Education
 India
Project #11151

GIFT THE GIFT OF EDUCATION TO AN UNDER-SERVED GIRL

by Literacy India
Vetted
Story of impact
Story of impact

Project “Gyantantra Digital Dost” uses Information and Communication Technology (ICT) to innovatively address multiple problems associated with the quality of education available to the poor in India: - Poor teaching quality, lack of quality teacher training - Inconsistency in teaching while teaching difficult concepts - Lack of motivation among children of the illiterate and the poor, to go to a nearby school –Absence of practice and printed work books in the Government  schools, that is a right of  every child - Lack of access to colourful storybooks, videos, and interactivity based multimedia learning content. This project has been able to empower and educate the children with lessons using ICT- Information Communication and Technology which fast tracked their learning on important subjects like Science, Maths, EVS, up to grade V along with subjects like HIV, Sexual Abuse, and Voting Rights & Opening of Bank Accounts. Gyantantra is a composite learning module feature -Well-structured curriculum, important text book subjects also focusing on Value education, financial literacy and stories on sexual abuse etc. Children between age 5 and above have benefitted from this module – their level is matched as per their faculties.

  This unique virtual teacher was able to: 

  1. Accelerate the learning process
  2. Raise the child’s reading ability to an age appropriate level
  3. Settle the child in an age-appropriate grade at the end of the intervention period
  4. Help children operate computers and use technology to learn at their own pace
  5. Utilize the computer lab to showcase various documentaries such as financial literacy, life skills workshops and educative presentations.

 The GDD pedagogy helped:

  1. Students to explore their own ideas and build robust knowledge on subject
  2. Effective use of technology and intervention for betterment of learning outcome
  3. Both students and teachers feel empowered to use technology in classrooms for better learning
  4. Teachers find a way to leverage technology for professional development

 Name:  Manisha (Name Changed)        Class: III

 The situation: Manisha, 12, has been associated with Gyantantra Program, M.Thana Govt. School and is currently a student of class III. Earlier she is not friendly and doesn't face any difficulty getting along with others. She did not take much interest in his studies and hasn’t yet participated in any extracurricular activities because of her shyness and hesitance. She got only 10 % in pre-test and didn’t have basic knowledge in subjects.

 Background: Manisha belongs to Manoharthan town. His father is a daily wages labor and mother is house wife. She has three siblings and stay in a small accommodation.

 The change:  The digital program contains audio as well as video material on numerous topics subject wise. Now Manisha is enabled and has comprehensive understanding along with fun learning. She got 79 % and 72 % in periodic tests and she now knows course contains numerous topics such as days of the week, names of different months, parts of body in English, calculations and arithmetic in Mathematics, reading comprehensions in Hindi & English and general awareness on the importance of hygiene, harmful effects of smoking etc.  She is eager to cover everything at the earliest possible.

However, the teachers constantly encourage her as well as other students. This has helped her overcome her fear, and she now looks forward to participating in dance competitions etc.Manisha scored 10 marks in Pre-test out of 100 and he respectively scored 72 & 79  in consecutive periodic evaluation.

 Prashant (Name changed)  Class: V 

The situation:  Prashant is student of Govt. high school having 700 children and limited teachers only as usual in Govt. School insufficient resources. During enrolment as per Pre-Test, he was below average student. He hardly knew alphabets of Hindi or counting in Mathematics. His pre-test score was 18%.

 Background:  Prashant along with his family has migrated from a small village in Madhya Pradesh. They are now living in Jawar. His father here works as daily wage worker in break factory while mother is a house wife. Sagar realized his potential post the special attention he received in LI and was motivated to put in his best.

 The change: As a result, the monthly assessment conducted after the completion of each month, scored 62% and 69%. Now S Prashant not only knows about alphabets in Hindi but can also frame sentences. He has got a good grip in Mathematics too where he knows multiplication, subtraction, division. Maths is now his favorite subject and he is eager to solve its problems. In English as well, he has mastered days of the week, days of the month, parts of body and parts of face. His reading power is excellent. His knowledge has improved and he is continuing to do better which is a big reason of happiness for Prashant as well as his family. She is a fun loving, yet hard working boy. Besides academics he also enjoys participating in sports and extra-curricular activities. He aspires to be a teacher.  Prashant scored 18 marks in Pre-test out of 100 and he respectively scored 62 & 69 in consecutive periodic evaluation.

Activity photographs
Activity photographs

Links:

Classes in progress
Classes in progress

 TECHNOLOGY CHANGES HER LIFE AS SHE MADE FRIENDS WITH GYANTANTRA DIGITAL DOST

Project “Gyantantra Digital Dost” uses Information and Communication Technology (ICT) to innovatively address multiple problems associated with the quality of education available to the poor in India: - Poor teaching quality, lack of quality teacher training - Inconsistency in teaching while teaching difficult concepts - Lack of motivation among children of the illiterate and the poor, to go to a nearby school –Absence of practice and printed work books in the Government  schools, that is a right of  every child - Lack of access to colourful storybooks, videos, and interactivity based multimedia learning content. This project has been able to empower and educate the children with lessons using ICT- Information Communication and Technology which fast tracked their learning on important subjects like Science, Maths , EVS, up to grade V along with subjects like HIV, Sexual Abuse ,Voting Rights  & Opening of Bank Accounts. Gyantantra is a composite learning module feature -Well-structured curriculum, important text book subjects also focusing on Value education, financial literacy and stories on sexual abuse etc. Children between age 5 and above have benefitted from this module – their level is matched as per their faculties.

 This unique virtual teacher was able to: 

  1. Accelerate the learning process
  2. Raise the child’s reading ability to an age appropriate level
  3. Settle the child in an age-appropriate grade at the end of the intervention period
  4. Help children operate computers and use technology to learn at their own pace
  5. Utilize the computer lab to showcase various documentary such as financial literacy, life skills workshops and educative presentations.

 The GDD pedagogy helped:

  1. Students to explore their own ideas and build robust knowledge on subject
  2. Effective use of technology and intervention for betterment of learning outcome
  3. Both students and teachers feel empowered to use technology in classrooms for better learning
  4. Teachers find a way to leverage technology for professional development

 TECHNOLOGY CHANGES HER LIFE: Story of  Niti( Name Changed)  Bhiwadi Rajashthan

 AS SHE MADE FRIENDS WITH GYANTANTRA DIGITAL DOST

Niti a ten years old Girl form Govt school of Bhiwadi Rajasthan . she is currently studying in class V. She was weak student who required quite a bit of coaching and special attention to perform well. Her academic performance so far has been average mostly because she is not attentive and hesitate to ask questions to class. However, she is an obedient quite girls and come school regularly. She required contact motivation by Literacy India Facilitator. her teacher says “she was weak students and her skills were dull till she enrolment in “Gyantantra”  program things changed in her life. Gyantantra become a magic game where she always exceled in math’s.

THE DIGITAL MAGIC BOX along with the animated questions which she managed to answer all. Learning was never so much fun. Niti Father is a Farmer and never received opportunity to receive formal education. He sent Niti to Literacy India in year 2015, with the dreams that Niti would get to learn and study here. Nitis Mother does all the household chores. They understand that without education life can become exhausting and sometimes a very tiresome struggle. She would be like to be a teacher when she becomes an adult. Parents were delighted with her progress.

  

there is a will , there is a way
there is a will , there is a way
Boy Who Kept Loosing His Way
Boy Who Kept Loosing His Way

Links:

Suman, Inspiration to fly on ROAD II
Suman, Inspiration to fly on ROAD II

Project Location: Bhati Mines,Delhi, India  

Bhati Mines have migratory population from Bihar, UP and Hindu refugees of Pakistan across the Thar desert now settled at Bhati mines area in Delhi. Most of them know traditional and ethnic craft work. Since this was a community uprooted long ago, it has resulted in the erosion of their skills and the techniques have a distinct gypsy flavor. Bhati - Mines village where Literacy India is operating faces with some major issues around Education, clean water, sanitation, health, livelihood and employment. When Hindu refugees migrated from Pakistan, looking at their condition, Government of India established refugee camp in Bhati mines area and many refugees were rehabilitated in the same. However, during the course of time, many other people occupied the land illegally and started living in the Sanjay Colony.Till today major source of livelihood for the locals is labor work, driving, white washing or the small shops that they have opened in the market. Women mostly are house wives as they do not possess any skill to work.

Literacy India aims at providing training and guidance to these women to enable them acquire skills and resources in order to become earning members of their families.

Activities undertaken during six months:   

  • Survey and identification of beneficiaries
  • Discussion with family members   
  • Introduction session with volunteers on Training of Driving as livelihood option
  • Showing of the documentary to motivate the group
  • Exposure visit to Shakha training center to see peers women drivers
  • Theory session on driving and its training process
  • Training of simulator and application for the learner license
  • On road Driving training with trainer and peers to motivate 
  • Meeting with peer beneficiaries, who are working as chauffeurs
  • On road Self driving

  Major achievements of the project: 

  • Enrollment of beneficiaries and motivation towards skills for livelihood
  • Successful engagement of 5 beneficiaries for the training
  • Exposure visit and meeting with working women cab drivers
  • Successful completion of training and now professional chauffeurs specially for Privileged families Wives & Children.

  Challenges:

  • Literacy India mobilized 5 beneficiaries for training but one is continuing.
  • Family members are not supporting towards driving as vocation.
  • Community  traditional thinking about gender

      Way Forward:

  • On road Self driving training
  • Exposure visit with working women cab drivers
  • Facilitating and motivating beneficiaries for placement
  • Assisting beneficiaries in post vocation problems / issues

  Story of change & Potential beneficiaries

  Name:  Suman  Age: 38  Location:  Bhati Mines, Delhi

 Suman is a 38-year-old woman with a husband and two kids. She came to Delhi with her husband 10 years back in search of livelihood. Knowing driving, her husband started job of cab driving which gave Suman quite a happy and satisfactory life.  However, her husband developed drinking habit badly and started beating her when she asked for money. Due to bad financial condition, her kids had to drop studies with one in 9th class and the other in 8th. This was when Suman decided to do something on her own that someone suggested her to visit Literacy India Learning Centre in Bhati Mines. She visited and attended a workshop on women driving training. Her age was above the limit but looking at her dedication and enthusiasm, she was enrolled in the driving batch.

She has completed almost 6 months and her driving is good. Though she still has some hesitation on square road and in traffic jam but she is trying to overcome it. She is very hard working and dedicated towards her training. She does 50 km up and down for training in Greater Kailash from Bhati mines.

She is supposed to complete her training by July post which she will be placed as a women cab driver. Suman Says, “Learning the driving is not only a skill to earn my livelihood, but it has given me the right direction to give a good future to my children and myself. I never thought but the native chauffeur motivated me and now I am trained to drive on the road.”

 

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Links:

Story of change
Story of change

Skill training to Sustainabilit

Project Location:  Valigonda Telanagana India  

Valigonda village,Nalgonda district near Hyderabad, Telegana where Literacy India is operating. The broad issues are related to water, sanitation, livelihood and employment, and education.The panchayat mainly has mixed population of Schedule Caste & Tribe.The major source of livelihood for the villagers is labor work, small shops in the market and agriculture.  Out of this population, a mere 13% population owns land, while 87% of the population is landless. The entire village women & colonies women engages in Cotton Field to work as Labor to earn livelihood.There is no other source to earn to come out of Poverty, therefore helping women in training so that they get to earning mode at the earliest,

 Activities undertaken during six months:  

  • Survey and identification of beneficiaries 
  • Assessment of skill for beneficiaries 
  • Regular ongoing training
  • Workshop on business development for marketing, and motivational sessions.
  • Project audit during  project implementation period 
  • Regular center visit and review meetings
  • Exposure visit workshop done with beneficiaries 
  • Identifying local community need for training 

 Major achievements of the project

  • Enrolment of beneficiaries and community meeting
  • Recruitment of staff of the ongoing project
  • Total 33 women beneficiaries enrolled and trained under skill training.
  • Women empowerment workshop had been taken place at centres
  • Financial literacy workshop conducted at centres to motivate and empowerment.
  • Soft skills training for business development/ exposure to digital world for Desine & Marketing conducted for women.

Way Forward: 

  • Women’s financial literacy workshops are planned along with training on Managing the cost of products.
  • Facilitating women, to start own business in entrepreneurship model through which the community get benefited
  • Assisting beneficiaries into revenue generation activities.

 Story of change & Potential beneficiaries

 Name:  Rajeshwari (Name changed) Age: 19   location:  Telangana

Rajeshwari is 19 year old belongs to Valigonda village. Rajeshwari`s life has been under consistent economic strain. Her father is working as Auto driver and income was not sufficient. Rajeshwari enrolled for stitching classes and within in six months she excelled in her stitching skills so much that she began training others during the class time. She has started working in community and instant income while she was still learning made her very happy.

 As told by Rajeshwari  “Learning the craft of sewing and stitching has not only developed my confidence, but given me right direction to grow and earn for my family. 

Name:   Hazira begum (Name changed)    Age: 31    Location: Telangana

 Hazira is a 31 years old woman who lives in Valigonda village ,Telangana. Due to her family’s poor economic condition she had to discontinue her studies after passing her VIII standard examinations which itself is an achievement as she belongs to monirity community. Valigonda village is still far away from the fruits of development as basic public amenities are in shambles. Her husband have small battle shop.. She excelled in her training and has reached a point , where she is helped to start her own enterprise.She was helped by trainer to plan her business.

Gyantantra Digital Dost project at Rajashthan Jawar inauguration and Expansion of ICT project to empower  ICT deprived Govt. school children to enhance and strengthen  the learning.

Literacy India inaugurated its new ICT project Gyantantra Digital dost project lab in Jawar Govt. model girl’s middle school. The lab inaugurated by SDM of Manohar Thana Mr. Gaurav Agrawal along BDO Mr. Kailash Chand Meena, ABEEO Mr. Ram Narayan and Sarpanch of M.Thana Mrs. Nikhilesh Nama and members of community. Total 15o children  has benefited through operated labs. The project will envisage implementing ICT activities to accomplish an integrated approach to skilling and use of technology to most ICT deprived school children. These include:

  • Establishing and provisioning the availability of access to technology in schools.
  • Accelerated Learning level
  • Learning has become fun as the course curricullam has whole lot of educational games to solve problems , therefore increasing the children s engagement.
  • increase in teacher competencies
  • increase in children turnout  in classrooms 
Project in progress
Project in progress
financial Literacy workshop
financial Literacy workshop
Gyantantra Digital Dost lab in action
Gyantantra Digital Dost lab in action

Links:

Story of change
Story of change

ICT enables children think beyond classrooms

“Children are blooming like flowers in our school- they are rarely go for fishing out coins from river, as they did earlier--- the school is vibrant with activities and variety of programs—we are able to mobilise students more; the participation of parents has also increased. We are really thankful to Literacy India as we get all  kinds of technical support to make the school successful; recently our school is nominated for Nirmal Vidyalaya under Prime Minister Education Program”  Head master of Rajbhavan Primary School Unit II.

 About Rajbhavan Unit II Govt. Primary School (Hindi Medium) _Background of the school and situation

he Rajbhavan Unit II School is a Hindi Medium Free Primary School established in the year 1974 in Kolkata, West Bengal within the residential premises of Governor House. It is aims to serve the children of the staff of Rajbhavan whose enrolment in the Primary level can take place smooth and easy.  The entire school has two parts- 1) Hindi Medium 2) Bengali Medium. Both schools have enrolment nearly 150-200 children. The school has four rooms along with toilet and drinking water supply.  At present, this school caters both the children of staff and also the children of adjacent areas who are staying in the pavement or shanty slum areas nearby.  The coverage area is big and it covers several areas of Dalhousie - BBD Bag, High Court, Stand Road, Decars Lane, Lal Bazar & Esplanade.  The students can study up to Standard IV here, after which they can join the High School nearby. The school is co-ed both boys and girls are learning here.

In the past, the school was witnessing serious absenteeism and drop outs problem.  Most of the students work as child labour in nearby tea shops, vegetable vendors and street food stalls. Some opt to fish out coins from the Ganges River bed using a magnet as fishing hook.  The river Ganges is very near to school, and during prayers, devotees throw coins into the river as a mark of respect, which these children are engaged to fish out. As a result, children were missing school.

Literacy India Learning Centre with ICT-Based digital learning tool Gyantantra

It was against the dim background of absenteeism and drop-outs that Literacy India entered the school with a three-fold objective:

  • Curb drop-out and habitual absenteeism
  • Increase roll strength in the school
  • Improve the quality of education

 With introduction of computer learning, two interesting changes took place for both children and their parents. Children accept laptops very well as it helps them to be smarter and complete the course quite easily and fast. Second, the parents realize that computer learning is essential for their children’s future. Both gears trigger the utility of the ICT-based learning course and help to institutionalize it properly.

 Activities undertaken:

  •  Regular Gyantantra classes are taking place.
  • 100 children of Grade III to V enrolled.
  • Unit test and evaluation are taking place regularly
  • Regular volunteering activities were taking place by Cognizant
  • Home visits by staff was organised regularly to track the students
  • Regular Parent Teacher meeting was held
  •  Govt. Teachers refresher orientation on Gyantantra was organised
  • Children were selected and participated in Talent Hunt program organised by Cognizant

Achievements & Impacts:

  • Regular home visits and child tracking improved roll strength
  • Parent-teacher meeting has curbed the absenteeism
  • Parents are themselves coming to the school for enrolling the students for next session
  • Children are actively participated in art & craft, general knowledge based quiz and presentations regularly
  • Two Govt. teachers are found to be too effective to run Gyantantra.
  • Children had participated and awarded in the Talen Hunt Utsav organised by Cognizant.

Wider Impact of  Digital Learning

  • learning takes place anywhere , not just in traditional classroom settings

  • children can  connect and collaborate with other students using digital tools 

  •  children can  understand challenging concepts in virtual classroom 

  • Teachers/Educators/Facilitators are continuously trained and monitored in order to ensure that an effective and holistic education is provided to the child. 

  • Literacy India has designed a Standardized Test specifically to ascertain the actual standard of the child by examining the children on various topics that they should know by grade 5.

                  

Name:  Shalini Class:  IV

Shalini (name changed) is very good student. She stood first in both Gyantantra test and academic test in the school. She is intelligent and very good at study.  Shalini’s mother is working as domestic help and father is working as fourth class staff at Rajbhavan.  Shalini is very good in art and craft making. She is very good at sports also.

Name : Kabir Goyala class:  III

Kabir Goyala – Class III (name changed) came from North Bengal tea garden area. Her father used to work at tea garden in Chalsa of Jalpaiguri district of West Bengal.  After closing down of tea garden he came to Kolkata for job. His father is at present daily wage labour in Esplanade area. He has one brother. Kabir has enrolled in Rajbhavan School in class II. He was promoted to class III with good score. He is good at writing and storytelling; however apparently he is very shy to open up but once he opens up he would talk spontaneously. He is very good at finding out word from dictionary and also memory test. He is very good at computer digital learning. It improves his skill of spelling preparation.

 Name: Somnath   class:  III

Somnath (name changed) is recently joined in the Rajbhavan Primary school. His father is Harijan. He used to read in the English Medium Private School. His father recently lost his job as the company had shifted from Kolkata to Gujrat. His father is now working as gardener in Governors’ house. He is good at study but his father could not afford him with English medium after losing job. Somnath is good at drawing and painting. Earlier while he first joined, he could not interact much. But day by day he started mixing himself.  Apart from that, Gyantantra provided him a space as he was very fast picks up person. He most of the time engrossed into Gyantantra that bridges the gap of his picking up of academic course also.   

Classes in progress
Classes in progress
Classes in progress
Classes in progress

Links:

 

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Organization Information

Literacy India

Location: Gurgaon, Haryana - India
Website: http:/​/​www.literacyindia.org
Project Leader:
Indraani Singh
New Delhi, New Delhi India

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