scale health camp, conducted with support from partners, reached 422 beneficiaries and focused on women’s and children’s health with support from Aaru Swasthya Kendra led by Varun Breweries (Pepsico). Overall, these camps enhanced access to primary healthcare services and strengthened preventive health awareness within the community.

• Growth Monitoring & Nutrition Awareness- Anthropometric assessments for 209 children aged 0–5 years were conducted at Karoli and Chopanki Anganwadi Centres to monitor height and weight. To support early learning, Karoli AWC-1 was equipped with Teaching and Learning Materials (TLMs) and play items like charts, pencils, and alphabet cards.