Child Welfare Projects by NGO in Telangana

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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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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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Climate Smart Resilient Community

Project Context-

A. Project Context

Bal Raksha Bharat, with the support of the Salesforce Foundation, has commenced efforts to build resilience and effectively respond to crises in five states across India. This initiative spans six urban settlements—two slums each in Gurgaon, Hyderabad, and Bengaluru, as well as seven urban schools in Pondicherry—and two rural settlements located in two villages within the Motihari block of East Champaran District in Bihar. Among the identified locations, four urban settlements in Hyderabad and Bengaluru, seven schools in Pondicherry, and two villages in East Champaran represent new geographical areas for our engagement. While we have previously operated within the East Champaran district, our work has been focused on different locations within the district.
All ten settlements, whether urban or rural, face various hazards and daily risks. In Gurgaon, Bengaluru, and Hyderabad, BRB concentrated on enhancing risk information, mitigation planning, and coordination among stakeholders. In contrast, the focus in Pondicherry was primarily on addressing the unmet educational needs of children attending the seven most affected schools following Cyclone Fengal. Meanwhile, in Bihar, our efforts were directed not only toward crisis response but also toward improving risk awareness, mitigation planning, and coordination at all levels. Achievements include the distribution of preparedness and relief kits, formation of Child Protection and Resilience Committees, development of localized disaster management plans, and effective stakeholder engagement. Challenges such as language barriers, beneficiary prioritization, and outreach restrictions were addressed through community collaboration and strategic partnerships with local authorities like DDMA.

B. Project Objective
To enhance Climate & disaster resilience in vulnerable urban and rural communities—especially for children and women—by improving preparedness, facilitating access to social protection schemes, and strengthening coordination between communities and institutional stakeholders.

C. Key Activities Implemented

• Community-Based Disaster Preparedness and Planning: 08 intervention communities developed disaster management plans through participatory risk mapping and planning exercises. This activity enhanced the preparedness among community members for well-coordinated emergency response in future disaster.
• Formation of Children’s Groups (CGs) and Child Protection and Resilience Committees (CPRCs): 137 children and 109 adults formed CGs and CPRCs to lead child-centric resilience efforts. These groups promoted child participation in local DRR initiatives and advocacy.
• Family Preparedness Training and Kit Distribution: 1,600 vulnerable families received family survival and preparedness training and family kits. Simulation exercises enhanced their practical understanding of response protocols at the family level.
• Awareness Campaigns on Social Protection and Disaster Risk Reduction:
Over 62,000 people were sensitized on DRR practices and government social schemes through community events, IEC materials, and digital platforms. This led to improved access to entitlements and risk awareness.
• Strengthening Disaster Resilience in Schools and Anganwadi Centres: The project engaged 801 students, teachers, and staff through hazard hunts and preparedness training, resulting in 8 School Safety Plans and 8 AWC Disaster Plans. Formation of 145-member SDMCs and hazard mapping in Bihar improved institutional readiness and reduced vulnerabilities for 91 women and children.
• Formation of School Disaster Management Committees (SDMCs): 145 SDMC members were trained to lead risk mitigation and emergency response in schools. These committees now oversee regular drills, safety audits, and implementation of school safety plans.
• Hazard Mapping in Anganwadi Centres (AWCs): Anganwadi-level hazard mapping was conducted in Bihar to identify key risks and safety gaps. This process enhanced preparedness and safety for 91 women and children attending the centers.
• Emergency Relief and Recovery Support: The project provided relief support to 550 flood-affected families in Bihar through shelter, food, and hygiene kits, ensuring their safety and dignity. In Pondicherry, 600 cyclone-affected children received education kits to restore learning continuity.
• Crisis Modifier and Community-Based Response Mechanisms: The use of crisis modifiers enabled swift, localized responses, ensuring 100% targeted relief delivery and building community capacity for future emergencies.
• Strengthening Community Engagement and Institutional Accountability: The project facilitated consultations with 200 stakeholders, including government departments, communities, and children, to ensure inclusive disaster governance. In Hyderabad, 72 women successfully advocated for infrastructure improvements, while in Bengaluru, a 65-member community interface influenced school safety policies.
• Women-Led Advocacy and Infrastructure Improvements: In Hyderabad, 72 women led local advocacy that resulted in improved drainage and electricity infrastructure, showcasing the power of community voices in influencing governance.
• Community-Duty Bearer Interface for Inclusive Governance: A 65-member interface in Bengaluru promoted structured dialogue between citizens and authorities, leading to more responsive school safety policies and better service delivery for children.

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

• 62102 people made aware of the social protection schemes and Disaster Risk Reduction, Climate awareness and mitigation.
• 1,600 families received the family preparedness kit and were oriented on family preparedness (Gurgaon, Bihar, Hyderabad, Bengaluru)
• 8 community disaster plans developed per location (Gurgaon, Bihar, Hyderabad, Bengaluru)
• 8 children’s groups and 08 Child Protection and Resilience Committees engaging with a total of 109 members and children at the community level in Resilience Committees.
• 8 schools have an active Disaster Management committee engaging with 145 partners.
• 8 schools & AWCs now have safety plans.
• 801 participants in the school & AWC hazard hunts exercise.
• 100% of target families (550) received the relief support in Bihar
• 600 children from 7 affected schools have benefited from the education kits for back to school in Pondicherry.
• 4 multi-stakeholder consultation meetings held at the district level for showcase the work and strengthen the DDMA system at district level.