Project Name: Empowering Girls to Lead the Way for Education in Bihar
Donor: Unicef
Project period: June 2022 to January 2024
Target Group: Children of marginalized communities of 30 hamlets who are out of school, dropout and irregular to school, and their families
Program Location: Sheikhpura and Ariari Blocks of Sheikhpura Dt.
Purpose of the project / Program Overview:
The project aims to empower children in particular girls in Bihar, India, by increasing their enrollment in the school and improving learning outcomes. It addresses barriers to education, targets girls at risk of dropping out, and focuses on enhancing literacy and numeracy skills. Its purpose is to provide quality education and opportunities for girls to develop leadership skills.
By establishing Flexible Learning Centers (FLCs) in 30 hamlets, the program has provided a nurturing environment for children to develop their academic and relational skills. FLCs, equipped with essential teaching materials, have become educational hubs that bridge the gap between marginalized children and formal schooling. Tablets have been given to adolescent girls groups to equip them with 21st century skills.
Program Output – 1: Increased proficiency of children in foundational literacy and numeracy and out-of-school children from the most marginalized Mahadalit committees mainstreamed into formal school.
Key points of achievements: –
- Attendance: The FLCs achieved impressive attendance rates, with children attending at least 75% of classes. Girls’ attendance remained consistently higher than boys.
- Parental Involvement: Active parental participation, particularly from mothers, led to increased and consistent attendance of children in FLC classes, resulting in better learning outcomes.
- Mainstreaming Out-of-School Children: Despite challenges related to Aadhar card requirements, the initiative successfully mainstreamed out-of-school children into formal education, providing them with a brighter future.
- Academic Progress: Midline assessments demonstrated significant improvements in both literacy and numeracy skills among the students, bringing them to age-appropriate learning.
- Transformative Impact: The FLC initiative showcased the potential to bridge educational gaps and empowers marginalized children in underserved communities, protecting them from potential exploitation as illiterate migrant workers.
Program Output – 2: Adolescent girls have increased understanding in life skills and can access various skill-oriented courses, financial literacy, career-focused web platforms and social security schemes.
Achievements:
- Formation of Clubs: 100 clubs were established in 30 villages of Sheikhpura district, engaging 790 girls aged 9-14. These clubs provided flexible learning opportunities and focused on digital literacy and life skills training.
- Tablet Distribution: Each club received a tablet, resulting in the distribution of 100 tablets among the girls. They were trained on how to use the tablets effectively, empowering them to access digital resources and information.
- Digital Skills Training: Facilitators equipped the girls with various financial and digital skills using tablets. The girls gained knowledge about computers, the internet, and the importance of technology in the 21st century. They also explored career opportunities in the digital world.
- State-Level Life Skills Workshops: 709 girls participated in workshops on life skills. Through experiential learning activities, they developed crucial skills such as self-awareness, communication, problem-solving, and leadership.
- Empowered and Skilled Girls: The girls demonstrated proficiency in digital literacy, gaining the ability to use smartphones, tablets, and computers independently. They can now access skill-oriented courses, financial literacy resources, career-focused platforms, and social security schemes.
Program Output – 3: Parental engagement strengthened and positive behaviors demonstrated for promoting the value of girl child including their education and access to various social protection schemes.
Achievements:
- Sensitization of Parents: A total of 1,726 mothers and fathers were sensitized about the value of the girl child, the importance of education, and the negative consequences of child marriage. This awareness campaign aimed to change societal attitudes and promote girls’ education and protection.
- Increased Attendance: The involvement of mothers in the awareness meetings resulted in improved attendance of children, particularly girls, in classes. By understanding the significance of education, parents prioritized their children’s learning and ensured consistent attendance.
- Better Learning Outcomes: With increased attendance and parental support, children, including girls, experienced improved learning outcomes. The initiative contributed to enhancing their knowledge, skills, and overall academic performance.
Program Output – 4: Enhanced understanding of men and boys on violence against women and girls (VAWG) and gender equity.
Achievements
- Number of men and boys trained: A total of 365 boys and 1681 men from 30 villages participated in the training sessions to encourage gender equality. Additionally, 5 girls and 132 women also attended these trainings.
- Involvement of external consultants: Ms. Alka, a Ghaziabad-based external Gender Consultant, facilitated the training sessions in 21 villages, while Mr. Bhawar Puri, a retired NABARD professional and practicing lawyer from Jaipur, along with the project staff, facilitated the training in the remaining 9 villages.
- Use of participatory and engaging methods: The training sessions were designed to be participatory and engaging. Subject matter-based songs were sung to initiate discussions, and participants were encouraged to share their viewpoints
Program Output – 5: SMCs of 30 primary schools strengthened and parents and teachers collaborate to ensure retention of children in schools and improve the quality of education, through interface meetings conducted in every project village.
Achievements:
- Holding 30 interface meetings in the villages with participation from 987 parents, 56 teachers, 13 public representatives, and 8 government officials.
- Increasing awareness among parents about their children’s education rights and improving punctuality of teachers and principals.
Celebrating various events including World Day against Child Labor, Independence Day, International Literacy Day, World Child Rights Day, and Children’s Day
Over all achievements:
- Increased Proficiency in Foundation Literacy and Numeracy:
- Establishment of 30 fully functional FLCs in marginalized communities, offering educational support to children.
- Enrollment of 1200 children (348 girls and 252 boys in Group A, and 362 girls and 238 boys in Group B) in the FLCs.
- Ongoing mentoring by 30 community mobilizers, who provide age-appropriate learning in foundational literacy and numeracy.
- Distribution of teaching and learning materials to all 1200 students, including Hindi and Math workbooks, notebooks, pens, and pencils.
- Improvement in children’s proficiency levels through assessments, with significant progress in literacy and numeracy skills.
- Mainstreaming the children who have left the school to join again.
- Increased sensitivity towards Gender bias and discriminatory practices
Challenges:
- Migration of enrolled children with parents
- Incapable of paying Registration fee of school
- Absenteeism during Local festivals
- Involvement in income generating activities
- Weak internet connection interrupting browsing websites in digital literacy classes
Success story:
Gunjan Kumari resides in the village Rampur with her grandparents. She has two younger siblings – a brother and a sister. Mother passed away a few years back. Her father works in a private company in Delhi. He sends a sum of Rs 500 every month to Gunjan’s bank account. Gunjan had a bank account where money was being deposited every month, yet she never withdrew the money herself. She was at the mercy of others.
In September 2022, Gunjan participated in the financial literacy. Gunjan says, “I learned about banking, budgeting, loan, insurance, savings, and filling the forms. Before the training, I had never even heard these terms. I am grateful to Nirmala didi. She taught all of us a great deal of banking stuff. I can’t believe I have been dependent on others to fill out the money withdrawal form for so long. Last time, when I went to the bank to withdraw the money, I did it myself.”
When asked which part of the training she liked the most, she said, “I liked the story of Firoza. After the death of Firoza’s father, she started taking tuition to make a living for the family. By her competent budgeting skills, she managed to make ends meet.” Unlike many other girls who want to become teachers, Gunjan’s wish is to become a doctor and, like Firoza, become independent someday. But for now, her plan is to go to the ATM and withdraw the money herself.