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.

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!

Libraries are as the shrine where all the relics of the ancient saints, full of true virtue, and that without delusion or imposture, are preserved and reposed. That is a famous quote by Francis Bacon.

Most of us who love reading cherish the time we spent as children in libraries scanning through books of various shapes and sizes with vivid covers and enticing titles. Libraries are the repositories of knowledge. But a large number of children are deprived of this wonderful experience; they don’t get to read which in effect does not inculcate in them the habit of studying.

AWIC, Association of Writers and Illustrators for Children, is a voluntary organisation working towards the promotion and development of literature for children in India. It represents writers, illustrators, librarians, editors and publishers. Founded by late K.Shankar Pillai in 1981, AWIC endorses the ethics and functions of the global organisation IBBY (International Board on Books for Young People), a non-profit which represents an international network of people from all over the world who are committed to bringing books and children together.

The various projects of AWIC include the following:

Children’s Library Project

Winner of the IBBY-ASAHI Reading Promotion Award, this project was started in 1983. Today 114 libraries in Delhi and across India have been setup under this voluntary scheme to promote reading. Each library is provided with free books. The project aims at making good books available to children who have no access to books .

Most of the libraries are managed by AWIC members on a voluntary basis. While most libraries function from the homes of AWIC members, some libraries have also been set up in parks, hospitals, railway platforms and slum areas for underprivileged children. Each year AWIC gives out one Best Librarian award and two Reader of the Year awards!

AWIC initiated IBBY library project – creating children’s libraries at Madi Village in Delhi (NCR), at Tezu in Arunachal Pradesh, at Jaipur, Rajasthan and Daman in Goa.

Literacy Project

In 1995 AWIC launched its Literacy Project and has published two Hindi alphabet books under its schemes, ‘Buy, Teach and Gift’ and ‘Teach and Gift’. Under the second scheme, AWIC distributes these books free in all Indian states, including remote areas where children have no access to good books.

Book Promotion

Book Promotion Cell promotes the cause of children’s books written by Indian authors by conducting book talks. Besides this, the organization participates in national and international children’s books fairs.

AWIC Book Therapy project

The Book Therapy Project is a particularly interesting one and was started after the 26/11 terrorist violence in Mumbai. It was started in order to promote the use of books to help children during those difficult times. Reading can be therapeutic; helping children come to grips with situations that create turmoil in their minds. Book Therapy helps children cope with such stressful situations, and even prepares them for further eventualities. Through workshops AWIC aims to train facilitators to administer book therapy and also develop books, including picture books and anthologies, which provide a healing effect to children.

If you have some free space in your home or office, you too can start a library for the underprivileged! For becoming a member of AWIC, all you need to do is download this application form http://www.awic.in/about-awic/AWIC-Membership-Form.pdf and fill it up and mail to the address provided in the form. 

Pravah, an organisation based in Delhi works with young people to impact issues of social justice through youth citizenship action . Pravah believes that sustainable change emanates from individuals. “Change them or their orientation and the system will change.”

Pravah works with both adolescents as well as young adults, through two broad interventions, the School Programs and Youth Action.
In Youth Action they basically have 5 programs:
1. SMILE – which stands for Students Mobilisation Initiative for Learning Through Exposure. The aim of this program is to involve the youth in activities which helps them belong to their background and take more responsibility in whatever they do.

2. Youth For Development – is a partnership between Pravah and Voluntary Service Overseas ( VSO) . In YfD , the individual gets to work in a rural area for six months . Also, there is a 2 week training schedule before the commencement and constant mentoring.

3. Global Xchange – is a 6 month long international volunteering exchange programme in collaboration with VSO and British Council.

4. Change Looms – is a leadership and Organisational development programme that supports , encourages young independent projects or organisations working for social change .

5. Campus Catalysts- is for campus based initiatives for the youth involved in social action on or outside their campuses. The aim of the program is to mobilise social action on campuses.

School Programs are :

1. From Me To We – is focussed on inspiring adolescents to take up active leadership in areas of social change. In this , learning and life skills programs are conducted in cooperation with schools under FMTW. Theatre, games, simulation exercises, stories, case studies are a core component of the curriculum. FMTW currently reaches out to 3500 students in over 30 schools mainly in and around Delhi, Rajasthan, Gujarat and Karnataka.

2. Fun Camps – for kids between 13 and 17 , these are 6 day trips to villages, for teachers and various theme based fun trips.

3. Teacher’s Training – Pravah trains teachers for one year to design and conduct life skills program. Educator’s Collective is a network of school teachers, educators working for social transformation.

4. CLAP- Citizen Learning and Action Program is for adolescents between 13 and 17 who feel strongly about a cause. CLAP helps you to take that forward, and develops leadership skills in making social change. CLAP partners with Sanskriti School and Ford Foundation.

Also, they have started the Pravah Jaipur Initiative supported by Sir Ratan Tata Trust. The centre will create knowledge bank for various programmes by offering media fellowships for youth development, workshops, seminars and volunteering placements.

Films With Wings is a collaborative initiative of Pravah and Interactive Resource Centre, a non profit in Pakistan. Founded on the principle that films are a powerful medium in bridging various divides, FWW is an effort which provides a dynamic platform for young minds of both nations to engage, co- create , challenge and capture a variety of experiences and expressions through a serious of Intensive dialogues , workshops between youth of both nations followed by a Film festival.

Website : http://pravah.org

This article is dedicated to one of the many unsung heroes bringing about a change. His name is Vipul Thaker, a simple man with simple dreams. Without going into his background, let me start from one of his birthdays. It was on that day when he decided he wanted to do something different. He decided to educate a Rabari (a tribe in Gujarat) child. A makeshift classroom was created on the terrace of his two bedroom house. As days passed by, Vipul went on to explore the talent in the slum surrounding his housing society. A few more students joined his class and subsequently the classroom was shifted to a light post on a nearby road. His class had no roof and was hence exposed to the harsh elements of the weather. The classes went on nevertheless. Every evening at around 09.00 pm the class would commence.

Within one year Vipul had around twenty children who worked in the day time and regularly attended his evening classes.

Looking at the progress of this informal school, the parents who belonged to the Rabari community came to his aid. They gifted Vipul with an empty hut to which the classes now moved. Of all the problems that Vipul faced, one was that of gender discrimination. The girls were not allowed to study. After much persuasion from Vipul, the parents were convinced and the girls walked in for the very first time. Within a month their strength doubled.

Vipul Thaker's school and students

This school wasn’t Vipul’s full time profession. He had a day job. He did receive some voluntary contribution from a few NRIs. After a point, he decided to admit his students in to a municipal school. Additionally, the evening classes were regularly conducted to ensure students did not miss out in case they didn’t go to school in the day.

Vipul had a dream to nurture – he wanted every child to get education on par with what their more privileged peers got. He negotiated with the private school principals, head masters, teachers and finally led to the introduction of a scholarship scheme. And so today out of forty students, around twenty five of them have been admitted to a school with better amenities for the students.

In the last few years, some of his students have shown their skills at the state level in the field of dramatic and graphic arts. Today he can proudly say that these children have something to look forward to. They have a future too. Vipul considers the renowned Gujarati educationist Gijubhai Badheka as his source of inspiration. He believes that Gandhian ideals too have been a prominent force behind his willingness to contribute selflessly.

The important thing, dear readers, is that this man and many more like him are actually striving to provide an identity to these children. They are providing a platform through which these children can express their ideas and needs.

Vipul and thousands of such grassroots revolutionaries are working towards bringing a constructive change in the society and we salute them for their relentless work in making a better India.

Introducing ‘AVAZ’ – a product created by Invention Labs, Chennai. AVAZ provides a ‘voice’ to a non-verbal child with Cerebral Palsy, allowing him/her to communicate with friends, family and teachers. By enabling speech-impaired children to communicate easily, this device is helping them become much more independent and free from their existing barriers.

AVAZ The product

Cerebral Palsy – The Problem

Cerebral palsy (CP) is a congenital condition in which the motor cortex of the brain is damaged. People with cerebral palsy are unable to achieve muscle control and coordination. Cerebral palsy is non-progressive, non-contagious and permanent. The incidence of Cerebral palsy is 2-2.5 persons per 1000 live births, and the estimated population of CP cases in India is approximately 25 lakhs (cited from publicly available information).
Approximately 40-55% of people with CP are affected in all muscles below the head (quadriplegia and diplegia). In most of these cases, these include the muscles that produce speech, and such persons are consequently non-verbal. In conjunction with their inability to move their hands or feet in a coordinated manner, this impairment means that they do not have access to any of the traditional ways of communication.

Most children with CP are of normal intelligence, and are handicapped in education and employment primarily due to their lack of communication abilities.

AVAZ

AVAZ is an Augmentative and Alternative Communication (AAC) device for children with Cerebral Palsy (CP). AVAZ is a portable speech synthesizer which can be controlled by gross motor movements of a child with CP, such as approximate movement of the head or of large muscle groups. These movements are captured by the use of a touch-screen or an external switch to allow the child to create text sentences on the device using predictive software, and this text is read out by the device. AVAZ is thus an artificial voice for the child.

How did AVAZ achieve this?

Invention Labs began engaging with IIT Madras and Vidya Sagar to develop commercially viable Voice Output Communication Aids in 2008. Sustained research and development on the device began in May 2008 in collaboration with Faculty of Electrical Engineering and Computer Sciences Departments at IIT Madras. Invention Labs received a grant of Rs 10 lakhs under the Technopreneur Promotion Programme (TePP) from the Department of Scientific and Industrial Research, Government of India, in February 2009, which was used to fund the development of AVAZ in part.

Invention Labs continuously engaged with Vidya Sagar’s teachers and students to validate the usability and impact of the prototypes of the device. After a couple of rounds of prototyping and based on feedback from children as well as teachers, the design was finalized, and the beta version of the device went into production. AVAZ was launched in February 2010 and has been warmly welcomed by the community of special educators as a step in the right direction.

The Details

AVAZ consists of two components – a wheelchair mountable speech synthesizer and text prediction software that runs on this synthesizer. The speech synthesizer has been designed to be usable by children with different abilities and has the following features:

• Large 7” LCD display with Touchscreen
• Speakers and Audio Jack – for voice output and audio prompts
• USB port – to connect non-contact switches that get activated when they sense motion
• Mono Jack port – to connect contact switches that get activated when pressed
• Rechargeable battery (in-built)
• Wheelchair mount (optional)

The text prediction software helps children do two things – creating sentences and speaking them out. Sentences are created in AVAZ using a technique called ‘scanning’. The user can select an option by pressing anywhere on the touchscreen or by using any contact or non-contact switch that is connected to the speech synthesizer. In order to speed up text creation, AVAZ features learning and prediction. It is able to remember sentences and words used by the child in the past, and it accelerates the entry of commonly used templates. AVAZ currently supports nearly 10000 words in the English language, and many more can be added by the child if needed.

The text prediction software comes with many options to enable children to customize the device to suit their needs:
a. Scan speed can be modified to suit the child’s comfort
b. Audio mode is available to help visually impaired children hear the current position of the highlight
c. New words can be added by the user to the in-built dictionary of AVAZ.
d. Frequently used sentences can be added as a ‘template’ for quick retrieval

Benefits to the Children

AVAZ provides a ‘voice’ to a non-verbal child with Cerebral Palsy, allowing him/her to communicate with friends, family and teachers.

• AVAZ enables these children to express themselves – children can convey virtually any thought in their minds by creating messages dynamically and using the speech synthesizer to ‘speak’.
• AVAZ helps them become independent – children can interact with the device based on their ability. A number of interaction switches, contact as well as non-contact, are compatible with AVAZ and can be used to operate the device.
• AVAZ allows them to communicate easily – the software adapts to the child’s vocabulary, using words that are most frequently used by him/her as well as allowing the child to create ‘template’ messages for daily use.
• AVAZ is also portable, allowing the child to carry it around and even mount it on a wheelchair.

Future Thoughts

Communication plays a very important role in our lives and enables people to make friends, influence others and interact with their communities in meaningful ways. Our goal is to enable non-verbal persons with different abilities to overcome the barriers in communication that they face with the help of assistive devices like AVAZ. Just like a person with mild visual impairment wears spectacles to correct her/his vision, we envision that most non-verbal persons will have access to and use a portable assistive device like AVAZ to ‘speak’ and communicate.
Invention Labs plans to leverage the many features of AVAZ to extend its use to an educational environment, where the children could be taught using AVAZ. Special-purpose applications could also be built that work in specific employment opportunities to help such children take up gainful employment when they graduate. AVAZ could also be interfaced to a PC or a mobile phone in order for non-verbal CP children to use these devices.
Since a child can interact with AVAZ in multiple ways, the same principles used by a child with CP to communicate can be extended to help other non-verbal children. Children with lower levels of CP, Autistic children, children with learning disabilities and children with multiple disabilities could all benefit from having an assistive device that suits their needs. With the appropriate application, AVAZ could potentially be useful by adults who have been temporarily or permanently impaired by accident, stroke, disease or even old age.

About Invention Labs

Invention Labs is a startup based out of Chennai and incubated at IIT Madras. Voted one of the hottest startups in India by Business Today in 2009, Invention Labs was founded by alumni of IIT Madras. With a diversity of experience gained from working for multinational corporations at different locations worldwide, the founding members of Invention Labs returned to India in 2007 to set up Invention Labs as an organization that invents products for the unmet needs of the Indian consumer.

Read more about Avaz (and watch their video) here: http://www.inventionlabs.in/avaz/aboutAVAZ.html

Amit Kataria comes from a humble background. Brought up in Choma village, Gurgaon, Haryana by his father, a farmer and mother, a housewife, he always dreamt of making a change in the society. Never having let his walking disability come in the way of his dreams, today he has successfully transformed the lives of many in his village by imparting computer literacy and in the process, setting a precedence worth following.

Amit’s journey began in 2007, “I completed my primary education in Choma but beyond that level of education, there was no opportunity there so I decided to study at a school in West Patel Nagar and passed my tenth and twelfth class there. In my final year, I came back to my village in 2006. I realized that most villagers owned land and money but they had little or no literacy especially in computing. They were ignorant of the need for computer skills. I found that this was the biggest need of my village and its future generations. That was when I decided to start a computer learning institute in my area.”

Students in Rose Computer Academy

With a vision to spread computer literacy throughout India, especially in rural areas, Amit started his venture ROSE Computer Academy in 2007, when he was only nineteen years of age. Having learnt computers, he realized its potential in making his community independent and in the long run, in contributing to strengthening of the economy and the nation at large. At no point of time did Amit lose heart in the face of difficulties even when finances were few and far between, he persisted. “I still remember September 7, 2005, the day when I had earned my first hundred rupees. When I set out to start my institute, I had twenty-three thousand rupees of savings. My maternal uncle agreed to lend me one lakh rupees and I could start my computer lab.”

Amit’s academy has so far trained 300 students from his village, offering courses such as Basic computing, Java, Graphic Designing, Tally, C++ and many others. His is the only academy in Palam Vihar, Gurgaon which offers different kinds of computer courses under one roof, working 18 hours a day. Some of his students have also gone ahead and opened their own enterprises, while others have taken up jobs. Some start working at the academy itself.

One of the students at ROSE Academy is seventeen year old Ashok Silwal. Born in a small village of Nepal, Ashok came to India in 2007. His father is a bus driver at a school in Gurgaon and had no money to support his education so he went back to Nepal and enrolled for a correspondence course in India. “In Gurgaon, my father met Amit Kataria sir. Sir needed an office boy, so I started working with him at the Academy. I soon developed an interest in learning computers. I completed a Certificate Course in Computer Application and Desk Top Publishing and also completed my schooling here. Then I started teaching at the ROSE Academy and earned salary also. Now I am able to contribute to my family too,” Ashok smiles, gleaming with pride.

ROSE Academy has provided computer skills and employment opportunity to many like Ashok. Besides computer education, ROSE Academy also provides learning assistance to students in their studies, considerably brining down the examination failure rate. As Amit puts it, “ROSE academy is like the rose flower that spreads its fragrance everywhere.” True to its name, the work and virtues of the Academy are an inspiration by every measure!

A less traveled track to Tilonia gives one a journey into Indian entrepreneurship and perhaps changes the way our villages are perceived by city dwellers. Tilonia brings you face to face with the real spirit of India. Its misty hopefulness uncovers the nature of the task that is ahead for a social entrepreneur, its uniqueness and challenges.

Tilonia is a small town 25 kms from Kishangarh near Ajmer in Rajasthan. Barefoot College, established in 1972, inspires this town with the conviction that solutions to rural problems lie within the community. These solutions are broadly classified by Barefoot College into solar energy, healthcare, education, water, rural handicrafts, people’s action, communication, women empowerment, income generation, wasteland development, electricity and power as well as social awareness and conservation of ecological systems in rural communities.

Barefoot College was founded by Sanjit ‘Bunker’ Roy, an Indian social activist and educator. Roy was influenced by the philosophy of Mao Zedong, and modeled his organization after Mao’s Barefoot Doctors. Roy has worked all his life with the Barefoot College.

Spread over more than 8 acres of land, the campus of Barefoot College was built between 1980 and 1986, designed by a team of rural ‘barefoot’ architects, masons, blacksmiths, farmers and members of women groups who sat and struggled through the initial basic designing of the campus. This institution believes in imparting informal, non-structured, on-the-job practical training by identifying the poor, unemployed youth who have been unable to finish their formal education and have returned to their respective villages as dropouts. The five principles which are an integral part of the functioning of the college are equality, collectiveness, self-reliance, decentralization and austerity.

The education program focuses on the overall development of rural children, with literacy being just one part of it. It encourages hands-on or learning-by-doing process of gaining knowledge and skills. Lessons are focused on awareness about the environment and socio-economic and political forces that dominate development. The aim is to provide the children with a right balance of education and literacy so that they choose to stay in their village and work for its development. The college has different programs for children and women. There are Balwadis (rural crèches) established for children between the age of 6 months-5 years for the convenience of working mothers. Night schools have been set up for ‘working children’. There are bridge courses, courses for night school children who aspire to join formal day schools. In these night schools, initiatives like the children’s parliament are established which allow them to participate in the management of their schools through a democratic process. Candidates are selected through a proper election process, giving them an idea of the working of a democracy.

There is also a huge emphasis on the holistic development of women by empowering them socially, financially and politically. In the past 38 years, the college has trained more than 15,000 women in jobs ranging from construction work, education, metal craftsmanship, toy making and solar engineering, to mechanical repair and fabrication, health care, water testing, handicrafts, film making and social activism.

Vocational Training at Tilonia

The Barefoot College has setup eight field centers in Rajasthan and a society known as SAMPDA (Society for Activating, Motivating and Promoting Developmental Alternatives) through the collective efforts of which the Barefoot approach is replicated in rural communities across 14 states in India.

The global response received by the organization is worth acknowledging. The institute has witnessed semi-literate middle aged woman traveling from places as diverse as Afghanistan, Cameroon, Gambia, Mali and Sierra Leone to undergo training to become barefoot solar engineers.

To know more about this organization and to read on some of its wonderful initiatives, please visit their website at www.barefootcollege.org.

SAMAG is a registered, Non-Profit support group which is relentlessly working for the cause of “Ataxia” and “Muscular Dystrophies”- a set of Neuro Muscular degenerative disorders resulting in body imbalance and heart problems which gradually worsens until the victim becomes totally incapacitated. At present, there is no known cure in this world for this disorder.

SAMAG was founded by Chandu George in 2006 in Hyderabad, India with a vision to spread awareness about Ataxia and to provide information and counseling to families coping with Ataxia. Journey has been difficult for this budding organization but thanks to the positive efforts of volunteers led by Chandu, SAMAG has slowly and steadily created awareness on Ataxia and has successfully paved the way to create a forum for Ataxians thus bringing in hope and voice for Ataxians in India.

Chandu George, belonging to a middle class family in Hyderabad, has grown from being a shy and introvert guy into a confident personality leading the way for better life for Ataxians. Diagnosed with Friedreich’s ataxia from the tender age of 14, Chandu realized very early that living with Ataxia was a part of his life and a reality. Over the years he has accepted this hard bitter truth in life and maintaining an ever optimistic attitude, he has strived relentlessly in building SAMAG, an effort to better the lives of families coping with this rare condition.

Completing 4 years of operation, SAMAG has been successful in getting attention from local organizations and volunteers who have come forward to help in its efforts by tree plantations, donation of wheelchairs, organizing fundraising activities etc. SAMAG has also been featured in local channels like Saakshi TV and TV9 along with getting published in local newspapers. It continues to act as an advocacy and lobby group for Ataxians and continues to prepare volunteers who can contribute their time and energy for the welfare of Ataxia patients and help them in obtaining essential commodities like wheelchairs, walkers, medicine etc.

However, despite all its achievements, SAMAG is still in need of funds as well as volunteers to realize many of the pending projects. One such project is SAMAG Rehabilitation Center. SAMAG aspires to build a disabled friendly rehabilitation centre where it can bring the Ataxian families together along with care givers and volunteers. Chandu truly believes that spending a weeks time in a direct interactive environment , Ataxian families can share their concerns, reduce their worries and also develop a feeling of ” togetherness” which can bring them new hope in life.

This project is yet to be realized due to the lack of funds and resources.

Another project is to open a branch of SAMAG in Bangalore which is again not been realized because of lack of volunteers and like-minded people.

I take this opportunity to remind The Better India readers that SAMAG is a registered non-profit support group which entirely depends upon donation, charity, grants and fund raising events. It needs helping hands to support the cause and funds to implement projects. Even a little help can make a huge difference.

So, please feel free to contact Chandu at sam_ataxiaindia[at]yahoo[dot]com in order to find out ways of help, how to become a volunteer, how to conduct fund-raising activities, sponsor a victim or make a donation.

Please visit www.samataxiagroup.org to know more.

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In the recently concluded Asian Youth Chess Championships 2009, India has bagged 23 medals out of a total of 36, says this report in The Hindu. The championship was conducted by the Asian Chess Federation and was held at New Delhi, India. It is a great feat shown by India by being the majority medal winner. The second in the medals tally is Vietnam. India’s spectrum of medals included 8 gold, 7 silver and 8 bronze.

The Asian Youth Chess Championships is conducted for both boys and girls under the following categories:
Under 8, 10, 12, 14, 16 and 18 years of age.

What is interesting for us is how this sport has been nurtured and carefully guided in our country so that we have now become an important ‘player’ in chess globally. The Asian Chess Foundation carries an interview of Mr. D. V. Sundar, Hon. Secretary of the All India Chess Federation. In this insightful interview, and perhaps an interview that many other sports bodies can take note of, Mr. Sundar explains how India has become a force to reckon with in chess. Addressing a question on what he believes has helped make India successful in chess, he says:

We hold many children’s tournaments. Every week there is a children’s tournament going on in one part or another of our 30 States. The five most active are in Tamil Nadu, Andhra Pradesh, Karnataka, Maharashtra, West Bengal. These States are historically good in producing chess players.

We have many children’s tournaments, alternating age groups Under-8 to 16. The AICF insists that all tournaments give Certificates to all children. Not only children are encouraged but specially their parents.

It is wonderful to note that the sport is being encouraged amongst children and thereby giving players enough time to hone their skills by the time they reach the international arena.
Mr. Sundar goes on to say that the AICF is aiming to create a mass appeal for chess:

Aside from the traditional chess States, we have developed chess in Goa, Delhi, Orissa, Assam and Jharkhand. Kerala now organizes five to six rated tournaments per year with 150 to 300 participants each.

Rajasthan now organizes two or three tournaments every year. We are creating a mass appeal for chess.

You can read his complete interview here. It explains in detail how the game of chess is being spread in the country and how we are able to generate players of high caliber at a consistent rate. This could well be adapted for other sports too.

Congratulations to all the players who participated in this year’s Asian Youth Chess Championships!
The official website of Asian Chess Federation is www.asia-chess.com and that of the All India Chess Federation is www.indianchessfed.org

Image courtesy Wikipedia.