Education

The Padho Padhao Initiative

In the middle of the 21st century, a lot of young children are still unable to get access to basic education and academically Mathematics and English are the biggest reason students fail exams, drop out of school and leave studies altogether. This situation must no longer be attributed to inherited poverty. 48% students in India are deprived of higher secondary education and 76% students do not make it to the college.

Even students who are enrolled in school, around 52% of standard 5 students cannot read a standard 2 level text and only 43.3% students in class 8th can solve a 3 digit to 1 digit division problem in mathematics. Out of 46 students in class 12th enrolled in a Higher Secondary School in Munirka 45 students passed 12th Board CBSE Examination but only 5 went to a college in the academic year 2016-17. Almost more than 70 % of the students dropped out before reaching 12th grade and whoever were able to pass 12th grade, only 10% of them were able to reach college.
 
By The Padho-Padhao Initiative, we try to bridge the gap between what a kid knows what s/he should know as per his/her age. The Literacy and Numeracy emerged as focus areas where the struggle of students is tremendous, combining it with other socio-economic variables can lead to a disastrous consequence. We support students by running after school classes in Hindi, English and Mathematics, our methods are child centric, activity based and put in effect after good amount of research from our team. Hence our students learn quickly and are able to come to the grade level in 2-3 years of support. The results of the students who have been supported by The Padho-Padhao Initiative at the end of second year of support.

Volunteer to help build literacy and numeracy

Volunteer Speak

Introducing: Vidushi Bhardwaj

I am a student of Masters in English in Delhi University and has a flair for writing and teaching has been a part of CEHRO India since 18 May 2017 and worked as an Ed-Mentor in CEHRO.
 
I had never thought of teaching students but the day I stepped in CEHRO, I realized that I could so easily connect to the innocent world of children far from the tantrums of the society. I feel so blessed and privileged being the part of a place I can call "home" for the rest of my life. The time I had to spend with my children was something I daily looked forward to. This was my first internship and it had been the best part of my life. — with Vidushi Bhardwaj.

Introducing: Babita Singh
Post: Community Teacher

My name is Babita and I am from Himachal Pradesh. Currently, I'm enrolled in Bachelor of Arts at Moti Lal Nehru College, I joined CEHRO India more than a year ago as a student, and now I teach decimal to the students.
 
The culture in the office is fantastic, there is a great vibe as soon as you walk in the office, they treat all the teachers very well. There's always great music playing, free food, regular social events which make working there enjoyable.
 
I had an excellent experience working at CEHRO India. Shiv sir invested time in me and helped me develop my skills. He trusted my abilities and gave me the opportunity to grow in the new areas of the teaching; providing me with a great sense of achievement. He is well known for what he does. He provided me with a great platform early on in my career and I am very thankful.
 
The people here make CEHRO India what it is, very approachable, happy to help, and open towards feedback.

3 Months from today, Siddharth joined CEHRO INDIA as a teacher, but he left as a learner.
 
'THE GIRL WHO INSPIRES ME'
 
So here goes the secret about the book!
She is one of the selected achievers! Her name is Devika, and my inspiration. Yes, I'm inspired by a 5th-grade girl! She won the lucky draw and what did she ask?
She asked for a trip to the national museum! Seriously, can you believe it? We have everything still if we ask, we'll ask for more.
We wouldn't ask to go to a museum. My favorite book named, "The brief history of time" by Stephen Hawkings, I asked her to come forward and give an autograph on it. So that whenever I read it I realize, I have a lot to learn.
- Siddharth Varma (Ed-Mentor at CEHRO)

The Community Library Project

The Community Library Project aims to bring knowledge rich resources which will be free to use for all people in the heart of the Munirka Village Community. It will be used as a reading room and a safe space to innovate and create something new. It is to create an inclusive, supportive and progressive space which can act as a catalyst for individual growth and well being.  

We believe that kids can learn themselves given the opportunities, platforms and resources. Sugata Mitra’s hole-in-the-wall approach demonstrates the same. The Community Library Project brings world class resources to an under-resourced community for the children and youth of the community. The basic idea is to make the consumers a participant who decides upon the uses, resources and the rules for running the community library. We bring teachers, authors, volunteers and speakers who will interact with the children, youth and women of the community occasionally and regularly. The Community Library Project will be able to support leadership development of its students through encouraging them to use the knowledge they’ve gained while exploring the community library resources. The core focus of The Community Library Project will be;
 
  • Inclusive: Contextualised Local and Global Resources Accessible for Free to all the people in the community.
  • Knowledge Rich: The resources will be critically acclaimed, credible and diverse.
  • Progressive: To chose and collaborate as per people’s understanding and catalyse the process of growth and development of the community.
  • Supportive: Becoming the first place to respond to the needs of the community
  • Safe For All: A space to interact, collaborate and learn safely and confidently for all.

Why is this important?

We have built an organic environment in which children are trained to select books as per their interest, and handle library records by themselves with little or no supervision. Currently, on an average, 235 books per month are being taken home by children apart from readings happening within the library. There are 2 elementary students who have read more than hundred books.

  • Children select books by their own
  • Maintain records with little or no supervision
  • Aspire to take up #The100BooksChallenge

The 100 Books Challenge

Elementary and Secondary students are encouraged to read as many books as possible by giving them #The100BooksChallenge. After reading 100 books, the reader’s picture and the name will be posted on the #WallofFame.
 
Outcome
  • 235 books were taken home to read every month
  • Even the preschoolers started browsing through the books by their own
  • Secondary grades are collaborating with one another and started gathering folk stories from the community.
  • 2 children read more than 100 books and 25 children read more than 50 books in 2 month’s time and more than 100 children read at least 5 books in the same time period.
  • We reached 300 children, out of them around 150 children read at least 1 book in 2 months voluntarily.

Monitoring and Evaluation
We will be monitoring the enthusiasm and learning outcome of all the children who will be part of our project. Apart from their joyful chit chat about the stories we will be collecting quantitative data. To measure the interest, average number of books read, skills acquired, depreciation & usefulness, we’ll be applying the following tools:

Intended Impact
  • Role Models & Support Groups - The space will support the development of leaders and support groups from the community that will reach many more people than just the participants.
  • Free Resources - The educational resources will be free & accessible to all meaning it will reach to the poorest of the poor in the community.
  • Inclusive, Supportive & Progressive Community - The prototyping of a community which is inclusive, supportive & progressive could provide us insights on scaling the impact.

Community Innovation Centre

CIC majorly runs extra-curricular and co-curricular activities like Quilling, Games, Dance, Drama, Painting and Poetry which are curated as per the interest, abilities and personalities of children building on our belief that each child is unique. The talent of the youth and children of the community gets appreciated, mentored and supported at the Community Innovation Centre.

The children mentioned are those who first are not willing to study but when get lured by the above mentioned skills they started taking education seriously. Now they get appreciated for their particular skill and study as well..

Role of Community Innovation Centre at CEHRO:
● Provide platform and necessary resources to practice and showcase skills to the participants
●Facilitate thought process, leadership development and enterprising mindset by bringing participants and the facilitators together
● Support participants in breaking socio-economic and family barriers
● Run online platforms and outreach mechanism

Quilling is the art of paper. By folding and rolling paper into different shapes, different products are made. We provide a proper Quilling Teacher to children in summer vacations and after that throughout a year they made hundreds and thousands of different products by teaching themselves and to each other. They adapt a very good skill of colour combination, size matching, rolling paper technique etc.

In games, children actively taking part. Two teams from CEHRO INDIA have taken part in Football and Kho-Kho in Khel Khel Mein Foundation League and Adidas League this year and both the teams were in the runner-up position. A proper coach is provided for their training for a short duration and after that they trained themselves and practice regularly.

The mission of Dance at CEHROINDIA is to build leadership skills in students through the medium of dance. We believe Dance is as important a part of education as Mathematics. Here children teach children.

We visualise a two-part change:

1. Children coming together to create, practice and showcase dance - via peer based dance sessions in which children will teach each other. The role of child as a learner and a teacher will be fluid and hence exchangeable.
2. Online Platform: A peer learning platform in which each practiced dance could be posted either as a performance or as a tutorial for others. The adults (facilitators) need to mentor children throughout the process.

By developing their own dance skills one of the children has participated in Dance India Dance (DID) and was in the competition till the third last round. Children go in a dance academy every two day in a week and practice in weekends. Children are so talented that they practised choreography themselves and trained others too and performed on various events. Every year they visit National School of Drama (NSD) and get inspired.

Children of CEHRO INDIA are talented in Drama, Painting and Poetry also. In every occasion they direct the drama theme and performed it themselves.

A trained artist takes their classes every weekend and now students are well trained and now they paint in canvas board.
Students are well engaged with a famous writer and storyteller Usha Chhabra. She constantly involved with children by taking their sessions of poetry, story-telling, museum visits etc.

Projects on Pilot

Udaan

Birds who fly high have had many opportunities in their childhood to explore, learn and grow. Among children, age between 3-6 is a critical period of development and it sets the foundation for life. We intend to enrol children below 6 years from the community and engage them in several activities appropriate to their age as per Early Childhood Education Curriculum Framework.
 
This programme is intended to enrol children with age group 3-6 years from the community and engage them in several activities like Phonics, Storytelling etc as per Early Childhood Education Curriculum Framework so as to prepare them to school.

Kati Patang (Alternate Path for children out of school)

Dropout after grade 5 has become a chronic problem as 47 million youth of secondary and higher secondary school-going age have dropped out of school in 2016. Munirka also has considerable number of such children. Few major factors are prevalence of child labour & early marriages, menstruation, sickness, poverty, gender discrimination, family issues and school-related issues. We are targeting 7  govt. schools around Munirka as a pilot by following 3 steps-

Through this programme we aim to bring back dropouts or children who never gone to school to formal education system. We are helping such kids in overcoming by teaching those skills which will help them in long run.