By debadutta dash | President, Sukarya USA
Rani was thirteen when she first joined Sukarya’s Gender Equality Program for Adolescent Girls. Living in a resettlement colony outside Gurugram, she had grown up believing that her world was small — defined by household chores, early marriage expectations, and the quiet acceptance taught to girls her age. She rarely spoke in groups and avoided eye contact, convinced her voice did not matter.
Everything changed the day she stepped into Sukarya’s community classroom.
At first, she sat in the back, listening as the facilitator spoke about confidence, health, safety, and the rights every girl deserves. The sessions felt unfamiliar, almost unbelievable. Could girls really make their own choices? Could they dream beyond the boundaries set for them?
Week by week, Rani began to shift. She learned about nutrition, menstrual hygiene, and selfprotection. She practiced speaking up during group discussions. She discovered stories of women leaders and realized leadership wasn’t reserved for others — it was possible for her too.
The turning point came during a roleplay exercise on decisionmaking. Rani volunteered, her voice trembling at first, then growing steady as she declared, “Girls deserve to study, to be safe, and to choose their future.” The room erupted in applause. For the first time, she felt powerful.
Months later, Rani became a peer mentor, guiding younger girls with the same gentle encouragement she once needed. Her parents noticed her confidence and agreed to support her education.
The Gender Equality Program has been thoughtfully designed to support adolescent girls aged 10–19 as they navigate a critical phase of physical, emotional, and social transformation. The program addresses their evolving needs and empowers them to grow into confident, informed, and capable individuals.
Update for First Quarter (April-July 2026)
The project implemented and made significant progress in both quantitative and qualitative measures, successfully carried out listed activities in project areas.
1. Identification of locations-Urban Delhi Six Govt. schools and Six communities.
2. Advocacy with Principals and Registration on Vidyanjali Portal for Project
implementation.
3. Community participation-Sensitization of parents, religious leaders, influencer
and other Front-line functionaries (PRI)
Sukarya
4. Total 250 adolescent girls were enrolled. Three batches were formed in
communities and 150 adolescent girls enrolled and two batches were formed in govt. schools and 100 adolescent girls were enrolled
List of Communities and Schools:
1 RSKV Ramanujan Israil camp, Rangpuri Pahari
2 GGSSS Lado Sarai Gujjar colony, Sangam Vihar
3 Molilal Nehru camp
Process of Identifying Intervention areas:
The identification process ensures that the program reaches the most deserving adolescent girls through community participation, stakeholder engagement, and systematic beneficiary selection process.
Community Identification:
Community Visit- Transect Walk
Meeting with local stakeholders- ASHA , Anganwadi workers, religious leaders, PRI and community influencers.
NGO Mapping-To avoid duplication of similar activities.
Door-to-door survey – one-to-one interaction with the adolescent girls and parents
Assessment- Focused group discussion and structure form
Listing of Adolescent (10–19 years)- to form a batch of 50 girls.
Parents & Students orientation – program awareness and to take the consent
Socio-economic child profiling
School Identification:
School mapping-within 30 km of our office.
Meeting with DEO/Education Department
Meeting with school principals
Raise request on Vidyanjali Portal.
NGO mapping
Teachers' orientation
Group formation of eligible girls-as per age
Socio-economic child profiling
Based on community assessments conducted in Sangam Vihar, Israil Camp and Motilal Nehru Camp, Delhi, following are the Key Findings:
Girls are dropped out of school due to financial difficulties, household responsibilities, and lack of family support for education.
Girls have limited knowledge about menstrual hygiene, adolescent and reproductive health, child rights, and available support services.
Many girls hesitate to express their views, ask questions, or seek help when they face challenges, showing a need for confidence and life skills.
Girls continue to face restrictions on mobility, pressure related to early marriage, and limited involvement in decisions affecting their lives.
The assessment highlighted the importance of involving parents, teachers, and community members to create a safe and supportive environment for girls.
Focused Interventions planned based on the need assessment findings
No Communities(intervention Areas) And Govt. Schools
1 Gujjar colony, Sangam Vihar:-Major Issues Identified
School dropout and early marriage.
Restrictions on girls' mobility and education.
Our Focus
Promote girls'education and prevent early marriage.
Increase awareness on child rights and gender equality.
2 Israil Camp:-Major Issues Identified
Child labour and school dropout.
Low awareness about health, hygiene, and the importance of education.
Our Focus
Prevent child labour and encourage girls to continue their education.
Strengthen life skills and health awareness.
3 Motilal Nehru Camp:- Major Issues Identified
Low confidence among girls.
Poor hygiene practices and limited awareness of child rights.
Our Focus
Build self-confidence and leadership among girls.
Improve hygiene practices and awareness of child rights.
4. Govt. Girls school, Lado Sarai School:-
Special Focus
Awareness on the POCSO Act, Child Rights, personal safety, and reporting mechanisms.
We are also focusing on the DPDP act-2023 during our parents and teachers orientation.
The need assessment has helped us design community-specific interventions, ensuring that the project responds to the actual needs of adolescents and creates greater impact.
ENGAGEMENTS DURING THE QUARTER:
1 Total Number of communities identified for intervening in the Gender Project. 66
2 Total number of schools identified for intervening in the Gender Project. 6
3 No.of batches operated across the communities(Intervention areas) 3
4 No.of Trainings conducted at Communities(Intervention Areas) 13
5 Total no. of attendance recorded during training sessions at communities 577
6 Total no. of regular participants attended the session across community batches 133
7 No. of Parents orientation sessions held during the period at communities 2
8 Total no. of Parents Participants attended the Orientation sessions in communities 77
9 Number of lead girls identified and developed across the batches 3
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