ANKITA ANKITA SHETTY SHET TY ADM NO: HPGD/JA14/1766 SOCIAL CAUSE: EDUCATION EDUCATION FOR UNDERPRIVILEGED NGO: UDAAN INDIA FOUNDATION
PRIN. L. N. WELINGKAR INSTITUTE OF MANAGEMENT DEVELOPMENT & RESEARCH. YEAR OF SUMISSION: !"1#
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TABLE OF CONTENTS INDEX CHAPTERS
TOPIC
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Executive Summary
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EXEC*TI9E S*::AR> The project attempts to give an idea about the various Individual Social responsibilities (ISR) and awareness about the requirement of how we as individuals can perform our social responsibility. The social cause on which I have wored on in this project is !ducation for "nderprivileged#. $ brief insight is given on %&' "$$% I%I$ *'"%$TI *'"%$TI'%+ '%+ woring on !ducation for "nderprivileged. The aim of "$$% I%I$ *'"%$TI *'"%$TI'% '% is to help !very child educated 3
and equipped with equal opportunities to transform their lives. The same is the subject of the project.
SOCIAL RESPONSIBILIT>
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Social responsibility is an ethical framewor which suggests that an entity+ be it an organi,ation or individual+ has an obligation to act for the benefit of society at large. Social responsibility is a duty every individual has to perform so as to maintain a balance between the economy and the ecosystems. $ trade-off maycitation needed/ e0ist between economic development+ in the material sense+ and the welfare of the society and environment. Social responsibility means sustaining the equilibrium between the two. It pertains not onl y to business organi,ations but also to everyone whose any action impacts the environment. This responsibility can be passive+ by avoiding engaging in socially harmful acts+ or active+ by performing activities that directly advance social goals.
1usinesses can use ethical decision maing to secure their businesses by maing decisions that allow for government agencies to minimi,e their involvement with the corporation.*or instance if a company follows the "nited States !nvironmental 2rotection $gency (!2$) guidelines for emissions on dangerous pollutants and even goes an e0tra step to get involved in the community and address those concerns that the public might have3 they would be less liely to have the !2$ investigate them for environmental concerns.4$ significant element of current thining about privacy+ however+ stresses 4self-regulation4 rather than maret or government mechanisms for protecting personal information5.$ccording to some e0perts+ most rules and regulations are formed due to public outcry+ which threatens profit ma0imi,ation and therefore the well-being of the shareholder+ and that if there is not outcry there often will be limited regulation.
6ritics argue that corporate social responsibility (6SR) distracts from the fundamental economic role of businesses3 others argue that it is nothing more than superficial window-dressing3 others 5
argue that it is an attempt to pre-empt the role of governments as a watchdog over powerful corporations though there is no systematic evidence to support these criticisms. $ significant number of studies have shown no negative influence on shareholder results from 6SR but rather a slightly negative correlation with improved shareholder returns. *NDERSTANDING ISR-INDI9ID*AL SOCIAL RESPONSIBILIT>
6SR (6orporate Social Responsibility) has been the bu,, for a while. Several attempts have been made to define+ practice and document 6SR. 1ut increasingly and from diverse and independent pocets in the world people are taling about a different and more basic social responsibility.
ISR-Individual Social Responsibility has all the taings of being a high impact change maer. This article tries to build understanding on the subject b y studying these various points of view.
/HAT IS ISR 6
Individual Social Responsibility (ISR) is about an individual becoming responsible in his7her actions that have affect on communities outside his7her immediate circle. The immediate circle being family and friends.There can be an argument about also including family and friends+ but it would be rather pertinent to include them as part of Individual 2ersonal Responsibility. 8orshop for 6ivic Initiatives *oundation (86I*)+ 1ulgaria+ describes ISR in its position statement on Social Responsibility as+ 4The individual social responsibility includes the engagement of each person towards the community where he lives+ which can be e0pressed as an interest towards what9s happening in the community+ as well as in the active participation in the solving of some of the local problems. "nder community we understand the village+ the small town or the residential comple0 in the big city+ where lives every one of us. !ach community lives its own life that undergoes a process of development all the time. $nd everyone of us could tae part in that development in different ways+ for e0ample by taing part in cleaning of the street on which he lives+ by taing part in organi,ation of an event+ connected with the history of the town or the village or by rendering social services to children without parents or elderly people. The individual social responsibility also could be e0pressed in maing donations for significant for the society causes social+
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cultural or ecological. There are many ways of donating+ as for e0ample donating of goods or donating money through a ban account or online4. Is ISR only about philanthropy: ISR is not only about; <. 6ommitting acts of charity =. 8oring for the communities where you have material interest. These only form part of ISR+ which is a broader concept that can be manifested through action as below; <. 2hilanthropic behaviour of an individual =. The campaigner+ volunteer and activist instinct in the individual that pics-up and supports issues affecting the society >. The above two coupled with an individual being ethical (integrity+ honesty)in his7her outward dealings ISR vi$-?-vi$ CSR
<. ISR is at the roots of 6SR+ because a corporate comprises of individuals and hence determines the social responsibility culture it follows. =. $s 6SR is being increasingly viewed as a tool to push wares a greater need for ISR is e0pected ?/. The e0ample of www.iva.org in giving people the power to empower is a big indicator of the shift. >. If ISR becomes way of life 6SR may be an automatic end result. @. AThe social responsibility of business is to mae a profit+5 famously said Bilton *riedman+ the %obel 2ri,e winner. Ce e0plained that in maing a profit a company creates thousands of jobs+ both directly and indirectly through suppliers+ distributors and retailers. It imparts valuable sills to its employees. It pays crores in ta0es. It improves the lives of millions of satisfied customers with its products and services. This is an enormous service to society. If some shareholders get
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rich on the way+ so what: 6ompanies should focus single-mindedly on their competence+ providing goods and services better than their competitors+ and not get distracted by e0traneous activity. $ company9s social responsibility is to mae profits legally+ not to harm nature+ and uphold the highest standards of governance. It is then left for the promoters of the corporations to practice ISR from the profits received above to really answer Social Responsibility
I$ ISR %ractica# Des+ it is. The successes of ventures lie www.iva.org that empower individuals to bring sustainable change are case in point. *urthermore+ the advent of 8eb =.E and social networing has fuelled Individual activism+ campaigning and giving. 1ut there is still a long way to go. $ccording to The Carris 2oll FG?H+ une
2hilosophy of 4To Thine 'wn Self 1e True4 and+ for this group+ social responsibility has little consequence in their lives.'n the other hand the trends show that the biggest growth for big charitable organisations in the world is coming through individuals and no t through corporations and governments. The aspects of ethics+ honesty and integrity surely need further consultation.
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/HAT IS NGO
$ non-governmental organi,ation (%&') is basically a legally constituted organi,ation which is operated by legal persons who act independently from any government. In those cases where the %&'s are funded partially or completely by governments+ the %&' barred the government representatives from any membership in the organi,ation in order to sustain its nongovernmental status. The term is used for those organi,ations which have wider social target with political aspects. Cowever+ any %&' cannot be blatantly political organi,ations. The term Anon-governmental organi,ation5 has no agreed legal definition and these are termed as Acivil society organi,ations5 in many jurisdictions. $cross the world+ the number of internationally operating %&'s is around @E+EEE. The number of national %&' in countries is even higher with around <-= million %&'s in India and =HH+EEE %&'s in Russia. The remodelling processes of the welfare state have led to the rapid development of the non-governmental sector in western countries. 8ith increasing globali,ation+ the intensity of such processes has increased further. In the =Eth century+ the &lobali,ation maes the people understand the importance of %&'s.There are many problems which could not be solved effectively within a country. The international bodies at a global level including international organi,ations lie 8orld Trade 'rgani,ation were considered to be too centred to favour the interests of capitalist firms. The growth and rise of %&' is seen as an attempt to offset this trend+ where %&' emphasi,e the core issue related to human cause lie sustainable development+ developmental aid and other humanitarian issues. 'ne such remarable e0ample of organi,ation for raising the cause of people is 8orld Social *orum. This organisation is an opponent convention to the 8orld !conomic *orum. In some cases+ it represents the popular movements of the poor and other ways+ it is regarded as an aristocratic form of politics.
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INDIAN NGOS /OR;ING TO/ARD ED*CATION E@*ALIT> Bany %&'s in India are doing a great job in helping out the underprivileged ids with education and to bring about a social change. *oradian being a company which is dedicated to evaluate the face of education+ celebrates these organisations which are woring day in and out to provide every child a chance to get education. Read on to now as we tal about ? such Indian %&'s which are doing their best in providing education equality;
1.
Teac0 F"r I&+ia #'ne day all children will attain an
e0cellent education9- a vision that defines Teach *or India+ a Teach To Kead project that encourages young college graduates and professionals to tae up two years o f full-time teaching sessions in under resourced schools. In an effort to provide quality education to all+ Teach *or India currently wors in ? main cities of India- Bumbai+ elhi+ 2une+ Cyderabad and 6hennai and is well equipped with some HEE *ellows who are woring towards eradicating the high inequality present in Indian education system.
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:a4e A Di==ere&ce
:AD< $long with education partner+ 6ambridge "niversity
2ress+ Bae $ ifference or B$ has initiated a unique project #The !nglish 2roject9 to educate children from poor homes+ orphanages and street shelters with !nglish. 6urrently+ some <=EE volunteers are woring hard to teach @EEE children in some of the major cities of India including Bangalore+ 6hennai+ 1angalore+ Bysore+ elhi+ ehradun+ Lolata+ Mellore+ etc. $ winner of the 11
prestigious $shoa Staples Douth Social !ntrepreneur 6ompetition in the year =EEJ and also a %oble Kaureate of the Laramveer 2urashar awarded by I6ongo+ global fellow of Douth$ction%et and 6ordes *ellow =E
).
Prat0am !stablished in the year
2ratham is dedicated to provide education to children belonging to the slums of Bumbai. Team 2ratham comprises of civil servants+ 2hs+ social worers+ educationists and many other ed ucated personnel who are woring for a common dream of developing the future of children of the country. 8ith an aim to offer every child their fundamental right to education+ 2ratham has slowly grown into a larger organisation covering
Bare=""t C"##e,e-I&+ia $n
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entire campus that runs on solar power. Des+ that9s 1arefoot 6ollege that was originally started by two friends Beghraj and Sanjit #1uner9 Roy and who wanted to establish college for the rural population of India and was established in by The &lobal ournal. 12
(.
Cry #6hild rights and you9 or 6RD is an
%&' in India woring for children and their rights. 6RD has undertaen a lot of initiatives to improve the condition of underprivileged children and one of them is the #6hotte Ladam2ragati i $ur9+ a literacy drive that has reached out to more than >?EEE children in
O.
A4a&4$0a F"u&+ati"& The $ansha
*oundation is a non-profit organisation with a mission to provide children from low-income communities with a high-quality education+ enabling them to ma0imi,e their potential and transform their lives. $ansha wors in the field of education+ initiating school reform through The School 2roject+ and providing a supplemental education through the $ansha centers. 6urrently+ $ansha reaches out to over @OEE children through two models; the after-school or center model and the School 2roject. $ansha has
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H.
T0e Ca&+#e Pr"ect To serve as a catalyst
and drive social change through the medium of education and provide opportunities to children from underprivileged communities The candle project is a movement to empower children from underprivileged communities through holistic learning and quality education for self sustainable and independent living. The organi,ation wors to remodel the education space by integrating learning with arts through partnership programs with god infrastructure schools Mision; To provide every child with opportunities to mae their dreams believable and goals reachable.
J.
D""r Ste% Sc0""# ; oor Step School
provides education and support to the often-forgotten children of pavement dwellers+ slum dwellers+ construction site families and many other underprivileged families. Bany of these children are not enrolled in school and have limited access to boos and a place to study. $dditionally+ many children drop out of school to wor or care for younger children. 8ith neither support nor resources at home some children also suffer from very low learning levels. 8e are trying to bridge this gap by bringing education to the Aoor Step5 of these underprivileged children. 14
oor Step School was established in Bumbai+ India in . It has impacted the lives of over ?E+EEE children since its inception. 9i$i"& To be an instrumental force that brings development to
children. :i$$i"& $ll children deserve an education. $n alarming number of
India9s urban poor still remain without an opportunity to receive formal education. 'ur mission at oorstep School is to b ridge this divide using innovative programs that will bring education to these children and help them mae the transition to literacy and a brighter future. G"a# 2rimary education for all children up to <@ years of age.
N.
>uva Parivarta& It is a collective effort of
transformers+ visionaries+ corporates+ and the benefactors. $n %&' which was cradled in the Lherwadi region of 1andra+ is now brimming with endless energy and has spread across the entire nation. In EE centres across
training in our country despite the fact that India is a country with the largest youth population. *rom EE centres+ from the violence affected tribal areas of Baharashtra to the hostile snow-clad terrain of Lashmir+ Duva 2arivartan has e0panded its hori,ons to become a national movement.
E"t" I&+ia ;
Mision; 8e aim to enrich the lives of children in the urban slums and rural India+ by strengthening their intellectual and emotional capabilities.
Bission; 2rovide the underprivileged children with an opportunity to discover their inbuilt potential+ enabling them to tae up responsibilities and challenges in life.
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A$eema; $seema 6haritable Trust is a Bumbai based non <<. governmental organi,ation with a mission to equip children from marginali,ed communities with high quality+ value based education enabling development of their limitless potential. 'ver the past
In Bumbai+ $seema wors in partnership with the Bunicipal 6orporation of &reater Bumbai(B6&B) to create centres of e0cellence within the public education system. 8e have adopted the !nglish medium sections of the 2ali 6himbai Bunicipal School+ Santacru, (8) Bunicipal School and Lherwadi Bunicipal Schoo l. In each of these schools+ $seema supports the B6&B by providing teachers who are oriented to $seema9s child friendly approach+ maing the learning environment stimulating and safe and crea ting a culture that respects the child and promotes learning. 17
In Igatpuri (Baharashtra)+ we have set up an !ducation 6entre for Tribal 6hildren in the remote village of $walheda. The 6entre currently has a 2re 2rimary Section and reaches out to children from the village and eight neighbouring hamlets. 'ver the past few years+ $seema has been invited to offer training and support to other organi,ations woring in the field of education. Through these and other initiatives+ $seema reaches out to over @EEE children annually.
*ma&, F"u&+ati"& ; "mang *oundation is a registered 2ublic <=. 6haritable Trust+ It was started by three IT 2rofessionals in uly =EEJ+ who believe Athere9s more to life5 beyond office and home. *ma&, F"u&+ati"& consists of more than @?EQ dynamic professionals spanning across various sectors which also includes doctors+ elite senior citi,ens+ students+ house wives who are enthusiastic to wor for uplifting the society. *ma&, F"u&+ati"& focuses on the upliftment of society in ever y possible way+ to achieve this goal Team "mang have organi,ed many philanthropic events and activities including
distribution of stationery its+ clothes to villagers+ 1lood onation drives+ celebration of festivals with people in old age home+ celebration of special days with children and children suffering from cancer. *ma&, F"u&+ati"& has a strong focus on providing education material to underprivileged children. Team "mang has provided educational material to these children starting from Lindergarten to the high school and have provided educational material to N=EEQ less fortunate children since its inception. In year =E<<+ Team "mang has provided education material to ??EE children. Team "mang aims to increase this number to a whopping
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*+aa& I&+ia ="u&+ati"& ; "daan India *oundation ("daan) is a <>. Bumbai based not-for-profit organi,ation woring with children from low-income communities in the field of education. 'ur primary aim is to ensure that every child of school going age is gaining a strong and holistic educational foundation to become a responsible+ compassionate and confident citi,en of tomorrow.
*DAAN
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E:PO/ERING THRO*GH ED*CATION Our 9i$i"&
!very child educated and equipped with equal opportunities to transform their lives.
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HO/ IT BEGAN AT *DAAN INDIA FO*NDATION Bamta Rangan is the founder and chairperson of "daan India *oundation. Cer foray into the social sector started as a result of her desire to give bac to society. Taing a sabbatical from the corporate sector+ she moved base to Bumbai when her h usband9s job brought the whole family here. They moved into the then upcoming suburb of 2owai. 2owai was still developing then and Bamta recalls+ there was construction happening everywhere 8ith construction+ come worers+ and in most cases+ their families too. Bamta was thus brought face to face with the star inequities that we so often fail to notice in our busy lives children out of school+ bare clothed+ just running around on the streets+ living in houses that were nothing more than shanties. A8hat do you want to be when you grow up:5 question. She recalls Santoshi replying+ ABain bartanwalli banna chahti hoon.5 (I want to become a dishwashing lady). "nlie Santoshi who had a response+ most of the other children ept mum. That9s when Bamta reali,ed that these children either had no dreams or very unambitious ones. $nd that didn9t go down too well with Bamta. $s she was anyway on a sabbatical+ she decided to help these children a simple desire to help them have somewhat of a childhood. So she+ and even some of her friends and neighbours from time to time+ started spending time with the children in pa rs+ quiet street corners etc. *rom singing and dancing with them to teaching them numbers and the alphabets+ many a afternoon were spent giving these children some memories of a Achild5hood. They would also help these children revise what they had learnt at school in the mornings. So+ without really intending to+ they became a regular after-school programme. It was only after a year or so that the thought of formali,ing the same came to her mind. $nd it was a couple of small incidents that happened at the time that made her reali,e why continuing her venture was so important. 'ne was when a little girl called Santoshi gave an atypical response to the obvious A8hat do you want to be when you grow up:5 question. She recalls Santoshi replying+ ABain bartanwalli banna chahti hoon .5 (I want to become a dishwashing lady). "nlie Santoshi who had a response+ most of the other children ept mum. That9s when Bamta reali,ed that these children either had no dreams or very unambitious ones. $nd that didn9t go down too well with Bamta.
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Thus+ was born "daan in =EE@ based on the belief that Aeducation is the ey to change5. 6ontinuing as an afterschool programme+ "daan9s aim is to give children access to quality education. They started with =O children+ some of whom were already in school+ some who had dropped out and the rest who had never been to school. Today+ it has over @=? students under its wings+ who are taught by <@ full time teachers and over =E volunteers. 6lasses are conducted between >.
"daan India *oundation is a Bumbai based not for profit organisation woring with children from low income communities in the field of education. 'ur mission is to enable brighter futures for children from low-income communities by providing them with the desired nowledge+ sills+ values and support to achieve their true potential. "daan has under its wings a range of teaching - learning spaces that meet the needs of the children who have limited access to 22
quality education. $ childs journey at "daan starts at foundation level and continues till they are employable. Today+ over JEE children benefit from our initiatives that include
Lindergarten+ Kearning centre+ Saturday club+ School Support programme+ Kibrary+ $lumni support and Scholarships and Sills enhancement programme. $t "daan+ we believe in maing education a continuous+ joyous and voluntary e0perience for children+ which inspires them to believe in themselves and tae on the future with confidence. Through our wor we strive to see perceptible changes by way of •
ecrease in school dropout rates
•
!nhanced academic performance
•
1etter job opportunities for the less privileged
WHO ARE THEY
V!O" A"# $!!O" "daan India *oundation ("daan) is a Bumbai based not-for-profit organi,ation woring with children from low-income communities in the field of education. 'ur primary aim is to ensure that every child of school going age is gaining a strong and holistic educational foundation to become a responsible+ compassionate and confident citi,en of tomorrow.
Bost "daan children are from families where there has been little or no formal education+ where education is not a priority and it is a common place for children to drop out of school in order to 23
contribute to the family income. 1elieving in the power of education to change lives+ a child9s journey at "daan starts at the Lindergarten level+ continues through school years and supports them until they become employable. The focus is always in maing learning a continuous+ joyous and voluntary e0perience that will help the children discover and achieve their true potential and tae on the future with confidence. Through our wor we strive to see the following perceptible changes;
S0"rt term •
!nhanced academic performance
•
ecrease in drop-out rate
I&terme+iate term •
Increased enrolment in higher education
•
!nhanced employability sills
L"&, term •
Beaningful employment
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Self-sufficiency
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Responsible citi,ens
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"daan strongly believes that education has the power to transform lives. 8e want to ensure that every child+ regardless of their social and economic bacground has access to quality education+ enjoys learning and maes progress towards discovering and reali,ing their true potential. Through a holistic approach to education that integrates academic achievement with non-academic learning we provide nowledge+ sills and values that prepare our children for a future full of opportunities.
9i$i"&
!very child educated and equipped with equal opportunities to transform their lives.
:i$$i"&
To enable a brighter future for children from low-income communities by providing them with the desired nowledge+ sills+ values and support to achieve their true potential.
HISTOR> The groundwor for what is "daan India *oundation today was laid in $ugust =EE@+ when a few lie-minded people came together for a common cause a cause to educate underprivileged children in their neighbourhood. 8ith no formal system or infrastructure in place+ all that was there was a purpose to get together as many children as we could from the bastis nearby+ and teach them how to read and write. 8e started with =O children+ some of whom were alread y in municipal school+ some who had dropped out and the rest who had never been to school. 6lasses were conducted on an informal basis for a few hours a wee in the classrooms of a private school in the 2owai neighbourhood+ after regular school woring hours. $s we wored with the children+ we reali,ed that the lac of learning in school and absence of academic support at home created a huge challenge igniting and maintaining the interest of children towards education. These were children who were at a ris of dropping out. 25
To support these children to cope with the academic curriculum and to maintain the ir interest in education and learning+ a need was felt to start an after-school programme. This laid the foundation for our Kearning 6entre. Starting in =EE?+ the Kearning 6entre became a space of remedial teaching to bridge the learning gaps and stress the importance of education to both+ children and their families. 'ver the years the Kearning 6entre became more than a mere remediation programme and grew into an after-school centre of quality education with a structured learning programme. 8e also introduced e0tra curricular activities such as art+ dance and sports to e0pose the children to learning opportunities that would go beyond the regular academic curriculum. The overwhelming progress shown by our students gave us confidence that the project was heading in the right direction. In =EEN+ this informal project was officially registered as a non profit trust under the name of "daan India *oundation with the following objectives; •
•
•
•
To stress the importance of education to children and families and to be facilitators in ensuring that every child attends school. To provide holistic learning to the underprivileged in order to ma0imi,e their potential. To instill confidence and self-esteem through e0posure to art+ dance+ sports and other activities. To be a stepping-stone for children and young adults towards a better employment and a better quality of life. 'ver the years we have grown to meet the educational needs of children and youth in lowincome communities. Today we reach out to over JEE beneficiaries. $ll our programmes are directed towards providing access to quality education and opportunities enabling a brighter future for our beneficiaries. VALUE!
$t "daan+ we are committed to the cause for which we e0ist and our values are core to our e0istence. 8e+ at "daan+ uphold these values in everything we do. They are our guiding principles of building an effective organi,ation+ which diligently wors towards achieving our mission and taing us closer to our vision.
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C0i#+ at t0e c"re $ll our thoughts and actions are directed towards understanding and delivering what is in the best interest of the child. Lear&i&, i$ ,r"5i&, 8e facilitate the growth of our children and that of our team by nurturing a happy learning environment. T",et0er 5e ac0ieve m"re 6ollaboration is critical to achieving our vision. 8e believe that a vibrant team spirit+ effective teamwor and durable+ mutually beneficial partnerships with lie-minded individuals and organisations enable us to have a greater impact. Exce##e&ce i$ 4ey 8e are committed to achieving e0cellence in everything we do. 8e continuously review our performance+ set higher benchmars and see to enhance ourselves to deliver a qualitatively superior e0perience to all our staeholders+ internal and e0ternal. Bui#+i&, tru$t 8e believe that by being open and transparent in all our communication and actions we foster an environment of mutual trust and respect for all staeholders
/HAT THE> DO 1<;INDERGARTEN 27
Research across several educational communities upholds that children learn most in the development years of E-?. Cowever+ learning in these crucial years is a remote lu0ury to most children in low-income communities. If school readiness is a crucial beginning to formal learning+ then we believe that all must have it+ irrespective of their economic standing.
The "daan Lindergarten provides pre-school learning to children from low-income communities+ equipping them with a strong educational foundation to tae on the rigour of formal schooling with confidence. 6lasses of happy children e0perience the joy of learning under the gentle care of trained teachers in a safe+ loving and vibrant environment.
Lindergarten is the year of basics. Thus+ the curriculum focuses on the essentials of all; languages+ numerical literacy+ development of fine and gross motor sills+ awareness of self and environment+ social sills and respecting of routine and discipline. The teaching methodology adopted to achieve the learning objectives is a combination of drill and reinforcement learning which facilitates memori,ing and acquiring of habitual sills of writing and reciting and a play-way approach which allows for learning through doing+ e0ploring and discovering.
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Teacher observations+ student tal+ classwor and orals help teacher assess the progress of the student on a continuous basis. *ormal assessments are conducted twice in an academic year in a child-friendly manner. $ thorough record of observations of each child enables teachers to give constructive feedbac to the parents and suggest reasonable tass to support the child9s learning at home.$t the end of the Lindergarten year+ our children are ready+ both on an academic and social level+ to enter &rade < of a formal school.
AN INSIGHT
$t N.>E am toddlers between the age of @ and O step out of their homes+ sometimes with their parent+ sometimes alone+ and sprint into the colourful and vibrant space of the "daan Lindergarten located in a construction worers9 basti in 2owai+ Ciranandani. $fter a greeting to the teacher and a short prayer followed by a healthy snac+ the children are ready for the day. &iggling+ laughing+ crying+ and suling+ the little ones get lost in the world of flashcards+ worsheets+ games+ pu,,les+ playdough+ crayons and toys and all too soon it is time to go home. 8hen their teachers bid them goodbye+ they wal home with a smile on their face taing bac home the joy of a safe and happy childhood - one of the most significant objectives for "daan.
AT A GLANCE %umber of beneficiaries - ?O • $ge group from @ to O years • < year pre-school programme • 2reparation for formal schooling • 6ombining traditional and play way learning • Safe and Cappy Kearning environment •
Response from one of the Bother 29
4$fter completing his Lindergarten at "daan my son settled well in the first grade of school. "daan ensures that a child learns well but they also ensure that the child is happy and healthy. %ow my daughter attends the "daan Lindergarten and I am happ y to see my little one settled and happy4. 2oonam ingya Bother of "daan student
!< LEARNING CENTRE
$ regressive sequence of lac of quality education leading to school dropouts creates a mass of uneducated and unsilled youth+ which is responsible for the vicious cycle of illiteracy and poverty in low-income communities.
The "daan Kearning 6entre is an after-school programme+ which aims to provide a solid and holistic educational foundation to children from low-income communities to bridge the learning gaps and ensure the children stay in school. *ollowing the principle of empowering through education our teaching does not focus only on academic education but also on non-academic learning to mould and nurture confidence+ self-esteem and self-awareness amongst our students.
The Kearning 6entre follows a structured curriculum for !nglish+ Bath+ Cindi+ Science and Social Sciences from &rade < till &rade
level. "pholding the principle of holistic learning+ the curriculum is implemented through a dual approach of ensuring conceptual understanding through lecture+ demonstrations and e0periments as well as e0periential learning through celebrations+ events+ field trips and worshops. *rom moments of sheer joy at riding the fire brigade truc at the fire station to learning opportunities of understanding the vast universe at the %ehru 6entre+ from wearing new+ festive clothes during iwali to understanding constitutional rights through special assemblies+ every e0posure is about providing opportunities.
$ssessments are conducted on a regular basis with the purpose of adapting the curriculum to meet the students9 needs. This allows us to record students9 performances on monthly intervals on an assessment matri0. $n analysis of the student9s performance indicates the gaps in the teaching-learning spaces and the cycle of curriculum management is revisited so to teach students the way they learn best. It is such analysis that enables us to identify students with remedial needs3 students with learning disabilities and students who need a teacher9s stern eye and create solutions within the environment of the Kearning 6entre such that each student achieves their true potential.
The "daan Kearning 6entre is an effort towards instilling the faith+ belief and culture of Aempowerment through education5 in the minds of children from low income communities to ensure that they pursue the path of nowledge+ sills and values needed in order to brea the restraints of Illiteracy.
AN INSIGHT
6hildren in their crisp green-checered uniforms+ proudly wearing their "daan I cards and carrying their school bags wait at =.>E 31
pm every day for the "daan bus to arrive and tae them to the "daan Kearning 6entre at &opal Sharma School+ 2owai Mihar. Kearning moments start with an assembly where all the children pray together and teachers share the news of the day. This is followed by a healthy and nutritious snac to ensure the children get energi,ed to tae on the lessons. $fter the assembly+ teachers and volunteers armed with lesson planners and worsheets lead the students to their classroom. *or the ne0t two and a half hours students and teachers are seen pouring over boos and concentrating+ sharpening pencils and writing+ discussing and debating. $t O pm+ the tired but happy children are dropped bac to their homes+ where hopeful parents par their dreams of breaing the cycle of poverty through their child9s journey of empowerment.
AT A GLANCE %umber of beneficiaries- >JH • $fter-school programme • • • • •
Supplementary education for grades < to
Reponse from one of the student 4 I learn a lot at "daan and I also have a lot of fun. I enjoy the field trips the most. Recently we went to the %ehru Migyan Lendra where I learnt about how man y planets are there+ that stars are uncountable+ the shape of earth and which vehicle did scientists first use on the surface of the moon. I was so fascinated to learn all these facts.4 Salim Shaih+ &rade ?$ "daan Kearning 6entre student
32
)< SAT*RDA> CL*B
The famous quote from 6onfucius+ 4I hear and I forget. I see and I remember. I do and I understand.4 is the heart of learning. Kearning is a continuous journey of multi-sensory e0periences and joyous discoveries. It is the #learning by doing9 that allows opportunities of questioning+ discussing+ discovering+ analy,ing+ synthesi,ing+ creating+ thus stimulating the mind to develop academic thought with deep logical considerations. The Saturday 6lub is a reali,ation of this theory of learning.
The Saturday 6lub programme is an e0tension of the Kearning 6entre that aims to concerti,e academic concepts through e0periential learning integrated into co-curricular activities. This is a joyous space where through art and origami+ tabla and songs+ dance and drama+ chess and pictionary+ boos and movies+ windmills and !gyptian pyramids+ children imbibe aesthetics+ rhythm+ diction+ e0pression+ historical+ environmental and cultural sensitivity and a volume of intangible life sills which mould what we call the #character9 of a child.
The different clubs such as the Science 6lub+ $round the 8orld 6lub+ 1oo 6lub+ ance 6lub+ Busic 6lub+ Sports 6lub+ !nvironment 6lub+ and India 6lub are led and conducted by volunteers and subject e0perts who are provided with clear objectives+ curriculum and logistic plans for each of the clubs. 8ith a period of <> Saturdays in every term+ each class is assigned different clubs in a term+ one being academic
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the other being cocurricular. $fter <= joyful Saturdays+ each club presents its learning through an interesting mode of presentation+ with the help of their idis and 1haiyas.
AN INSIGHT
!ach Saturday children are brought to &opal Sharma School+ where they immerse into the different clubs from > pm to ?.>E pm. $ wee before the commencement of the Saturday 6lubs+ there are animated discussions amongst the students about which new club will be introduced this year. 8hen the clubs are assigned to each class+ you can hear squeals from some classes and protests from others. In the first few wees the children learn about the content of their club through concepts+ stories+ demonstrations+ movies and audiovisuals. $fter that it is time for learning by doing; 6ardboard+ chart-papers+ colours and clay are provided and every group disappears behind closed doors to translate their learnings into models or presentations. 6hildren and volunteers passionately put together their miniature wonders of the world or solar system or a demonstration of fol dance and classical music. 'n the final day of presentations+ some children transform into well-informed presenters e0plaining the mysteries of the !gyptian mummies while others present the grace and beauty of 1haratnatyam anseuse or sing #$la 6halo Re9 in a sonorous voice. The volunteers in the bacground watch their students with pride and satisfaction. AT A GLANCE •
%umber of 6hildren -
•
6o-scholastic learning
•
Ked by subject e0perts and volunteers 34
•
!0periential learning
•
Runs for <> Saturdays in each term
•
Student presentations at the end of term
Reponse from one of the student 4I enjoy the Science 6lub the most. Through activities and e0periments we are taught concepts of science which otherwise I find difficult to understand. 8e learnt about pressure by doing an activity of creating a fountain and also about magnets and force through e0periments.4 Mive Singh+ &rade J "daan Kearning 6entre Student
< HA:AARI *DAAN LIBRAR>
It has been said+ A8henever you read a good boo+ somewhere in the world a door opens to allow in more light5. Then+ imagine the darness that awaits a population of children who have no access to any boos other than the school te0tboos made available at the beginning of an academic year and to be returned at the end of the year.
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The Camaari "daan Kibrary aims to provide easy access to boos for children in low-income communities. It is a platform for reading and informal learning through a range of !nglish+ Cindi and bilingual boos. The library follows the &R'81D model of Cippocampus Reading *oundation. !ach child and boo is assigned with a &R'81D (&reen+ Red+ 'range+ 8hite+ 1lue and Dellow) colour which represents a specific reading level. Trained librarians and volunteers provide support to students in their reading and observe their progress as they graduate to higher reading levels. 1oos open the window to a whole new world and tae children on a flight to spheres of countries+ history+ science+ human behaviours and fantasy that otherwise would be unnown to them. The immense potential of the library as a tool of informal learning is harnessed by supplementing it with language games and grammar lessons. 1oo based activities and worsheets reinforce the incidental learning that occurs when children immerse in the universe of stories and incidentally wal the path of nowledge as they discover the joy of reading. $fterall+ reading is the gateway to nowledge.
AN INSIGHT
Sometimes after school and often on weeends+ children eagerly wal into the Camaari "daan Kibrary to travel into the cosmos of fascinating people+ friendly animals+ mysterious happenings and e0otic lands. *alling over each other to reach out to the coveted $mar 6hitra Latha or to grab the beautiful looing boo of the girl with the long golden hair+ children settle down into their assigned groups having satisfied themselves with their trophy of the desired boo. The little ones wait with teacher didi for her to choose a boo.
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Molunteers and teachers in each group start with an interesting story - someday taing children to visit $rabia on the magic carpet and sometimes getting them to believe how good always conquers evil as in fairy tales+ thus training young minds to always hope and believe in goodness. Their minds stimulated towards imagination+ children now are eager to meet the characters of their own boo and thus follows the time of silent+ individual reading+ which is the time when one can see the child getting into the role of a brave prince or beautiful princess - a world that he7she often dreams about at night.
AT A GLANCE !asy access to a variety of boos • &R'81D model by Cippocampus Reading *oundation • 1oo based activities and worsheets • Ked by trained librarians • Celps improve language sills • Inculcate reading habits •
Reponse from one of the student 4There are many good boos in the library. I lie to read them all. I also lie the circle time when we all sit together and read boos. That is so much fun. By favourite tale is !i dui. I lie it because it is a tale of two sisters and I have a sister too.4 1humia Tiwari+ &rade @ Kearning 6entre student
(< SCHOOL S*PPORT
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=Eth century India has seen a promising trend in primary school enrolment owing to efforts of governments and non-profits. Cowever+ despite the apparent positive data on government-run public school registers+ a bitter reality confronts us in a staggering volume of millions of children dropping out of school. The reason for this situation is that we chased the numbers and neglected the core the quality of education. "daans School Support 2rogramme is an initiative to strengthen the aim and efforts of the government to proceed from quantity to quality. In =E<=+ "daan partnered with two Bunicipal 6orporation of &reater Bumbai schools to provide a strong educational foundation to children by establishing an "daan Lindergarten and providing remedial support to primary sections in an after-school programme. $ baseline assessment of language and math competency enabled the "daan teachers to understand the academic needs of the students. $dopting appropriate teaching strategies and aids to bridge the learning gaps of the students+ children slowly mastered the conventions of languages+ concepts of math and fascinating facts of general nowledge. &oing beyond academic focus+ "daan also brought about attitudinal and behavioral changes in the students by integrating value education into day-to-day studentteacher interactions. The progress of the students was continuously monitored through teacher observations and oral and written e0aminations. Beetings with the school teachers and parents reinforced our impact. $t the end of the year+ the performance graph of these students was lie a rising star. $ successful first year of collaboration built trust and confidence+ and the "daan School Support programme has now e0panded to include a government-aided school. 1esides providing afterschool remedial teaching+ "daan also too up the responsibility of creating an environment conducive to learning by changing the face of the school with pleasant+ soothing newly painted walls+ solid dess+ blac boards and vibrant notice boards. The aims of the school support have evolved and hence today the school support has gone beyond the remedial classes+ to provide a library programme+ aid computer literacy and introduce co-scholastic e0periences. $ll efforts are directed towards delivering quality learning e0periences to ignite and maintain the interest of the children in education.
AN INSIGHT 38
6hildren who could have been potential dropouts are now willing to come to the "daan Support 2rogramme before school and stay after school sometimes coa0ed by their parents and other times egged on by their friend. They enjoy sitting in a classroom for = hours to learn phonetics+ grammar+ vocabulary+ division+ subtraction and much more - all that children usually want to escape from even during regular school hours. %ow+ as this child has progressed from not nowing the sounds of the alphabets to being able to read the stories of #The 6lever 6row9+ he has e0perienced the power of learning and so+ even if it means sometimes to be forced to treat a corner of an assembly hall as a class+ both teacher and students are lost in their world of learning. *or the teacher it is the satisfaction of maing a difference+ for the student it is simply the joy of learning.
AT A GLANCE $fter school support in government run and government supported schools 1ridge learning gaps Reduce number of dropouts Regular monitoring and evaluation 2rogress from quantity to quality education
< AL*:NI S*PPORT AND SCHOLARSHIPS
Teenage years are years of building on nowledge and sills to prepare for a higher-level course of study+ of goal setting and aspirations and of e0ploring spaces to identify possible career paths. It is a vulnerable and precarious age and in the absence of any support for children in the communities+ it is an age when many drop out to support the family income or simply stay at home due to the inability of parents to support them for further education. The $lumni and Scholarship 2rogramme is an anchor for each "daan child+ post &rade
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The Scholarship 2rogramme+ then+ provides financial aid towards the child9s junior and senior graduation years+ be it for mainstream college or open school+ a vocational or professional course or coaching classes. The performance of each child is monitored in regular alumni meetings to erase hurdles of any nature which could set the child bac in his strides towards progress. Misits to industries+ professional college fests and guest lectures ensure that the child is introduced to the real world of business and commerce+ stimulating him to wor on himself to be a part of this world in the future. $ unique feature of the "daan $lumni 2rogramme is the recruitment of "daan alumni+ as paid assistants in its e0isting programmes without impinging on their academic responsibilities+ to provide a small stipend to meet their daily needs. The aim of the programme is to be a mentor and guide for students to help them stay focused on their goal as they begin their second phase of learning journey. AN INSIGHT
$fter the euphoria of passing &rade
AT A GLANCE %umber of 1eneficiaries - H< • 2ost &rade
48hen I failed in class
2< S;ILLS ENHANCE:ENT 40
Buch has been written and spoen about the problem that is plaguing our #developing9 nation; the volume of educated+ unsilled+ unemployed youth losing faith in the significance of education. !very citi,en+ bureaucrat and politician is aware that the future of the country lies in creating a Asilled worforce5 for the problem facing our country+ which is not that of unemployment but of unemployability.
The "daan Sills !nhancement 2rogramme (S!2) aims to equip the youth with theoretical nowledge+ practical sills and a positive attitude to see meaningful employment and tae them towards self-sufficiency. Thus+ the emphasis of the S!2 is on enhancing the employability level through @ segments; •
6omputer literacy
•
Spoen !nglish
•
Mocational training
•
Soft Sills
$ny youth is eligible to apply for the S!2 and enrol for all the segments or for just one or some of them.
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$t the "daan 6omputer 6entre we run a %IIT accredited programme+ where students are introduced to the basics of computer literacy that build a foundation to tae on higher level computer sills at a later stage in their professional lives. The focus of the curriculum is on learning practical computer sills along with a theoretical foundation of computer science. The course that covers 8ord+ !0cel+ 2ower2oint and Internet is divided into two stages; the preparatory stage and %IIT first level+ to ensure a gradual and thorough assimilation of studied material. $t the end of the programme+ a %IIT evaluation certifies successful candidates.
The "daan Spoen !nglish course aims to impart basic !nglish language sills to support the youth in achieving their higher educational goals+ equip them to do well in their future jobs and confidently converse in social situations. The course follows the Duva !nglish curriculum designed by the 6entre for
Kearning Resources specifically for learners in the age group of
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The Mocational training programme imparts woring now-how and practical sills for a speciali,ed discipline of nowledge to tae up careers in fields such as Retail+ $utomobile+ and Cospitality. "daan collaborates with different agencies of vocational training who implement the actual training sessions after a thorough audit of the curriculum+ implementation and monitoring systems. "daan has collaborated with such agencies as Rustomjee $cademy of &lobal 6areers (R$&6)+ Douth 6areer Initiative and Sills $cademy.
Sessions on Soft Sills conducted by corporate volunteers prepare the participants to confront the professional wor place with the desired set of values+ attitudes and behaviour. Sessions on grooming+ goal setting and time management focus on getting them ready to tae on the future with confidence.
The ultimate goal for S!2 is to yield self-sufficient+ compassionate and responsible youth+ who are meaningfully employed.
AN INSIGHT
Selfmotivated youth wal into the S!2 sessions with great hope and dreams for the future. $fter the initial formality of screening and admissions+ gradually each student is gently encouraged to share their dreams. "daan teachers+ the educational partners and the volunteers+ discreetly note down these aspirations and start guiding the youth through the chosen path. 8hile the training on speciali,ed sills enhance their e0pertise+ the sessions on personal grooming+ time management and goal setting shape their personality. In a span of >-@ months+ the participants starts e0pressing their concrete plans for the future. Thus+ armed with 43
content+ capability+ confidence and faith+ each youth is ready to wal the journey of self-sufficiency and end the cycle of poverty for himself and his family.
AT A GLANCE !nhance employability sills • Theoretical nowledge and practical sills • 6omputer literacy programme • Spoen !nglish programme • Mocational training programme • Soft sills training sessions •
4&eneral Bills India has an unwavering commitment towards our mission of nourishing lives. "daan9s Sills !nhancement 2rogramme provides us with a unique opportunity to mae a differential impact to the lives of >E aspiring youth to embar on their own forward looing journey of nourishing life. The partnership with "daan also allows us to live our core championship value of A&row and Inspire5 and thus help us create a leader in every chair at &eneral Bills.4 6heryl 1ethune+ irector Cuman Resources &eneral Bills India 2rivate Kimited-&1S
8< I:PACT St"rie$ "= C0a&,e
1<
Sa&t"$0i :aitri 17 year$
AIf "daan was not there+ I would have never been able to go to school.5
44
!<
9i&ay Giri !3 year$
*+aa& i$ 0e#%i&, me t" rea#ie my +ream "= 'ec"mi&, a c"m%uter e&,i&eer.
Minay &iri is the eldest son of Br. U Brs. Shambhu &iri who migrated from 1ihar P in the =E
45
)<
:a#4a5a B"mi+i !( year$
*+aa& &urture+ me a&+ ,ave me a& i+e&tity "= 50ic0 I am very %r"u+.
Balawa today represents "daan9s journey. She and her ? siblings belong to our very first batch of =EE@. Struggling with her academics+ she failed to pass her grade in =EEO. Mery demotivated+ she wanted to drop -out+ but the teachers at "daan+ ignited her fighting spirit and with concentrated efforts and mentoring she managed to c lear her grade th in the second attempt. 8hile she wanted to continue her education+ there was pressure to supplement household income. "daan helped her get a part - time job while she continued her education. Cer e0perience and growth with "daan convinced her that education is ey to change for everyone and inspired her to enrol for a professional teaching course post grade II. 8hile pursuing her diploma in !ducation+ she was supported and mentored by teachers at "daan that helped her pass with distinction. She is now herself a teacher at "daan and giving bac what she got from "daan. 1ut more than an "daan teacher+ she is a role model for all in the community who aspire to be lie her.
HO/ TO GET IN9OL9E /ITH THE: 1< 9"#u&teer
46
'ne of our core values is collaboration because we believe that together we can achieve much more 8e believe we are able to mae a huge difference in our children9s lives through the dedicated efforts of our staff and volunteers. Molunteers are an essential part of "daan and we would not be where we are today without their unconditional support Molunteer opportunities with "daan are available in different areas+ from teaching a class+ leading an e0tracurricular activity+ accompanying the children on field trips to supporting our office team in administrative tass.
!< C"r%"rate Part&er$0i%$
Today+ corporate organisations across the globe are doing their bit in maing the world a better place for all. *or corporate organisations it is increasingly about doing responsible business+ where profits must benefit not only their own staeholders. "daan is an opportunity for corporates to positively impact the communities we live in. $ccredited by &ive India+ as one of the =EEQ highly transparent and accountable %&'s in India+ "daan offers a range of initiatives for corporate involvement that are aligned with the objectives of doing social good. 47
8ith engagement being an important component of our partnerships with corporates+ "daan offers hands on volunteering opportunities for employees+ within a range of "daan projects+ that meet the needs and match the values of the organi,ation. 8ith mutually meaningful employee engagement+ the program not only creates a sense of social commitment and responsibility but also develops a cohesive corporate culture by providing e0cellent opportunity for team bu ilding and leadership development of employees. Part&er$ Fee+'ac4 48ith dynamic leadership and a successful trac record of increasing school enrolments+ decreasing dropouts and focusing on better employment opportunities+ "daan was the best partner of choice for KT.4 1alamurugan M+ 6!' - ardine KKoyd Thompson
)< D"&ate
E+ucati"& i$ t0e 'e$t ,i=t "&e ca& ,ive t" a c0i#+. Su%%"rt u$ t0r"u,0 a +"&ati"& a&+ e&a'#e a 'ri,0ter =uture ="r t0e c0i#+re& 5e 5"r4 5it0. >"ur c"&tri'uti"&$ c"u#+ &"t "&#y ta4e a& *+aa& c0i#+ c#"$er t" rea#i$i&, 0i$0er +ream 'ut a#$" 0e#% u$ reac0 "ut t" ma&y m"re c0i#+re& i& &ee+ "= 6ua#ity e+ucati"&. Be a %art "= a c0i#+$ "ur&ey 'y $%"&$"ri&, "&e "r m"re "= t0e ="##"5i&, +"&ati"& "%ti"&$
Sc0"#ar$0i% ="r a c0i#+ 'ey"&+ ,ra+e 13 R$ 13333
$llows meritorious and deserving students to continue their education in junior7degree college or enrol for vocational courses to enhance their employability. 48
S%"&$"r a c0i#+ ="r a year R$ 8(33 Includes after school academic support+ school supplies+ uniform+ supplementary nutrition+ iwali clothes and educational trips for a child at the Kearning 6entre. S%"&$"r a teac0er ="r a m"&t0 R$ 833 6overs monthly salary of a teacher at the Kearning 6entre. !ach teacher receives training from "daan to ensure that they deliver quality education in the classroom. Hea#t0y $&ac4 ="r a c#a$$ ="r a m"&t0 R$ )333 2rovides supplementary nutrition and covers nutritious snacs lie energy bar+ seasonal fruit+ chii for >E children at the Kearning 6entre.
Sc0""# $u%%#ie$ a&+ u&i="rm ="r a c0i#+ R$ 1333 Includes everything from boos+ noteboos+ stationery+ uniform+ T-Shirt to sandals and socs for a child at the Kearning 6entre. C"&tri'ute t" "ur ,e&era# c"r%u$ A&y am"u&t Celp us build a healthy corpus for a secure future. C"&tri'ute I&-4i&+ 8e welcome any form of in-ind donation. Support us by providing healthy snacs+ donating new clothes+ footwear+ stationery+ dictionaries+ and noteboos for our children or infrastructure and IT equipment for our centres. Ce#e'rate >"ur S%ecia# Occa$i"& 5it0 *$ 1ring a smile to our children9s faces by sharing your special occasions with us. 6elebrate your loved ones9 birthdays7anniversaries or even festivals such as iwali and 6hristmas with us. Dou can do so by sponsoring a meal or distributing sweets or gifts on these occasions.
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TEA: 1< :amta Ra&,a& F"u&+er a&+ C0air%er$"&
Bamta is a graduate of Science from elhi "niversity with <= years of e0perience in the corporate sector. Cer love for children and desire to do something for the society led her to start "daan as a small informal project in =EE@ to support the education of children of construction worers. Cer belief that every child must have an equal opportunity and access to quality education made her to register "daan as a not-for-profit not-for-profit organisation organisation in =EEN. Bamta has been instrumental in developing the educational programs over the years and led "daan to what it is today+ a journey from Lindergarten to !mployability. 50
!< Pa+ma 9a$5a&i Tru$tee
2adma Maswani Maswani is an alumna of !lphinstone 6ollege+ 1ombay 1omba y "niversity. She began her career in education at a school in Lolata. 8hile in Lolata+ she was associated with the !ast India 6haritable Trust Trust and was also the 6hairperson of the 6heshire Comes. 'n her return to Bumbai+ she was associated with the Ciranandani *oundation S chool for
the panel of Raj Bohindra !ducation 6onsultants. 2adma has been a believer in the philosophy of "daan since its inception. )< N Ra&,araa& Tru$tee
Rangarajan has =N years of e0perience e0 perience in corporate sector and is currently the Cead of 'perations at %omura Services India. Rangarajan is a 6ommerce graduate from elhi "niversity and is a member of the Institute of 6hartered and 6ost $ccountants of India. Cis involvement with "daan stems from his deep -rooted desire to help less privileged children and his commitment to education 51
< A$0#e$0a C0it&avi$ CEO
$shlesha 6hitnavis is an educationist with a Basters degree in !nglish Kiterature and a 1achelors degree in !ducation from Bumbai "niversity. She has been associated with R.% 2odar School and 1illabong Cigh International School and her inclination towards structuring an educational ecosystem comes from her wor e0perience with Langaroo Lids !ducation Kimited. 1elieving strongly that a sound education system+ a healthy childhood and a happy home is ey to a self sufficient U dignified adulthood+ $shlesha is committed to the tas of imparting quality education to children irrespective of any disadvantages in their environment. (< Su$0ree :i$0ra E+ucati"& O==icer
Sushree is an educationist+ author and a reading specialist with a passion for storytelling. She has J years of e0perience in the field of curriculum development+ teacher training+ community development+ as well as hands-on teaching. She has wored with 2ratham+ r. Reddy9s *oundation+ and the 2asadena "nified School istrict in 6alifornia+ "S$. She has also been a consultant with '0ford "niversity 2ress India. She strongly believes that every child has a right to education in a happy and nurturing environment. Cer role at "daan enables her to translate this belief to action. < ;art0i4 Rama&at0a& 52
Pr",ramme O==icer
Larthi is a post-graduate in $ncient Indian Cistory+ 6ulture and $rchaeology from eccan 6ollege. Ce started his career with 6ell for Cuman Malues+ IIT- 1ombay. It is his love for children and his inclination towards teaching that drew him to "daan in =E<<. Ce believes that education is the medium through which one can create proud citi,ens with a sense of
responsibility towards the nation. 8oring with the "daan children gives him hope that this goal can be achieved. 2< S0ra+0a Peve4ar A+mi& C"-"r+i&at"r
Shradha is a post graduate in 6ommerce from Bumbai "niversity. She has J years of e0perience in the retail+ facility management and telecom sector. Cer strong belief that a good education is essential for every child+ motivated her to join "daan
53
T0eir Team Sitting (left to right); Bamta Rangan+ Lomal Torne+ Ka0mi Dadav+ ivya ubey+ Balawa bomidi+ Sushma Mishwarama+ Shradha 2evear . Standing (left to right); Suseela Menugopal+ 2iny &upta+ yoti *rancis+ Indu Singh+ 2reeti &upta+ %eelam Shrivastava+ Savitri 2al+ Brunalini Shrivastava+ Marsha &aiwad+ Medanti esai+ Lavita Saroj+ Sunita Lhamar+ $shlesha 6hitnavis+ Media huri+ Sushree Bishra . Standing behind (left to right) ; Larthi Ramanathan+ $jit Mishwaarma
PARTNERS 'ne of our core values is collaboration because we believe that together we can achieve much more 8e+ at "daan+ believe that mutually beneficial partnerships with lie-minded individuals and organisations enable us to have a greater impact and move closer to our vision. 8e are privileged to have corporate partners+ educational partners+ dedicated staff and volunteers who come together to share nowledge+ sills+ and resources. *rom providing space to run our Kearning 6entre to funding projects+ our partners have been our pillars of strength in doing their bit in reducing the educational inequities in our country. C"r%"rate Part&er$
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Accre+itati"& J Fu&+i&, Part&er
• • •
• • • • • •
• • • • • • •
I&=ra$tructure Su%%"rt &opal Sharma School for the Kearning 6entre Ciranandani &roup for the Kibrary Transocean for the 6omputer 6entre
Part&er Or,a&iati"&$ $tma 6hildren9s Bovement for 6ivic $wareness Bagic 1us B6&B !ducation epartment Shobhadevi School Sills $cademy Ot0er Su%%"rt Lherwadi $ssociation L''C Sports Bahesh Tutorial Rajan 6haravarthy and $ssociates Saicare Travels "nited 8ay Mictory $rts *oundation
F*NDRAISER S*PPORTING THIS NGO $mit 6hila
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Su%%"rt :y Cam%ai,&
!ducation is the most powerful weapon which you can use to change the world. V%elson Bandela I personally believe that education is everyones right. It pains when I see children who want to learn are not able to go to schools because of the financial problems in the family. L.6. Bahindra !ducation Trust has been doing great wor through their p roject %anhi Lali in
providing high quality learning outcomes guaranteed education interventions to underprivileged girls studying in government schools across India. Their primary objective thorough this project is to reduce the high rate of dropout among girl children from socially economically marginali,ed families. "daan India *oundation too+ wors towards empowering low income community children through education. Their primary aim is to ensure that every child of school going age is gaining a strong and holistic educational foundation to become a responsible+ compassionate and confident youth of tomorrow. Cence I sincerely request all of you visiting this page to generously donate towards the above noble causes help these underprivileged children use education as a powerful weapon to change their world.
A'"ut Him
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I started running a couple of years bac and it changed my world. It has now become a part of my everyday life and am passionate about it. To tae it to the ne0t level I want to start running for a cause. I intend to run =< thrice a wee for the ne0t J wees so as to gear up for S6BB i.e. going to be =< 0 > 0 J W ?E@ and for every m I run I intend to raise I%R
The Bumbai Barathon is an opportunity for beneficiaries and well wishers to come together and pledge their support for a common cause. The funds raised during the marathon will help us reduce education inequities for less privileged children+ sustain and scale up e0isting programs and to provide scholarships to children who would otherwise be unable or are unliely to pursue further education post
*DAAN NE/S 1 < P"5aite$ e&"y a c""# 'ri,0t $u&&y a=ter&""& KTaare amee& ParM a +ra5i&, a&+ cra=t$ c"m%etiti"& "r,a&ie+ 'y R"tary C#u' "= B"m'ay P"5ai By 9ive4 9 G"vi#4ar
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The annual signature event of Rotary 6lub of 1ombay 2owai was held on Sunday+
Std.9 and #above <=th Std.9 categories respectively. In the painting competition+ $ryan 1ajaj bagged the first pri,e in the L& category whereas Lamalini Ramesh was the winner in the #rd Std.9 6ategory. Medant 1andarar
(@th to Oth Std.)+ 1hati alal (Hth to Tues+ Bay =H+ =E<@Tues+ Bay =H+ =E<@ <=;E<;=E 2B about us contact us advertise here how to get copy %!8S $rchive ? years)+ Bona Lothari (>? to OE years) and Bandaini 2anchdhari (above OE years) were the other deserving winners. $ll the participants were given a drawing it donated by 2idilite in addition to some yummy snacs. 8hile the judges (Lalpana &andhi+ 1andhe %awa,+ Rohit Soni and Sudipta) were busy looing at the artwor+ the ids were ept engaged by local amateur dancers. Kater the ids and some parents also joined the dance floor. This has become an annual event that 2owai ids loo forward to. So see you ne0t year+ same time+ same place.
!< *+aa& I&+ia F"u&+ati"& *IF< a P"5ai 'a$e+ &"& %r"=it "r,a&i$ati"& ce#e'rate$ it$ A&&ua# +ay. Hum 0"&,e 4amyaa' e4 +i& the hall resounded with these words as well healed adults clapped and sang along with bright eyed children as part of the curtain call.. The venue ; &opal Sharma Bemorial School $uditorium+ The day; the evening of =Eth*ebruary+ =E<<+ The occasion ; the $nnual ay of the children of "daan India *oundation ("I*)+ a 2owai based non profit organisation woring towards educating less privileged children. The evening of dance and drama put together by the "daan children and team centred around the theme of A'ne !arth + Save it5 .The concert began with a welcome speech by Brs.2adma Maswani+ a renowned educationist+ which beautifully captured the essence of the evening an acnowledgement of our responsibility towards the environment and maing small efforts to save our planet as there is only A 'ne !arth A. 8hile seeing the support of the residents of 2owai+ she had a message from the children of "daan; A o not wal in front of me+ I may not follow+ o not wal behind me+ I may not lead+ 8al beside me and be my friend.5 This was followed by the auspicious lighting of the lamp by dignitaries from the corporate world- the 6!' of Transocean+ the B of %omura+ the Cead of 1arclays 'ffshore business and the trustees of "daan . 59
The programme began with a &anesh Mandana and a reloo at Mande Bataram as a song celebrating bountiful Bother %ature. It looed lie Kord &anesh was benignly smiling at the people assembled there that evening because the programme that followed was a #thing of beauty9 enjoyed by both+ the audience and the performers if one were to go by the smiles on either side of the curtain 2opular 1ollywood numbers lie A$ll is well5 and A$ashayein5 were danced to with as much gusto as numbers lie Bichael acson9s A!arth Song5+ and nursery rhymes lie ARoly 2ol y5 maing it a delightful #bhel puri9 for the senses. The children of grade @+?+H and J in their musical AI,, all well:A e0pressed how human greed is instrumental in destroying our natural resources and the need to act responsibly towards the environment. Bs $nuradha Burthi too the audience through the evening with some very touching compering. AThe $nnual ay is an opportunity for the children of "I* to showcase their talent and reinforce "daan9s commitment in providing the children holistic learning with focus on e0tracurricular activities lie dance+ art and drama to help them grow up into confident individuals+5 says Bamta Rangan+ the chairperson of "daan3 and if one were to go by the evening of the =Eth of *ebruary+ one would say the little fledglings of "daan have really co me into their own bringing the audience to their feet for a standing ovation at the end of the programme. The outstanding students for the academic year =EHP of global illiterates live in India: $ccording to latest &lobal Bonitoring Report+ a whopping =.> million Indian children have never been to school. The future of the Indian economy hinges on our young population3 most of them are poor and unsilled. They do not get what they deserveYtheir fundamental right to ed ucation3 access to quality education remains a dream. 'ur country has the dubious distinction of having one of the highest school dropout rates and child labour levels in the world Bumbai is no e0ception. Bamta Rangan + founder and trustee+ "daan India *oundation ("I*)+ followed her belief that #education is ey to 60
change9 and set up "daan in =EE@ to help children of construction worers to enrol in mainstream schools. "daan+ a project that started as an informal initiative+ is now a registered trust with JEE students+
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2lease come and join hands with *DAAN
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