Our Programmes

Education

Educate Girls

About

With its innovative, multi-stakeholder, comprehensive model that resides on top of the Right to Education Act, or ‘Samagra Shiksha’, Educate Girls mobilizes public, private, and community resources to provide quality education for all under-served and marginalized girls.

From a 500 school pilot in Pali in 2007, Educate Girls’ program has scaled to cover more than 26,000+ schools across 12,000+ villages in 16 educationally-backward districts in India (11 districts in Rajasthan & 5 in Madhya Pradesh).

  1. State: Rajasthan
  2. District: Banswara
  3. Blocks: Arthuna, Gangadtalai, Chotisarwan and Sajjangarh
  4. Beneficiaries: Marginalized girls between the age group of 6-14 years. Children in grades between 3-5

Challenge:

  1. Demographics: Higher tribal population, over 92.9% of population in Banswara is rural
  2. Literacy Rate: The literacy rate in Banswara district is 56.3% which is lower than the state average (66.1%). The gender gap in literacy is 26.4%.
  3. Female Literacy: The female literacy rate of Banswara is 43.06% whereas male literacy rate at 69.48%
  4. Net Enrolment Rate*: Net Enrolment Rate of 93.6% at primary school level.
  1. Source: Banswara - Census, 2011
  2. Source: Census 2011
  3. Source: DISE Report, 2014

The methodology:

Educate Girls leverages existing government resources to improve the Enrolment – Retention – Learning cycle of every child in every program geography it operates in. To enable this, Educate Girls’ program model tries to bring about a transformative change in the society by targeting patriarchal belief system embedded in it and bringing in a systemic reform. This can be achieved through unlocking the power of communities to invest in girls’ education, facilitating improvement in education and school infrastructure by mobilizing community and government resources to support it. 

Educate Girls’ program intervention in the NPCI supported geography in Banswara is modelled to achieve the three broad outcomes of –

  1. Enrolment of out-of-school girls (OOSG) who have dropped out of school or have never enrolled (EG aims to enrol 90% of OOSGs identifies)
  2. Retention of 85% girls in school and ensure reduced dropouts
  3. Improved learning outcomes by 15%-20% in numeracy and literacy for children studying in grades 3, 4 and 5

The interventions:

 


Impact Figures 2018-2019:

Indicators  
Target Achievement
Number of Out Of School Girls (OOSG) enrolled 5,274 6,975
Retention of girls (FY 2018-19) 85% 97%
Grade Gain in Hindi 20% 60%
Grade Gain in English 15% 23%
Grade Gain in Mathematics 20% 53%

Total Number of direct beneficiaries: 62,128

Pratham Education Foundation

About:

Pratham was established in 1994 in Mumbai. Since then, the organisation has grown both in scope and geographical coverage. Since its formation, the organisation has grown into a pan India movement with programs reaching millions of children in rural and urban areas across the country. Its programs are designed to address a gamut of educational problems- pre-school education, learning support to both in-school and out of school children, mainstreaming of out-of-school children and vocational training for youth. At present Pratham is working in 24 states either independent or with partnership with the government.

  1. State: Chhattisgarh
  2. District: Banswara
  3. Blocks:
    1. Kabeerdham
    2. ​Mahasamund​
    3. Rajnandgaon​
    4. Kanker​
    5. Kondagaon​
    6. Sukma

Challenges:

All recent available data on student learning achievement such as the recent National Achievement Survey (NAS), as well as other sources such as the Annual Status of Education Report (ASER) indicate that learning outcomes are low, despite high enrolment in schools.

The methodology:

Pratham’s Read India program targets children in Grades III-V, with the aim to build fundamental skills in mathematics and reading. Experiments with short-duration high-intensity periodic teaching-learning activities with children have led to the development of Pratham’s current approach called “Learning Camps”. Learning camps are conducted by Pratham local staff with the assistance of the community (volunteers, parents and teachers) in order to enhance learning outcomes. The camps are held in a government school, usually during school hours. Pratham is in charge of negotiating with schools (and if needed with the village government) to enable the implementation of these camps.

The interventions:

  1. Learning camps with children in Grades 3 to 5 and light activities with Grades 1/2
  2. Setting up of community based children’s groups set in all villages
  3. Village Report Cards created by volunteers in all villages and disseminated by Pratham team
  4. Science and math fairs conducted in the communities
  5. School readiness melas conducted in the villages targeting children entering Grade 1

Impact Figures 2018-2019:

Activity Target Achievement
Learning Camps building foundational skills in language and Math 42 Learning camps rolled out in the 42 schools and completed in all 210 units, reaching out to a total of 7,745 children in Grades 3 to 5
Community Based Children’s Group 210 villages reaching out to 9,000 children 14,820 children reached out through children’s groups. (This is not unique reach. Some of the children are covered in learning camps as well.)
Reading and Sports Mela 8,000 children reached across 210 villages 9,870 children participated in the melas across 210 villages.

VIDYA Integrated Development of Youth and Adults

About:

VIDYA is a non-profit NGO. Over 34 years, VIDYA has impacted the lives of 3,75,000 people, more than half of which include girls and women. Founded in 1985 VIDYA now runs 78 projects and is growing; spread across Delhi, Gurugram, Bangalore, Mumbai & Pune. The organization builds capacity to surmount limitations, achieve goals and become leaders of social change. The method is to address literacy as multifaceted– encompassing academics, vocations, mental and physical wellbeing, life skills, awareness to a fast-evolving global society, communication skills, and values.

Location

State: Maharashtra

District: Mumbai Suburban and City

Challenges:

  1. Majority of the children come from underprivileged background with little or no access to quality education
  2. Majority of the children are first generation learners
  3. Social challenges including rampant substance abuse and subpar living conditions
  4. Ill equipped teachers and non-existent facilities in municipal schools

The methodology:

VIDYA is partnering NPCI under 2 programs a) The School Partnership program and b) The Beyond School Program

The School Partnership program at a school is a complete package by providing

  1. State of art computer lab setup in the school premises
  2. An updated VIDYA Digital Literacy Curriculum to suit the need of 21st century learners
  3. An in-house robust spoken English curriculum and
  4. Trained Computer and English Teachers

The Beyond School program is an intervention to prevent children from low income and at risk backgrounds to drop-out of school and help them stay motivated to complete schooling. Such learning programs in a safe environment helps in a) stemming drop-outs, b) provides motivation to continue through their school years and increase the chance of a successful transition into tertiary study or work.

When a child registers with VIDYA a focus is put on understanding every child's needs. A detailed application form aims at understanding the socio-economic background of the child, the income and education levels of the family and the degree of assistance needed. Children are tracked via attendance records and home visits and progress is measured through pre, mid and post assessments.

Impact Figures FY 2018-2019:

Programme Beneficiary Target Actual Beneficiaries
School Partnership Programme 5152 4803*
Digital Literacy = 3921
Spoken English = 882
Beyond School Programme 120 113

Environmental Sustainability

Bombay Natural History Society (BNHS):

About:

BNHS is one of the oldest scientific organisations in India, working for nature conservation since 1883. Its primary goal is conservation of nature, primarily biological diversity through action based on research, education and public awareness. It aims to spread awareness about nature through science-based research, conservation advocacy, education, scientific publications, nature tours and other programmes.

Human Wildlife Coexistence in Central India Landscape: Challenges and Opportunities

This program focuses on the studying resource collection of Minor Forest Produce (MFP) and other resources by communities that reside in and around the Protected Areas (PAs) and corridors

This research based program will help in a) documentation and mapping of patterns of resource collection and utilization by communities, b) recognizing socio-economic and ecological importance of certain natural resources, c) spatio-temporal maps of man-animal conflict zones arising due to presence of people inside sensitive areas of forests, d) creating pedagogy for awareness and sensitization of communities, e) identification of areas of further research and f) a comprehensive report with policy recommendations for effecting on-ground change.

The study area is spread across states of Maharashtra and Madhya Pradesh covering 11 districts. It is a mosaic of forests, villages, farmlands, roads, canals and water bodies. This area comes under Central Indian Highlands and the Eastern Plateau. Around forty thousand families live in fringe villages of the PAs of this landscape. 

Location:

  • Maharashtra
    • Tadoba-Andhari Tiger Reserve
    • Pench Tiger Reserve
    • Bor Tiger Reserve
    • Nawegaon-Nagzira Tiger Reserve
    • Melghat Tiger Reserve
    • Umred-Karhandla-Paoni Wildlife Sanctuary
    • Tipeshwar Wildlife Sanctuary
  • Madhya Pradesh
    • Pench Tiger Reserve and National Park
    • Kanha Tiger Reserve
    • Satpuda Tiger Reserve

Challenges:

  1. Extensive tribal population with no or low access to development opportunities
  2. Unsustainable extraction of Minor Forest Produce (MFP) from national parks and tiger reserves
  3. Deep ingress of humans into core regions of Protected Areas (PAs) for timber, fuelwood, MFP, medicinal plants etc.
  4. Human-animal conflict due to frequent proximity
  5. Crop depredation by wildlife and retaliatory killing of herbivores and carnivores
  6. Poor local employment generation avenues and poverty

The methodology:

The project revolves around the investigation of the problem of increasing human animal conflict and reduced empathy for wildlife amongst the people living in and around the Protected Areas (PAs) of India through research and intervene through education and awareness and provide solutions through community interventions. The interventions are created at 2 distinct levels:

Research based interventions

  1. Documentation and mapping of patterns of resource collection and utilization by communities
  2. Recognise Socio-economic and ecological importance of certain natural resources
  3. Spatio-temporal maps of conflict zones
  4. Identification of areas of further research
  5. Comprehensive report with policy recommendations submitted to the Ministry of Environment, Forest and Climate Change (MoEFCC)

Community based interventions:

  1. Creating awareness within communities through development of pedagogy for awareness for children and running sensitization campaigns for the communities

Present Status

The project has completed its design phase.  Data collection and verification on human-animal conflict basis direct field data capture from village surveys and data from the Maharashtra and Madhya Pradesh Forest Departments is presently underway.

Sensitization collaterals and outreach materials for schools and communities is presently being prepared and will be rolled out by the end of the year.

Next steps are to initiate spatio-temporal mapping to understand heat zones (high conflict spots) and to initiate village level outreach as a part of the mitigation measures.

BNHS-NPCI Education and Conservation Centre

NPCI has partnered with BNHS to develop the BNHS-NPCI Education and Conservation which will be one of the leading research, education and training facilities for wildlife conservation in the country.

The Centre will be set up in Chandrapur, Maharashtra in the Central Indian Landscape, which is one of the most diverse and critical habitat for various species including the Bengal Tiger (P. tigris). The Centre will play the lead in conceptualizing various ecological studies, designing appropriate methodologies and building capacities stakeholders involved in wildlife conservation. This facility will be equipped with data repositories, various labs for GIS study, molecular and phylogenetic analysis; repository of museum specimens, dedicated resources for wildlife forensic and telemetry studies, camera trapping, physico-chemical studies, sustainable living, livelihood and sociological studies.

The aim of this Centre is to further conservation sciences in the country, train and equip frontline forest staff and conservation managers with the necessary knowledge and tools of conservation, advocate wildlife conservation through systematic research and advocacy of policies for long term ecological security of the nation.