EDUCATION
Objective of the Vertical
Support and strengthen Integrated Child Development Service Centers in our working area through training programmes and demonstrations. Seek to set up and run model Child Development Centers in different areas and share the outcomes of our experiments with similarly aspiring rural government and non- government organizations.
Challenges in the Sector
The ICDS (Integrated Child Development Service Center) has done some significant work in India. For example, in Andhra Pradesh and Karnataka, a certain level of improvement was seen in the mental and social development of all children (Pattnaik, 1996). There was also a substantial positive change in the birth-weight and infant mortality of Indian children with improved immunization and nutrition. However, at the same time, the World Bank has pointed out certain drawbacks of the programme including participation of wealthier children more than the poorer children and lowest level of funding for the poorest states of India (Pattnaik, 1996). Studies have shown that activities that boost social, emotional, physical and cognitive development are rarely found in these institutions.
Lack of implementation of programs and maintenance of record and registers have led to unsatisfactory performances. Studies have also found unsystematic developmental assessment of children and no rigorous evaluation of activities, leading to minimal growth among children. As every AWC (Anganwadi Centre) lacks the number of required teachers (Sewikas), it is difficult to maintain the standard student teacher ratio. Also, the Sewikas in the AWCs are not properly trained. There is a lack of Teaching Learning Materials (TLMs) and if available, they are underutilized, inadequate and inappropriate. The buildings are also in dilapidated conditions where there is no light, ventilation, space for indoor and outdoor activities, safety, electricity, cooking space, storage, toilets, clean and safe drinking water.
Program Details
Parivartan’s Baal Ghar Angan is designed for the age group of 3-6 years of children based on the pre-primary education model. This program runs with Anganwadi Centers (AWC) of 8 Panchayats that are in our close vicinity. Baal Ghar Angan aims to support and strengthen ICDS Centers in our working area through training programmes and demonstrations. This programme intends to create impact at the following levels:
Children: Baal Ghar Angan seeks to achieve social, emotional, physical and cognitive development of children by introducing innovative pedagogical framework in the field of Early Childhood Education. We focus on peer to peer development of children by creating an atmosphere of learning in AWC’s
ICDS Centers
Baal Ghar Angan aspires to nurture and develop ICDS centers or AWCs in its working area by supporting them in several ways. The programme also empowers Sewikas with the understanding to shape the culture and performance of AWCs.
Community: Parents, grandparents and other community members participate in programmes and workshops where they are apprised about the progress of their children throughout their journey at Baal Ghar Angan and are encouraged to engage with Parivartan’s other programs. Baal Ghar Angan also releases a biannual newsletter, ‘Hamar Angana’ that captures the experiences of children and Sewikas associated with Parivartan.
Collaborations
Baal Ghar Angan makes use of different Teaching Learning Materials (TLM’s) from some of the pioneering organisations in the field of education such as Jodo Gyan and Pratham that caters to the motor skill development in children. Children are also given the opportunity to interact and learn with other verticals.
Case Story
When Sushant came to the Baal Ghar Aangan class with his aunt, he had stepped out of his home for the first time and was not used to being with other children. And that’s why he wasn’t sitting still at all, and kept opening the door and calling his aunt. I asked him repeatedly to sit down and it seemed as if he couldn’t hear me at all. When the class was about to get over, I gave a group activity to all the children and asked them to form groups of four. Then, all the kids started playing in groups but Sushant kept standing in the corner. When I asked him to join a group, he stood silently, ignoring my calls. When I asked him again, he lisped and said, “I will not play with them”.
When I gave him blocks to play with, he made a train with the blocks and started playing. I sat with him and asked him gently,” What are you making?”. And he unexpectedly answered, “My aunt doesn’t call me a good babu(boy) and only gets toys for her babu(son). Placing my hand on his head, I said, “You are a very good babu, Sushant, and I will tell this to your aunt also” and he agreed. It was time for the class to get over and all the children went near the gate but Sushant kept calling his aunt and asked me to call his aunt. After sometime, she came and asked me, “Madam I hope Sushant didn’t make any mischief today.” I asked her not to call Sushant a mischief-maker as he’s a very nice boy.
The next day Sushant came to the class with his aunt and looked at the children taking part in all the activities but still didn’t take part. In this way, everyday he started coming to class. Soon the children developed a camaraderie with Sushant and started asking about him when he was not around. Sushant became a regular student and bonded well with all the other children and got over his inhibitions.
Objective of the Vertical
Support children in acquiring language skills, communication, expression, creativity and leadership skills. Share these efforts with other schools in the area through continuous co-coordination and support.
Challenges in the Sector: The buildings are also in dilapidated conditions where there is no light, ventilation, space for indoor and outdoor activities, safety, electricity, cooking space, storage, toilets, clean and safe drinking water.
Program Details
Parivartan’s Baal Ghar Angan is designed for the age group of 3-6 years of children based on the pre-primary education model. This program runs with Anganwadi Centers (AWC) of 8 Panchayats that are in our close vicinity. Baal Ghar Angan aims to support and strengthen ICDS Centers in our working area through training programmes and demonstrations. This programme intends to create impact at the following levels:
- Children: Baal Ghar Angan seeks to achieve social, emotional, physical and cognitive development of children by introducing innovative pedagogical framework in the field of Early Childhood Education. We focus on peer to peer development of children by creating an atmosphere of learning in AWC’s.
- ICDS Centers: Baal Ghar Angan aspires to nurture and develop ICDS centers or AWCs in its working area by supporting them in several ways. The programme also empowers Sewikas with the understanding to shape the culture and performance of AWCs.
- Community: Parents, grandparents and other community members participate in programmes and workshops where they are apprised about the progress of their children throughout their journey at Baal Ghar Angan and are encouraged to engage with Parivartan’s other programs. Baal Ghar Angan also releases a biannual newsletter, ‘Hamar Angana’ that captures the experiences of children and Sewikas associated with Parivartan.
Workshops
We keep organizing various workshops and events at Parivartan and community level. Workshops like Khel Khel Mein, attempts to bring together the different verticals of Parivartan by conducting different activities like action songs, painting, creative writing and poetry. These workshops enable children to think at different levels. Through innovative educational practices and enthusiastic programmes like Sikhe Sikhaye Workshop and Reading and Writing Workshop, Baal Ghar Kislay aims to foster the idea of peer learning among children.
We get the support of various experts to conduct these workshops. Ms. Vandana Rag, a renowned author, has been guiding students to write stories through the Reading and Writing Workshop that has been further compiled together to form a book of interesting stories called, “Kisse Labalab”. Baal Ghar Kislay also releases a quarterly newsletter, ‘Chahakne ki Lalak’ that encapsulates the ideas and thoughts of children through poems, paintings, jokes, riddles and essays.
Case Story
Roshan used to come to Baal Ghar Kislay and initially, he spoke very little, and was also very weak in reading and speaking and used to sit at the back of the class. Our Facilitators always encouraged him to sit in front. He used to speak for a while, sit for a while, then he used to go and occupy the back benches once again. One day Priyanka, the Facilitator of Baal Ghar Kislay, was engaging students through songs. All the children were standing in a circle and were singing the song with actions. Roshan was also a part of it and he was listening to the song very carefully but was not able to follow the actions. In the second week, when he came to do class, he was the first to raise his hand and sang the songs with a lot of exuberance, Roshan was not just singing but was also teaching actions to all the other children. He gradually became interested in poems, story, and he started visiting Parivartan everyday in the evening, and he wanted to learn a lot. A few days later, one of his stories got published in the Chahakne ki Lalak newsletter, Chakmak and Mera Panna.
When Priyanka went to his house and told him about the Chakamak magazine, he started visiting Parivartan regularly along with many other children from his community. Today, Roshan has become very sharp and very active. He also visits the library, Jharokha and Gharounda at Parivartan, and goes to a private school.
Objective of the Vertical
To inculcate quality language skills amongst children using computer as a medium of language learning
Challenges in the Sector
According to Annual Survey of Education Report (ASER, 2016) and National Achievement Study (NAS, 2017), affluent states of India have better learning outcomes in comparison to underdeveloped states. Studies have shown that at this pace it would take children 18.7 years to master basic language skills.
Program Details
Jharokha has been created in order to develop language competency using e-learning pedagogy supported by blended learning, combining instructor led training (ILT) and computer-assisted language learning (CALL). In order to learn languages, children first must learn to work with the mouse and keyboard and thus get acquainted with basic computer technology. Children in the age group of 9-12 years work on exercises in both Hindi and English through the online software, Duolingo. They learn new words, enrich their vocabulary and are familiarized with translation techniques. This is a 6 month programme and 4 different groups of children fill the computer lab at Parivartan every day.
Curriculum
Jharokha’s curriculum is based on Duolingo, an online application that aims to enhance children’s understanding of any language. At Jharokha, we focus on Hindi and English. It is a six month curriculum that entails the basics of computers as well as language. Our facilitator Mr. Brajesh, has designed tasks and activities for students that aims to improve their understanding of the language. At the end of six months, students appear for a test that endeavors to understand their learning levels. On successful completion of this examination, students are awarded with a certificate at Parivartan.
Collaborations
Jharokha has also collaborated with Girls Who Code, an organization that aims to close the gender gap in the field of science and technology. With their support, Jharokha has established a Girls Who Code Club with the fellowship of 14 girls from the community. The program focuses on using SCRATCH, a free online program language that can help students develop interesting and interactive stories, games and animations.
Case Story
Parivartan is constantly striving for the upliftment of rural children in the field of education. Today, let’s meet Rahul, who has been associated with Jharokha for the last 3 years. Living in Babu Ke Bhatkan village in Jiradei block, Rahul comes from a lower-class family and studies in class 5. His family comprises his grandfather, grandmother, parents, elder brother and his younger sister. His father works as a labourer in the city. While at home, his grandfather works as a farmer and also takes care of the house.
The idea of writing something about Rahul is not an accident. Some of his talks and activities inside the classroom draws attention towards him. This did not happen immediately. Rahul was a very shy boy. When he used to talk, he never met my eyes. He also did not dress properly. His first impression was never encouraging. When Rahul started coming to the Jharokha (Jharokha, who works to impart English language skills through technology), he did not pay much attention, but gradually started following the instructions given at Parivartan. His speech transformed for the better and he started studying sincerely. Rahul has certain qualities due to which he is dear to everyone.
He is very honest and devoted to his work. Along with him the children of his village also come to study. If any of his companions cause mischief, he reports the matter to the teacher. This clearly indicates his sense of discipline. When there is a test in his school, he ensures that others in the class are informed.. He has become aware in his studies and tries to overcome any obstacle that may hinder his progress. He takes necessary advice from the teachers at Parivartan and has become their favourite.
In his group he was the first to complete the course at Jharokha.. He can operate the computer as well and helps other children in the same. In fact, Rahul is an example of the change that can be brought about in other children of his age even when the environmnet is not so conducive.
Objective of the Vertical
Develop cognitive skills and enhance creativity in children through arts and crafts especially painting and drawing exercises. Develop innovative learning techniques and language skills through such exercises.
Challenges in the Sector
The present status of art education has degenerated in schools. One of the reasons for such degeneration is due to greater focus on traditional academics. These subjects have a formalized procedure for assessment throughout the year including tests and exams. Subjects like fine arts, music or dance do not fit in this exam structure. Another reason for this gradual decline is the lack of trained teachers in the field of art education. Art is an activity based subject, which makes the involvement of teachers very important.
Program Details
There is a general disdain for arts and people believe that it is a useless exercise. Gharounda aspires to change this perception and create awareness about the importance of arts in our everyday life. It seeks to generate an interest in arts amongst school going children of the community. We encourage children to participate in different activities of Gharounda with the aim to develop their cognitive skills and creative expressions.
Curriculum
Gharounda aims to impart creative and artistic skills through different classes. We cater these skills to different age groups by developing and designing different curriculums. Children from Primary, Middle and High school attend these classes which are conducted both at Parivartan and community. The classes are based on a six month curriculum which focuses on enhancing students’ creativity through various genres of art and craft. Through these classes, students are given an opportunity to express themselves through their creative abilities.
Kishori Classes, another program has been started with the aim to mobilize and orient adolescent girls towards these classes especially as these classes impart employable skills and could prove to be adequate platforms of self-generating livelihood. Based on a six month curriculum, Madhubani painting, bed-sheet painting, board painting Mehndi designs and Rangoli making are taught through these classes. These skills make our daily life useful and enriching.
Workshops
Gharounda believes in exposing children to different genres and traditions of art that can help them build their perspectives. We encourage students to participate in different workshops and events conducted at Parivartan. Some workshops are conducted by eminent artists like Vrushali Joshi, Proiti Roy and Ravi Ojha. Along with that we have been conducting workshops on art genres like terracotta, Rangoli, Madhubani, glass painting, paper craft and illustration. Exposing students to different art traditions gives them the scope for observation, imagination and visualization in the process of creativity. We also include our Sahyoginis and other staff members in these workshops.
Collaborations
In the year 2018, we have collaborated with Camlin India to conduct two art workshops and competitions for children.
Case Story
Munni is 12 years old. She lives in village Gothi of Siwan district, Bihar. She studies in Middle School Gothi. She has shown keen interest in colors and drawings since early childhood. Being the art facilitator at Parivartan I am an integral part of Parivartan’s holistic heuristic rural development initiative. Besides taking regular art class in the campus I visit several spaces and schools in the community to inform and initiate children into art. The world of art has its own language and it immediately connects people together. I observed during my classes in the community that Munni was not only an enthusiastic young participant but was also a sincere learner. She started coming to the Parivartan campus also to attend more classes. She started creating beautiful pictures. On seeing her creations other girls form Gothi were also motivated and three of them joined her to attend classes in Parivartan. All seemed good when suddenly Munni stopped coming to the classes. I waited for a few days and then got worried for her well-being. I telephoned her parents to inquire about her well-being. But for very long her parents did not pick up my phone and when on one occasion they did, they cryptically remarked,” She is not well.” Munni had been a part of the Parivartan summer camp “Garmi ki Chutti- Hulchul”and had created beautiful paintings. She had introduced her mother to me on the penultimate day of camp. Her mother seemed delighted with her daughter’s works, so this reluctance on her parents part was simply unfathomable to me. I saw great potential in Munni and felt disappointed that her talent should be nipped in the bud so I decided to visit her house. Her father was not welcoming and refused to listen to my arguments in favor of Munni’s talent and Gharaunda art classes at Parivartan. He simply retorted after hearing me out-“Why should she waste her time learning art at Parivartan? Rather she should learn household chores that would help her in future.” Although I felt uncomfortable on hearing this I was not daunted and kept up with gentle persuasion. In the end he relented somewhat and agreed to send Munni for few classes but not all regular classes of Gharaunda. I heaved a sigh of relief and saw this as some consolation. Now I had to help Munni make the best of it. It was sheer chance that as soon as Munni joined our classes The Camlin Art Contest took place. Munni took part in it. She drew a picture of a bird in a cage and captioned it as ,”My Story!” She further described her picture, “I am like this caged bird. Like her I am also caged in my house.” The judges were taken aback!
Besides creating beautiful artwork Munni had succeeded in conveying a starkly emotional story also. They became deeply moved by her presentation and awarded her with the first prize.
Munni did not look back after this. She followed this up with participating in the reading and writing workshop held at Parivatan that specifically focused on developing and writing stories. She composed an emotional story on sufferings of people caused by irresponsible doctors titled ‘Ek Doctor ka Farz.’ This story is now a part of the soon to be published book ‘Kisse Labab’—a compilation of stories penned by children associated with Parivartan.
One of her illustrations also finds place in the book. She has made several paintings since then and has been the recipient of several rewards. She has been also selected for the Baal Pathik (Child Leaders) program of Parivartan through which she will be taught to share her learnings at Parivartan with other children of the community.
I have met with her parents several times now and am happy to note a change in their thinking. They are acknowledging their daughter’s talents and no longer object to her being a part of activities organized by Parivartan.
Witnessing such changes in the community motivates all of us at Parivartan to keep striving hard and work towards realizing our goals.
Objective of the Vertical
Promote a scientific temper amongst children and perpetuate a sense of ingenuity and curiosity. Through hands-on science space, sharing and learning with various schools of the area. Conduct Workshops for both teachers and students of the area so that the learning is transferred to various schools of the area.
Challenges in the Sector
In a position paper documented by National Council Education Research & Training (NCERT) on science has recognized that our science textbooks are overloaded with scientific facts, focusing mostly on rote methods.
National Curriculum Framework Policy (NCF) 2005 of India recommends teaching science as a process/inquiry and value system. But unfortunately, today’s science teaching pedagogy hardly takes cognizance of such issues. Another challenge facing Indian Science Education is the lack of infrastructure and quality equipment for hands on experiments. Shortage of teachers is another challenge in the face of Science education in India.
Program Details
To fulfil the gaps in the science education scenario, Vigyanshala, an initiative of Parivartan seeks to find answers to difficult questions of Science and inculcate a scientific temper amongst children. Aimed at Middle and High school children, Vigyanshala seeks to develop ease in learning science by explaining science principles through hands-on experiences. By shunning rote methods, Vigyanshala thus hopes to create a deep understanding and enthusiasm for the subject.
Vigyanshala perpetuates a sense of ingenuity and curiosity through a dedicated science lab at Parivartan. We believe in sharing and learning with various schools of the area by conducting science workshops for both teachers and students so that the knowledge is transferred.
Vigyanshala runs classes at Parivartan, in the schools and in the communities. As Vigyanshala caters to the Middle and High schools of 21 villages of our working area, we attempt to follow the topics covered by Bihar board and have designed and developed scientific experiments based on these topics, moving away from monotonous textual readings. Vigyanshala aims to give students an environment where they learn science with the eagerness to learn and innovate something new. Hands on experiment and model making allows students to think, create and understand the theoretical concepts by applying them in the real world.
Curriculum
The curriculum for Parivartan and school is a one year curriculum whereas the community curriculum is a six month curriculum. Both these curriculums encompass important topics like Light and Heat, Motion, Momentum, Force, Law of Gravity, Acid, Base and Salt, Metal and Non Metal, Electricity, Air and Atmospheric pressure, Energy, Heat and Sound and basic concepts of life sciences. Attuned to text based and rote methods, Vigyanshala is an initiative that focuses on moving away from mundane methods of teaching science and adopting a Do-It-Yourself Approach. Students learn through exploring and knowing concepts by applying them in different models that can be later used at a macro level, to bring a social change in the community. Some of our experiments are also inspired by renowned scientists like Mr. Arvind Gupta.
Workshops
By collaborating with different academicians, scientists and organizations, Vigyanshala has conducted many workshops and events for students and teachers in the community. The aim of these workshops and events is to provide students the opportunity to learn science through interesting and innovative experiments. Dr. G.S. Rautela, Mr. Samar Bagchi, Mr. Tushar Kanti Sengupta and Dr. Santosh Kumar are some of the experts who engaged with students and teachers through these workshops. Their workshops aimed at exposing students and teachers to scientific theories through easy and simple experiments. We have also invited experts from Shree Krishna Science Centre, Patna who took scientific experiments in a mobile van into different communities. Science Fair is conducted frequently in different schools and communities, in which students are encouraged to participate and make models. Vigyanshala also celebrates significant days in the field of science, like Science Day (28th February) where we organize a quiz contest.
Case Story
Parivartan Vigyanshala, is a part of the Education vertical. By joining here, children form practical understanding on the theoretical points of science, as well as other nuances and activities of science. Through all these processes, the fundamental understanding of science is enhanced in children.
Nearly a year ago, Rishu Kumar joined Vigyanshala. Initially, he was also associated with Jharokha Kendra, where he was learning English with the help of computer. During these classes, he developed an interest towards science. During his Jharokha classes, he sometimes sat in Vigyanshala and observed the children performing various activities and making models. In April 2019, when he was in class eighth Rishu officially became a student of Vigyanshala. Rishu’s father’s name is Sujir Yadav; he has two brothers and one sister. Hailing from the village of Sanjalpur, Rishu belongs to a poor family. His father takes care of his family by doing a small business in the village itself. Rishu studies in a government high school in the village.
At the time of joining in April 2019, Rishu was average in speaking. He would become nervous while asking questions or introducing himself. Neither could he enunciate words clearly nor was he confident enough to say it. The effect of both these things was that Rishu was not able to express much and lagged behind his studies as well.
The science school tried many activities to help him overcome his hesitation through group work, subject knowledge, and model building. Rishu had a keen understanding of models hence teaching through models proved to be effective.
In order to connect with the principles of science and to understand it, many activities have been done in the classroom regularly like science workshops, science fairs, quiz competitions, and regular classroom operation…
A few days later I gave Rishu the responsibility of monitoring my classroom.The basic reason for giving this responsibility was that I wanted to make Rishu familiar and active with all the instruments, parts and equipment of science school like the rest of the children. Within a few months he became aware of all the objects of Vigyanshala. Rishu could also neatly recorded all the information shared during class, which would help him in his future classes. During all these activities, Rishu remembered all the experiments related to all the practical activities of Science.
Rishu has been with Vigyanshala for nearly a year. His improvement is noticeable even in this short duration and his power of expression and communication has increased manifold.
His knowledge of science had also improved. When the Vigyanshala quiz competition was organized at the conclusion of the session, all the other children wanted Rishu in their team because this competition was related to science. The group which emerged as the winner was led by Rishu.
Thus, after this one-year engagement with Vigyanshala, Rishu developed many qualities such as conceptual understanding, knowledge of the science concepts, speaking skills, and leadership skills.
Objective of the Vertical
To inculcate reading habit among children through interactive sessions.
Challenges in the Sector
According to a finding from the survey, ‘Kids and Family Reading Report’ conducted by Scholastic publishing house and YouGov, a research institute, on the reading habits of children, only 32% of children read 24 books annually. Although many parents wish their children to read more, the findings revealed the poor reading habits of school going children.
Though the government is introducing different initiatives to inculcate reading habits in children, data shows a completely different picture, especially children in rural India. In the Annual Status of Education Report (ASER) 2017, Pratham Education Foundation, a non-profit working towards improving learning outcomes for rural children, found that nearly 25% of rural youth between the age of 14 and 18 cannot read in their own language. This data reflects that many children are falling through the cracks of the Indian education system. Apart from problems in school infrastructure and lack of important facilities, the inability to read in their own language snatches away the opportunity to imagine and put their thoughts and ideas together.
Program Details
Focusing on the aim to contribute to the SDGs, Library, an initiative of Parivartan was started with the aim to inculcate reading habits among different members of the community. Library comprises books for all ages and in both Hindi and English language. Our library consists of 4,000 books of different genres and publishing houses like Eklavya Publications, National Book Trust, Pratham Books, Takshila Publication, Children’s Book Trust and many more!
Our library has a vast collection of fiction, non-fiction and magazines. Every month, members of our community are issued several books. These members include teachers, parents, students and staff members of Parivartan. The library has a reading corner, where children can sit comfortably and enjoy reading the books of their own choice.
Curriculum
The Library also conducts activity based classes at Parivartan and schools. With the help of Ms. Vandana Rag, a renowned author, Parivartan has developed an activity based curriculum for these children. It is a six month curriculum. These activities mostly focus on inculcating reading habits in children and encourages them to express their views, opinions and thoughts based on their experiences.
Workshops
To spread the joy of reading with the community at large, the Library has another initiative known as Gullak Pitara. Gullak Pitara is a collection of books, mostly children’s books that are available for everyone at reasonable and discounted prices. These books are taken into the community and schools, displayed in a stall and help in mobilizing children, parents and teachers in the community and apprise them about the library at Parivartan. Through this initiative, we attempt to connect members of the community to the library. The stall is made available for everyone in major events of Parivartan like Nari Jutan, Kisan Mela and others.
Case Story
Anuj Kumar has been a regular reader at Parivartan Library. Initially he used to speak very little and was afraid and hesitant. But today he has overcome his fear and reads the newspaper and books according to his interest.
Anuj comes to the library with a lot of curiosity and has developed a habit of reading. He realises it’s a good use of his time. Anuj is a very simple boy whose favourite game is cricket. Everyone in the class gets along with him. He feels very happy to come to the library and get acquainted with the various books. The reading habit has broiught about positive changes in him. He appears more focused and confident.
Even during the COVID situation, Anuj ensured his connect with the library is maintained by joining the online class. After joining Parivartan library, his parents are also happy.