The Better India

Sikshana: Filling gaps in public education

2010-09-01T06:20:27Z

Every morning, as I walk to the bus stand, I cross a local school here, a government school. I hear loud singing voices; the same songs every morning – the prayers and the national anthem. I pause and smile. School is such a beautiful feeling! Only when I am returning home in the afternoon do I mutter curses under my breath. Swarms of children run madly in all directions in and out of the school. With their uniform loosely hanging over their bodies and a few torn books falling out of their bags, I see the dismal picture of ‘education’. I wish these kids had a way to study at better schools, where they would truly be educated. There could also be an alternate option. Why not improve the quality of education in these government schools? That’s exactly what Sikshana does.

In 2002, Mr. E S Ramamurthy, retired chairman of BHEL in Bangalore wanted to work on a social cause. He started working with a primary school to understand their functioning and their problems. Initially he remained associated with aangan badis, overseeing the midday meal programmes. Yet, after it was taken up by the government, Ramamurthy decided to do something more. He decided to focus on the quality of education in government schools and act as a facilitator. The founder member of Sivasri Trust, which operates Sikshana, Ramamurthy started out in 2004. In the next one year, he could cover ten schools. Since then, there his idea has known no bounds. He gradually strengthened the Trust and found more board members. In 2007, one of the funders, Mr V.R. Prasanna, having returned from the US after 16 years, joined the Board as a fulltime Director.

Prasanna explains the Sikshana model, “I realised that the model was very successful and could be replicated. I joined as the Programme Director with a view to scale it up. It is a decentralized approach. We try to understand the basic needs of each school, based on the village and community conditions. The idea was to empower schools by disbursing funds and bring in management concepts. Since 99% of our schools are in rural areas, we noticed that students found it difficult to express what they knew. Hence, we focused on four skills – Read, Write, Compute and Express!”

What started with ten schools has today grown to 375 schools, covering almost 50 000 students. Sikshana acts as a facilitator, providing resources and guidance to the schools. In India, 90% of all children in the 6-14 age group attend a public school, which is why the Sikshana team felt that any meaningful effort to improve the educational standards of the new generation should necessarily start here. The value additions are countless. Take technology, for instance. Prasanna explains, “We started our initiative of providing one laptop per school and one pendrive per child. Being able to access a computer helps children overcome their fear of technology. Kids are even learning English faster, because of computers. We have English-Kannada dictionary installed in every system. We make sure every child comes forward to use the facility. We also help those who excel or are able to do better than the others by conducting summer technology camps for them. At the end of every year, we organise a computer summit, across schools. Two students from each school give presentations. This increases their confidence levels. We know that our students will be able to become whatever they want in life, because of the kind of exposure they get.”

Many individuals who want to make a difference in the society often wonder how they would do it all by themselves. When I look at Sikshana and the magnitude, impact and diversity of their projects, I am assured that anything is possible if you want it bad enough. Prasanna writes on the Sikshana blog, “With Sikshana yet to hit the 20 employee mark and the need to manage nearly 375 schools in 7 blocks, a question that naturally comes to one’s mind is how is Sikshana able to conduct such large events in addition to mentoring all the schools. I am seeing increasing signs of the teachers and the department taking ownership of Sikshana. An increasing number of teachers have started to believe in themselves.”

Thus, on one hand children are imbued with an enthusiasm to learn actively and on the other, the staff is more aware of its role and potential. With Skishana playing the facilitator, the day is not far when public schools will be at par with, if not superior to, the private schools.

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Door Step School: Education now goes to every doorstep

2010-08-26T08:40:06Z

India is a developing country with a developing population, developing economy, developing education. But is education really developing amongst the people who are born poor and underprivileged. Door Step School has taken the big leap to change the present and to make 100 percent literacy a reality. This is a group of people whose main motivation in life is ‘service to society’ and they believe the best way to do so is to usher in a wave of knowledge that engulfs the future of our nation – the children. Meet Mrs. Rajani Paranjpe, the founder member, who says “We go where ever the children are and start the class right there”.

School on Wheels

This inspiring lady, whose mission in life is spreading primary education, has closed many prisons as the saying by Victor Hugo goes “He who opens a school door, closes a prison”. When approached by The Better India for a brief glimpse into their world and how they work, she was kind enough to answer all our questions. Below is a detailed interview with Mrs. Rajani about her fantastic initiative, Door Step School:

What is the main objective that Door Step School is aiming at?

Hundred percent literacy through total school enrollment and quality education for all.
We bridge in the gaps in government’s efforts in achieving these goals. Our public education system faces three major problems in this regard, namely, non-enrollment, wastage (dropping out of school at early stage) and stagnation (not achieving the expected level of learning at respective stages in school). All our programs are designed to address these problems.

Education moves on to every door step – What was the initial thought process behind this philosophy?

I am a Social Worker by profession. I took this path because I always liked to work for and with people. So after nearly 15 years of my graduation (and infact 15 years of married life!) I took up a course in social work and after a few years of working in the field I joined the College of Social Work Nirmala Niketan, Mumbai, University of Bombay, as a member of faculty. I used to teach Research Methodology and Indian Social problems.

I selected Primary education as the mission of my life because I felt:

Education or rather illiteracy was the problem we needed to address on a war footing
Working with just one person in a family is usually sufficient because that person with a little education sees to it that his/her children get education.
We focused on 3-18 age groups, because my experience says it is far easier to teach a child than to teach an adult.
Messages such as health and family planning etc. can be given to a much larger population at much lesser cost if the population is literate.
Education is one national problem which can be solved permanently once all the children are in school and are literate.

I made a plan to start four programs through Door step School. They are literacy classes (literacy is defined as being able to read a newspaper), study classes, pre-primary education and community libraries.

After having a clear idea of what I wanted to do, I shared it with like minded people one of whom was Ms. Bina SethLashkari, a student of mine for two years. She and a few others from the college joined hands with me and we founded the organization in 1988-89 in Mumbai.

We named our organization ‘Door Step School” because we go where ever the children are and start the classes right there. E.g. we held classes on pavements or on road construction sites, building construction sites outside big markets, railway stations etc. We have added a few more programs along the way but the core programs have remained the same.

What challenges did you face in the initial day? How did your team deal with them?

We did not face many major challenges as such. I think the following factors helped us in our smooth functioning:

All of us who started the program were professional social workers and were in the field of social Work for some time before we started an organization.
The field we have selected is relatively simple, the work is primarily developmental,
The time was ripe for such activities and
We had a very focused approach with clear plan in front of us.

However, after we started working with the children of construction workers, we faced the challenge of tracking them when they moved from one site to another. Our search for an effective solution to this problem is still on.

Could you provide a brief insight into the projects that you run?

Computer as a teaching aid

As I have mentioned earlier, all our programs are designed to address three major problems of our public education system. The target group is 3-14 (although we cater to children upto 18).
Pre-primary education serves two purposes – it prepares the child and the parents for schooling. On a more practical note it gives us the idea about which children are ready for school admission at the beginning of the next academic year. This ensures near-complete and timely enrollment.

For admitting children to school a birth or age certificate is required which many of the parents we deal with do not possess. We help them to get the age certificates and enroll children in school.

We provide school transport so that children attend school regularly which helps preventing school dropout and stagnation.

Study support classes to children attending school helps improve the quality of education which in turn reduces the chances of dropping out of school prematurely.

NFE (Non–Formal Education) classes helping reduce illiteracy.

School on Wheels, a bus which is designed as a class room helps us to take classes for children who are on streets and there is no place to gather them and teach them. It helps to cover those who would otherwise remain untouched.

School and Community Libraries as well as Reading Classes based in schools help in improving reading ability which is basic to any educational achievement

As an ending note, would you be able to tell us the difference that Door Step School has brought about on our society?

It is difficult to answer this question because the work we are doing is very small as compared to the need for such programs. Therefore I would rather not claim anything on the scale of society or nation.

However in the lives of children whom we have touched we have definitely made some impact or the other although this impact is not perceptible or measurable always. Some of our children have completed education and doing well in life. Some have left education midway and continued with their lives. It is their children who will benefit from the exposure we have given to their parents.
We experience this and we have many examples to show that a child who was with us even for a short time has nurtured a dream of sending his/her children to school and acts upon it when the time comes. We see this change in the attitude of ‘parents’ as our major gain. It shows that the root of education has struck in the family and now we do not have to worry. It will spread, we hope.

To know more about Door Step School, visit their website here: www.DoorStepSchool.org

Tip provided by a TBI reader, Zankhana Patel.

This article has been written by Malavika Tewari. Malavika is a NIFT graduate and has been working in the apparel sector for past 2 years. She has great fervor for reading and has observed the delight in writing for past few years.

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Magic Bus: Sports For Development

2010-08-24T06:41:21Z

For most of us learning means sitting in classrooms and cramming formulas, theories or maybe (if I stretch it) reading and discussing with the teachers. With the current structure of dispersal of education, the outdoors seem to be long-forgotten!

Mathew Spacie understood the importance of outdoors in learning. Once whilst practicing rugby with friends he met some boys from the slum in Fashion Street in South Mumbai and invited them to join his group. Within 6 months a rugby team was formed and within a year the team started competing in national tournaments.

It soon became clear to him that taking a child away from the squalor of his/her immediate environment to a mountain or a sports pitch meant creating a learning environment unparalleled in the child’s life. It was the thought of a ‘vehicle’ picking children up and taking them on a fantastic journey that gave birth to the name Magic Bus. For the children, the journey represented a new adventure to somewhere that was safe and packed with a lot of fun.

The core principle of Magic Bus is Sports For Development. India has the youngest population in the world and it is the youth who are critical for the development of communities. Sport is something that is close to young peoples’ hearts and through its inherent attributes of active participation, energy, empowerment and social inclusion it provides an ideal platform for working with youth and helping them recognize their power and potential.

Magic Bus is working as a technical advisory to a UNICEF program along with the UK sport and Indian ministry for Youth Affairs and Sport to take sport for development to communities across India in a project known as ‘ International Inspiration’.

Magic Bus also works with communities like Dharavi and slums in Mankhurd and Colaba, where the project is headed by two local community coordinators. These coordinators are primarily responsible for sensitizing the community about sport-for-development and Magic Bus, bringing the children to sessions and further mobilizing community support.

The organization is working with NGOs in Mumbai who are child focused, supporting them to achieve their -objectives with children by integrating those objectives into the sports-for development framework. Magic Bus is also working with juvenile delinquents providing them the much needed space to express themselves and channelize their energies into more creative pursuits.

In Partnership with UNICEF , Magic Bus is implementation a training for trainers programme where they train primary education teachers in Sports for development.

Interested to know more about Magic Bus? Visit their website at http://www.magicbusindia.org/.
There is just so much happening out there!

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Masoom – Illuminating the Night Schools of Mumbai

2010-08-19T19:55:14Z

Twenty one year old Amol Pashilkar attempted his SSC examination in the year 2004-05. Unfortunately, he could not clear his examinations; he passed only in English. Since his confidence levels suffered a blow, he found it very difficult to reappear. After a four year long gap, in 2009, he took admission in Milind Night High School. With his renewed focus, could he clear the examinations?

Amol got 74% in his SSC. How did this drastic improvement come about? Amol could leap forward in academics because of the extra classes conducted by a Maharashtra based social organization that goes by the name Masoom. Masoom works with night schools in Mumbai, with the aim of improving academic performance of night school students.

Masoom is the first organization in Maharashtra to run a comprehensive intervention program for night schools. Masoom offers a unique approach to planning and implementing a comprehensive program for night schools based on their different needs. Masoom’s strategy for sustainable change is to work in the spirit of partnership with all major stakeholders in the education system. Because of Masoom, many like Amol could complete their education. Their interest in studies increases tremendously.

“I came across students who were largely self-motivated. They worked during the day and would attend classes in the evening. Nobody was forcing them to school. They came because they wanted to learn.” – Nikita Ketkar, Founder of Masoom

Tracing the beginnings

Nikita Ketkar, the founder of Masoom, stumbled upon the idea of helping night schools back in 2001. She was working in the civil services and was appointed on a project to identify child domestic workers, in the night school of Mumbai. Nikita adds, “I came across students who were largely self-motivated. They worked during the day and would attend classes in the evening. Nobody was forcing them to school. They came because they wanted to learn. It was sad to see that justice wasn’t being delivered to their aspirations.”

Masoom - Basic Science Concepts taught in a night school

In 2006, Nikita further undertook research related to problems faced by night school students, under the Pukar Scholarship. Based on the findings, she decided to do something about these issues. She resigned from office and founded Masoom in 2008, her entire research team by her side. To facilitate learning for night school students, Masoom has developed a three pronged approach:

1. Providing Infrastructure such as computers, Science laboratory apparatus, mathematic kits, library books, notebooks, educational charts, workbooks and worksheets, teacher training material, Braille textbooks and audio-visual material

2. Capacity Building by organizing training sessions and workshops for teachers, parents and students, vocational guidance for students, counseling, extra curricular classes such as Life skills, yoga, meditation

3. Advocacy: Masoom works closely with all stakeholders and intend to act as an advocate for all issues concerning night schools

Since night schools are run from 6:30 to 9:30 in the evening, most of these kids come after long hours of work. By providing meals, Masoom ensures that they can study more efficiently. Nikita adds, “We want to build not just academic strength but also employability. Many students who earlier had to study with an empty stomach could not focus. Now we provide meals. The kids call it ‘nashta’ as sometimes it is the only meal they have in the day.”

Sports as part of the night schooling

Members of Masoom

In its own unique way, Masoom has touched the lives of many students, growing from just two schools to now ten. There are courses called the ‘bridge courses’ that help drop outs overcome gaps and at the same time, there is facility of psycho counseling for students with learning disabilities. They also help link students to government certified computer courses, for which they have initiated scholarships for part funding. With such personal care and concern for holistic development, there are bound to be many many success stories like Amol’s.

Visit Masoom’s website here: http://masoomforu.org/

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Jagori: Awakening Women

2010-08-17T18:55:38Z

Established in the year 1984 in Delhi as an unregistered society, with a vision of “spreading feminist consciousness for the creation of a just society”, Jagori has been working unremittingly on its mission for over 25 years now. At the time of its genesis, Jagori described itself as “Women’s Resource and Training Centre”. For its founders, a group of seven people – Abha, Gouri, Jogi, Kamla, Manjari, Runu and Sheba – Jagori was their response to a need within women’s movement. They decided to form what they envisioned as a ‘creative space’ for women to express their realities, “to articulate their experience of oppression, to know more about it and to find ways of fighting it.”

Over the years, Jagori became a part of various defining campaigns and struggles. Among the issues raised by Jagori in the women’s movement have been those of single women, sexuality, mental health of women, safe travel for women in the railways, and consistent advocacy on violence against women. Jagori has also played a significant role as a member of the National Coordination Committee for conceptualization and coordination of the biannual National Conference of Women’s Movement in India. Jagori has also regularly engaged with the Indian Association of Women’s Studies (IAWS) and housed the Secretariat in 1995.

Over the years, Jagori’s objectives have been reshaped into consciousness raising and awareness building on violence, health, education, development and other issues critical for women’s individual and collective empowerment, production and distribution of creative material on feminist issues, dissemination of information and knowledge on feminist concern to meet the needs of women’s groups, NGO’s and development organizations and advocacy on women’s rights and gender equality.

At Jagori’s Resource Centre, one would find a library with a comprehensive collection of resources on various women’s issues. As a part of regular services, Jagori carries out information search and retrieval for both internal and external users. Specialized services like preparation of reading lists, information packages, topic-based bibliographies, are provided on request. Jagori also provides consultation services to smaller centers or NGOs for setting up libraries or information centers or similar assistance. Jagori also has a distribution and sale outlet for its publications and publications from women’s groups and feminist publishing houses from all over the country.

Among the most recent campaigns started by Jagori is the SafeDelhi campaign started to fight the problem of sexual harassment in Delhi.

To find out more about JAGORI, log onto www.jagori.org

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Zainub Exports: Keeping India’s glory untarnished

2010-08-13T09:50:17Z

In the book ‘What India can Teach us’, Max Muller defines two very different Indias – one is the India of today, of the cities and towns and the other India, thousands of years old, is that of the village communities. As a foreign tourist in India, staying in five star hotelss and travelling by fancy cars, one is most likely to miss out on the second India, the truer of the two. Similarly, as a tourist in my own country, while I had often been to Agra to visit the Taj Mahal, what I did not realise was that I was missing out on a more humble, yet strikingly important part of our heritage. Located a few miles away from the glorious Taj, on the Fatehabad Road, are the marble factories of Agra. One among these is Zainub Exports.

Inlay work in progress

Engaged in a wide range of marble inlay work, workers at the Zainub Exports unit are treated just like family. It is, after all, a family tradition, an invaluable inheritance from the Mughal ancestors. Ask Mr. M. Ajeed Shirazi, a sixteenth generation entrepreneur and he will point out how his family has been running these factories since Mughal times. I listen to his narration but my mind has wandered off to another era, an era when the great ruler Shah Jahan added a grand legacy of structures during his reign. What must it have been like? Mr. Shirazi tells me how precious and semi precious stones used for the Taj Mahal were imported from all over the world, even in the seventeenth century. How much wealth, power and prestige must the royal highness have commanded? Then, I look at the humble figure in front of me. If it weren’t for Mr. Shirazi and his family, I might never have discovered the intricacies of marble structures and how it links us to our glorious past.

The different kinds of marbles on display

As a twenty-first century citizen, even though I am spellbound by the work of the artisans, I can’t help but ask the obvious question. Is there any money in the marble business? Mr. Shirazi hesitates, “This year the business was hit because of the slowdown abroad. Otherwise, we have many foreign tourists and clients who buy our products abroad.” From our discussions, I gauge that the major problem is that of marble sellers in bigger cities. They sell lower quality products, bringing down the price. How can a genuine product compete unless customers can spot and care for the difference? Problems cloud over the horizon. Yet, the satisfaction from this work is unmatched. For Mr. Shirazi, the work represents a culture, a legacy, a history he cannot trample carelessly. He holds it dear. There are always opportunities of work elsewhere, but he chooses to keep the glory of India untarnished. In the process, he helps many workers, who know nothing but marble.

The Final Work!

Take the case of thirty-two year old Mohammad Haneed, one of the workers. Born and brought up in Agra, Haneed joined this work right after high school. Zainub Exports is providing livelihood to many such artisans. They also have a place to train workers and thereafter employ them. I am surprised to see how much these workers know about different types of marbles. They repeatedly tell me that the blue stone is semi precious Lapis lazuli. I can hardly pronounce it right. What was the orange one, I ask for the fifth time. “The orange stone is carnelian. It’s the one that shines when you put a flashlight against it,” comes the answer. While I am filled with awe and pride to see this hardworking group of people, at the back of my head, all I can think of is trying to remember what these stones are called! Next time, I don’t want to feel like a tourist in my own country.

Zainub Exports:

Manufacture of Marble Inlay Work and Indian Handicrafts

Contact Details
Mailing Address:
18/160A, Fatehabad Road, Purani Mandi,
Tajganj, (opp. Kailash Talkies),
Agra-282001, Uttar Pradesh, INDIA

Contact No:
+919319127303
+919927860470

Email Ids:
zainubexport@yahoo.co.in
info@zainubexport.com
www.zainubexport.com

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A toy in the hands of every child – Toybank

2010-08-17T18:57:12Z

In most of our homes, in some corner, packed inside cardboard boxes, we have toys that lay unused and useless. Have you thought that they could bring joy to the life of children who never had toys to play with? Take them out of those boxes, wrap them up and send across to Toybank – you’ll feel a silent satisfaction sweep inside you.

Toybank is about gifting toys to those children who have been deprived of so many things, let alone the ‘luxury’ of toys. Agreed there is poverty and misery around, but can we afford to have children around us growing up unhappy? Shweta Chari, a young and energetic Electronics engineer, found a calling inside her and decided that she will bring fun and play into the lives of disadvantaged children. She founded ‘Toybank’ with an honest vision of placing a toy in the hands of every child in India and the world.

Shweta and her team of volunteers at Toybank started off gathering toys for street children in Mumbai. The very innocence of this initiative attracted fabulous response from people. Toys started flooding in and Toybank gift wrapped the donated toys with love and placed them in the hands of these kids. It might seem like a simple toy gifting idea, but there is an enormous mental, emotional and creative development that these toys trigger. Toybank started noticing that the kids were slowly opening up, began to feel important and wanted, and started expressing themselves better. Most of all, they had something that they could say was their own – a strong sense of belonging came along. As they grow, like we all remember some toy or the other that we played with, these children will also have a special toy to remember.

As Toybank takes up the role of an angel, they are very clear about one thing – we are not doing any charity, we are just giving the children access to their right. It’s the right of every child to have an enjoyable childhood and grow in the magical and imaginary world that toys create for them. “We at Toybank think that we are all pieces of a large jig saw puzzle; some fulfill basic needs of food, clothing and education while some like us focus on bringing happiness through play into the lives of children. The day all the pieces are put in perfectly and the picture is crystal clear, will be the day Toybank can shut shop.”

In the last six years, Toybank has made it possible for over 8000 kids to own a toy for themselves. Going one step further, Toybank is also taking initiatives to sensitize privileged kids about giving and joy of giving. They go to various schools and spread the good spirit of Toybank. Now that they have toy banks in Bangalore, Pune, Delhi, Bhutan and in the UK, Shweta wants Toybank to make a difference to the lives of children in rural India.

It’s a simple and beautiful contribution – donate toys and make a child smile. Visit www.toybank.org or write to mail@toybank.org.

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Parivartan: Take A Stand

2010-08-07T18:27:18Z

“When I despair , I remember that all through history, the ways of truth and love have always won. There have been tyrants and murderers, and for a long time they can seem invincible, but in the end they always fall. Think of it – always” – Mahatma Gandhi.

Triveni is a resident of a settlement in east-Delhi and is classified by the government as a “low-income” person. She relies on the Public Distribution System (PDS) for her quota of essential food grains. However, Triveni had been unable to obtain her entitled food grains from the PDS shop for the last 3 months and wanted to know what she could do. She was advised to file an application under the RTI (Right to Information) act requesting copies of all PDS records, including cash memos. Before the information could arrive, Triveni was offered Rs. 20,000 and sacks of grains by the PDS shop owner, if she took back her RTI application. When the information did arrive, Triveni was shocked to learn that as per government records, she had been getting grains from the PDS shop for the last 3 months! Triveni is literate and can sign her own name so she was outraged to see thumbprints of varying shapes and sizes against her name in the cash memos .

Parivartan, a voluntary not-for-profit civil society organization which is a “people’s movement against corruption”, had advised and helped Triveni with the RTI. Using this RTI act, Parivartan accessed records for all fair price shops in that area and began to analyse the information. In August 2003, Parivartan organised a jun sunwai (people’s hearing) and over 300 people from across Delhi filed RTI applications to view their food grains records.

As the campaign spread, there were reports of violence against Parivartan volunteers and the fair price shop owners lobbied to increase their commission under the PDS as they argued it was too low to make profits.

All this led Parivartan to push for institutionalising the system of public scrutiny of records. Two Saturdays of every month were designated for public viewing of food grains and for lodging complaints. Parivartan has managed to bring about a relief to hundreds of people who were at the mercy of the fair-price shop owners for their daily food necessities.

Before this, Parivartan had led a successful crusade against bribery in Income Tax department.

Parivartan works on the principle that ‘development’ is a function of both growth and equity. Their focus areas include Research, Training, Development Communication and Implementation. They also have a training programme for Identifying and Mentoring Micro-Entrepreneurs .

So, if you are facing redtape-ism or if corruption is glaring at you, don’t just close your eyes ignoring it. File an RTI, take a stand and get counted. It is high time the activist in us wakes up from slumber. If you need inspiration, get in touch with Parivartan at their e-mail: parivartan_india[at]rediffmail[dot]com.

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People for Change: Spreading Education

2010-08-03T02:07:00Z

Walking on the heat-radiating Delhi road, I noticed a bunch of Government school children clad in their blue uniforms, aiming for the fruits on a ‘Jamun’ tree with stones. Their evening snack was happily hanging from the branches hidden by innumerable leaves growing in all directions. I wondered how these children managed their studies with hardly anybody at home to guide them. It is not that these children are any less intelligent than the children who are economically blessed, but it is just that they don’t the right kind of supervision.

The difference between the organization “People for Change” and me is that I simply thought about it while they worked on it. “People for Change” is an organization that conducts tuition classes for underprivileged children in order to guide them in the right direction and prepare them well for the future. The organization was founded two years back with mere five students in a play school’s building which was lent to them during evening hours. It is now situated in Dayal Bagh, Faridabad where they have an apartment to themselves, the rent of which is paid by one of the many donors. It has children from class third to tenth totalling up to a hundred students at present. They have recruited 2-3 teachers who help the students with their homework, prepare them for lessons in advance and also teach them various crafts like paper bag making, art, origami etc. An addition to the teachers there are a few college students who teach on a voluntary basis. The founders of this organization, Ms. Nellie Dhillon and Ms. Nisha Celly, also come to teach on a regular basis. They believe that it is only when the children get appropriate exposure that they will get encouragement to do better. In order to encourage the children to strive for excellence, the organization rewards the students who perform outstandingly well in their annual examination.

Education has evolved to become a blend of academic excellence and personality development. Working on these lines, “People for Change” conducts an annual function where all the children participate. In addition, they organize stitching, embroidery and other hobby classes during summer in the month of May. The aim of these hobby classes is to inculcate life skills in the children and to make maximum utilization of their free time.

“People for Change” would appreciate more citizens to come forward and help them in spreading education to the needy. As “People for Change” is an expanding not-for-profit organization, it needs more people to help their cause in any little way they can. Anybody willing is welcome to help in their mission to attain hundred per cent literacy. Details can be obtained at the following number: 9899401882

This article has been written by Kanika Gautam. She is currently pursuing Bachelor of Commerce at Delhi University. She has been a part of the Shadow Editorial Board with Faridabad Times, Times of India. She is an alumnus of Mother’s International School, New Delhi and has been on the Editorial Board of her school magazine. She has also made contributions to her college magazine, has a passion for social work and a zeal for writing.

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Aseema: Expanding Horizons of Education

2010-07-28T20:09:23Z

Education, we’ve always believed, holds the key to a progressive future. Currently, less than 50% of our children in the age group of 6-14 years attend school. The Right to Education (RTE) bill 2010 provides a necessary foundation for spreading primary education in the country, which should improve the percentage of children attending school. In absolute numbers, this bill could impact 35 million children who are right now deprived of education due to various reasons.

Aseema, a Mumbai based non-profit organization, is working with underprivileged children to provide them a nurturing and stimulating educational environment. By doing so, it aims to bring these children back into the mainstream of society.

Assema Montessori is a first of its kind center for street children in India. Established in August 2000 at Pali Chimbai Municipal School, the Montessori provides children with a firm education foundation.

In 1996 Assema started the Project Igatpuri for educating the tribal children of Awalkheda, a small hilly village situated 5 kilometers from Igatpuri.

The Better India caught up with Aseema and here is an interview with them:

What was the motivation behind starting Aseema?

In 1988, Dilbur Parakh worked with the Union of Civil Liberties in Thailand and was earlier involved with social work in Mumbai. Since 1990, she worked as the legal officer for Asia with the International Commission of Jurists (ICJ) in Geneva. But she always knew that she had to work with children. The introduction of the Convention on the Rights of the Child during Dilbur’s posting in Geneva strengthened her resolve to work for the rights of children. She worked there for over five years and then decided to quit her job and get back to India. On returning to India, she started ‘Aseema’ at the grassroot level with some like-minded people. Aseema was formally started on 15 December 1997.

What is Project Igatpuri? And the challenges you faced while setting up this project?
A systematic study of the people at Awalkheda, Igatpuri and the surrounding villages, has helped Aseema achieve a comprehensive understanding of the educational needs of the children in these villages. The experience gained in conducting educational activities in Mumbai has helped in starting our Education Centre for Tribal Children in Awalkheda. The Education Centre will empower the children with a strong educational foundation and enable them to build a brighter future for themselves and their community.

Construction of the Pre-Primary Section started in February 2009. Owing to the torrential rainfall in Igatpuri from June to September, we have been able to carry out construction activities only from October to May. A classroom and a toilet block at the Education Centre have been constructed. A Solar Energy system has also been installed. This is necessary in Igatpuri as the area faces power cuts ranging from 3 hours to 9 hours a day. We had the Public Works Department construct a paved road up to the village. Tree plantation drives have been carried out with the help of the local people as well as children from our Mumbai projects and a well has been dug which is open to use by the villagers as well. Aseema’s well was the only source of water for some people last year. A water harvesting expert has contoured the land and contour trenches and check dams have been created which will help to recharge the well.

In March 2010, Aseema started pre-primary classes for the first batch of 30 children.

This year we also had 40 children studying in the Sitabai Kavji Mengal Aanganwadi set up by Aseema in the nearby village of Jambhwadi, Igatpuri in July 2007. These schools are the only well-functioning schools in the area and have become centers for further development of the community.

We have recruited local people as teachers and have introduced them to Aseema’s teaching approach. The Aseema approach stems from the belief that all children have an innate love for learning which grows and flourishes when there is a bonding between the teacher and the child. It also lays a lot of emphasis on the holistic development of the child rather than only academic achievement. This approach draws from the Montessori approach to education which gives children the freedom to learn and grow at their own pace. The school has, therefore, been equipped with carefully designed Montessori material and other attractive teaching aids.

The challenges we faced and are still facing are numerous. It will take a while before the local community completely accepts and trusts us. It is only once they see their children learning and doing well at school that they will really believe that education can change their lives. Other challenges like raising funds for the construction and running of the Education Center continue but when we see the little ones regularly coming to school and enjoying their work, we feel it is all worthwhile.

What is the social impact Aseema has been able to make on the community?

Aseema’s Community Center acts as an integral link between the communities the children come from and the schools. It generates awareness about the importance of education, monitors attendance and dropout rates, etc. Through our activities in the school, children are becoming more aware of their rights and responsibilities and subsequently they carry this awareness forward into the community. The parents are thrilled and proud to see their children perform at the Annual Exhibition, Annual Sports Day and Annual Day as well as on Open Days and at PTA meetings.

In June 2009, we introduced a teacher training programme for community women at our Pre-Primary Center located at the Santacruz (W) Municipal School. This in-house integrated training programme draws young women from the local community and gives them intensive training in the Aseema approach to education. This programme has strengthened the student-teacher bond. With both the children and the trainee teachers coming from similar socio-economic backgrounds, they relate better to each other, and the trainee teachers are committed to ensuring that the children grasp all that is being explained in class. It gives them an opportunity to adopt a professional career, contribute meaningfully and gain the respect of the community.

What are the other activities carried out by Aseema to provide holistic education to children?

Since its inception, Aseema has been striving to provide high quality, relevant education to Mumbai’s most neglected children – children living on the streets, or in slums, in inhuman conditions. Today, we are proud to see over 1000 children enrolled in school, learning well and exploring their potential.

In partnership with the Municipal Corporation of Greater Mumbai (MCGM), we are running three schools – Pali-Chimbai Municipal School (PCMS)in Bandra west , a suburb of Mumbai, the Santacruz (W) Secondary Municipal School (SMS) and the Kherwadi Municipal School (KMS)in Bandra East. Our programmes in PCMS and SMS may be regarded as models for education in Mumbai. They have shown how MCGM schools can upgrade their educational programmes and offer better services to children while working in partnership with NGOs and other bodies. We are currently implementing this model at KMS which we have recently adopted and are keen that it be replicated in other municipal schools as well. We are currently working with the MCGM through high level committees and other focus groups to promote the implementation of a well designed public private partnership.

How did the concept of Children’s Art came about? What are the products on offer and how do you plan to take it forward?

A somewhat unique programme at Aseema is the transforming of some of the artistic flair of the children into marketable products. Our children create beautiful art under the guidance of teachers who give them complete creative freedom. The children’s drawings are then used to make high quality products of paper, ceramic, cloth and wood.

We started with selling the children’s paintings at exhibitions and gradually moved to transferring their paintings on to products like crockery, napkins, scarves, paper bags, etc. The popularity of our products drew the attention of the students of the Wharton Business School, who with the help of students of S.P. Jain Institute of Management studied our products and created a business plan to help Aseema become self sustaining. This study led to the establishment of our Products Division.

Our products include greeting cards, ruled books, notepads, art books, gift paper pen holders, combined holders, card holder, memo holder, pin holder, trivets, mugs, key chains, bags, mobile and spectacle cases, pencil pouches, change pouches bed table, coffee table, coasters, trays, etc. Prices range from Rs. 15 to 2000 and all proceeds are ploughed back into Aseema’s educational projects.

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