Author: Smile Foundation

Insights Livelihood

Difference Between Disguised and Seasonal Unemployment

Post author By Smile Foundation
Post date June 13, 2026
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Livelihood and increased social acceleration

Summary

Disguised unemployment means more workers than needed, with little added output.
It’s common in agriculture and family-run businesses with surplus labour.
Seasonal unemployment occurs when work is available only during certain times.
It affects sectors like tourism, fisheries, construction and farming.
Smile Foundation’s STeP programme builds employability skills to address both.

Unemployment remains one of the most significant economic challenges faced by countries around the world. While unemployment is often understood as a situation where individuals are unable to find work, economists recognise that not all unemployment is visible or straightforward. In many economies, especially those that depend heavily on agriculture and seasonal industries, workers may appear employed while contributing little to national production, or they may find employment only during certain periods of the year. These situations are known as disguised and seasonal unemployment.

Understanding the difference between disguised and seasonal unemployment is important for students, policymakers and citizens alike because both forms of unemployment affect productivity, income, and economic development. Although they share some similarities, their differences arise from different causes and require different solutions.

Understanding what constitutes unemployment

Unemployment is defined as a condition in which individuals, who are willing and capable of working, are unable to find suitable employment. It is an important indicator of a country’s economic performance and labour market conditions. However, unemployment is not always reflected in people actively searching for jobs. In some cases, individuals may be engaged in work that does not fully utilise their abilities or labour. For these reasons, economists classify unemployment into several forms, including structural, frictional, cyclical, seasonal and disguised unemployment. Among these, disguised and seasonal unemployment are particularly relevant in developing economies where agriculture continues to employ a large share of the workforce.

What is disguised unemployment?

Disguised unemployment is a situation in which more people are engaged in a particular economic activity than the number of people actually required for that work. In such a situation, some workers contribute little or nothing to the total production. If these surplus workers were removed from the activity, overall output would remain largely unchanged.

This form of unemployment is often described as “hidden unemployment” because the individuals involved appear to be employed, but their labour is not being used productively. The unemployment remains hidden because people are technically working, even though their presence does not significantly increase output. This phenomenon is most commonly found in agriculture, family-owned enterprises and informal economic activities where labour is shared among family members. It reflects inefficient utilisation of human resources and often results from limited access to alternative employment opportunities.

Disguised unemployment is commonly observed in rural agricultural communities where entire families depend on small plots of land for their livelihood.

For example, a farm may require only five workers to cultivate crops efficiently. If eight or ten family members work on the same land, the additional workers may not significantly increase agricultural output. Even if some of them stopped working on the farm, production levels would remain nearly the same. These surplus workers represent disguised unemployment.

According to the International Labour Organisation (ILO), underemployment and labour underutilisation remain important challenges in many developing economies, where workers often engage in low-productivity activities due to a lack of better employment opportunities.

Challenging The Skilling Challenge in India

What is seasonal unemployment?

Seasonal unemployment refers to unemployment that occurs when individuals are employed only during specific seasons or periods of the year and remain without work during the off-season. Workers are fully productive when work is available, but opportunities disappear during the off-season. The unemployment is temporary rather than permanent and tends to repeat itself according to predictable seasonal patterns. Unlike disguised unemployment, seasonal unemployment is visible and occurs because certain industries operate only at particular times.

Agriculture provides one of the clearest examples. Agricultural labourers may find abundant work during sowing and harvesting seasons but face unemployment during periods when farming activities are limited. Similarly, workers in tourism, hospitality, fisheries and construction may experience fluctuations in employment depending on weather conditions, tourist demand or seasonal production cycles.

The Organisation for Economic Co-operation and Development (OECD) notes that seasonal employment patterns continue to influence labour markets worldwide, particularly in sectors that depend heavily on climate conditions or cyclical consumer demand.

Difference between disguised and seasonal unemployment

The difference between disguised and seasonal unemployment lies primarily in how labour utilisation is done. In disguised unemployment, individuals appear employed throughout the year, but some workers contribute little or nothing to production. The problem is excess labour relative to the available work. In seasonal unemployment, workers contribute effectively when employed, but employment opportunities are available only during specific seasons.

Another important distinction is visibility. Disguised unemployment is often difficult to identify because workers seem to have jobs. Seasonal unemployment, on the other hand, is easily observed because workers become unemployed during off-season periods. Disguised unemployment is most commonly associated with agricultural and family-based occupations, whereas seasonal unemployment occurs in industries such as agriculture, tourism, fisheries and construction that experience regular fluctuations in demand.

Furthermore, disguised unemployment can persist throughout the year, while seasonal unemployment is temporary and linked to recurring seasonal cycles. In disguised unemployment, removing surplus workers may not affect output. In seasonal unemployment, unemployment occurs because economic activity itself declines during certain periods.

Examples of disguised unemployment

Disguised unemployment can be observed in many rural settings. Similar to family farming, where multiple family members work on a small piece of land, multiple small family-run shops or businesses may involve several relatives performing tasks that could be handled by one or two individuals. In such situations, labour is spread across too many workers, resulting in low productivity and hidden unemployment.

Another example can be found in villages with limited non-agricultural employment opportunities. When workers have no alternative occupations, they often remain attached to farming activities regardless of whether their labour is actually needed.

Examples of seasonal unemployment

Seasonal unemployment is particularly common in occupations tied to weather conditions or consumer demand. Agricultural labourers often experience periods of unemployment after planting or harvesting seasons have ended. Workers in tourist destinations may find employment during peak holiday periods but struggle to secure work during quieter months.

Construction workers may also face seasonal unemployment when heavy rains, extreme temperatures or adverse weather conditions slow down projects. Similarly, fishing communities often experience temporary unemployment due to weather patterns, breeding seasons or regulatory restrictions on fishing activities.

What causes disguised and seasonal unemployment?

Ashar’s Dream: Livelihood Beneficiary Breaking the Poverty Cycle

Several factors contribute to disguised unemployment. Population growth increases pressure on limited land and employment resources, particularly in rural areas. In many developing countries, agriculture continues to absorb large numbers of workers despite offering limited productivity gains. The lack of industrial development and alternative employment opportunities forces surplus labour to remain in low-productivity occupations.

Educational and skill gaps can further worsen the problem. When workers lack access to training or vocational education, they may find it difficult to transition into sectors that offer more productive employment opportunities. Additionally, disguised unemployment persists due to the lack of market-relevant skills and employment opportunities outside agriculture. Many young people in rural communities lack access to formal training that could help them transition into manufacturing, services or entrepreneurship.

Seasonal unemployment arises because some industries are inherently dependent on seasonal factors. Agricultural production depends on rainfall patterns, climate conditions and crop cycles. Tourism fluctuates according to holiday seasons, weather and travel trends. Construction activity may slow down due to environmental conditions, while fisheries often operate according to seasonal regulations and ecological cycles.

Because these factors are largely predictable, seasonal unemployment tends to recur regularly each year.

Through our livelihood and skilling initiatives, we at Smile Foundation seek to bridge this gap by equipping youth with practical skills that enhance employability and create pathways to sustainable livelihoods. A staggering youth population continues to be underutilised in the job market because of a lack of requisite qualifications and training are upskilled, uplifted and mainstreamed to become a part of the country’s growth story. The livelihood programme aims to complement the government’s vision and efforts under the Skill India mission and aligns with Sustainable Development Goals 4 and 8.

Economic impact of disguised and seasonal unemployment

Both disguised and seasonal unemployment can hinder economic development, although they do so in different ways. Disguised unemployment reduces overall labour productivity because too many workers are engaged in activities that generate limited output. This inefficiency slows economic growth and often contributes to persistent poverty in rural communities.

Seasonal unemployment, meanwhile, creates instability in household incomes. Workers may earn sufficient wages during peak seasons but face financial hardship during periods of unemployment. This uncertainty can reduce savings, increase vulnerability to economic shocks and encourage temporary migration in search of work.

According to the World Bank Employment and Labour Overview, improving labour market opportunities remains essential for reducing poverty and supporting sustainable economic growth, particularly in countries with large rural populations.

Long-term unemployment and underemployment can have consequences that extend far beyond lost income. They often limit access to quality education, healthcare, nutrition and opportunities for upward social mobility, trapping families in cycles of poverty that can persist across generations. This is why addressing unemployment requires more than simply creating jobs; it demands a holistic approach that tackles the interconnected barriers preventing individuals from realising their full potential.

At Smile Foundation, this understanding informs an integrated development model that combines education, healthcare, skilling and livelihood interventions. Through initiatives such as Mission Education, children gain access to quality learning opportunities, while programmes like STeP (Smile Twin e-Learning Programme) equip underserved youth with employability and vocational skills. By addressing these challenges simultaneously, integrated development approaches can help individuals build the skills, health and confidence needed to secure sustainable livelihoods and break the cycle of poverty.

Measures to reduce disguised and seasonal unemployment

Promising Developments for Sustainable Livelihood Programmes in the Next Decade

Understanding the difference between disguised and seasonal unemployment is essential for analysing labour market challenges and economic development. Disguised unemployment occurs when more workers are employed than necessary, resulting in hidden underemployment and low productivity. Seasonal unemployment, by contrast, occurs when employment opportunities are available only during specific times of the year due to seasonal fluctuations in economic activity.

Although disguised and seasonal unemployment arise from different circumstances, both point to a common challenge: the need for more productive, stable and sustainable livelihood opportunities. Addressing these issues requires more than economic growth alone. It calls for investments in skill development, rural industrialisation, economic diversification and stronger pathways to employment, particularly for vulnerable communities. Achieving this also demands collaboration between governments, businesses, educational institutions and civil society organisations.

Through initiatives such as STeP (Smile Twin e-Learning Programme) and its broader focus on education, health and livelihoods, we, at Smile Foundation, work to equip underserved youth with market-relevant skills and opportunities that can lead to meaningful employment. Such efforts recognise that reducing unemployment is not only about creating jobs but also about enabling people to access them. By strengthening employability, expanding economic opportunities, and supporting long-term community development, these interventions help individuals move beyond vulnerable forms of work and contribute more effectively to the economy. Ultimately, tackling both disguised and seasonal unemployment is essential for building a more inclusive economy where growth translates into improved livelihoods and greater social mobility for all.

Frequently Asked Questions (FAQs)

1. What is disguised unemployment?
It’s when more people work than necessary, so removing some wouldn’t reduce output.

2. What is seasonal unemployment?
It’s unemployment that occurs only during certain periods, like off-farming or off-tourist seasons.

3. How are disguised and seasonal unemployment different?
Disguised unemployment hides within jobs; seasonal unemployment is visible and tied to timing.

4. Which sectors face seasonal unemployment the most?
Agriculture, tourism, fisheries and construction are most affected by seasonal work cycles.

5. How does Smile Foundation address these unemployment issues?
Through STeP, it builds employability and vocational skills for underserved youth nationwide.

Insights Smile

How to Verify an NGO Before Donating Online in India — A Complete Safety Guide

Post author By Smile Foundation
Post date June 12, 2026
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If you want to know how to verify an NGO before donating, the short answer is this. Check three things: legal registration (Darpan ID, 12A, 80G), financial transparency (audited annual reports) and ground presence (verifiable programmes and beneficiary stories). If an NGO cannot show you all three within a few minutes, treat that as a warning sign.

India has thousands of organisations doing genuine, life-changing work. It also has a small but real number of fraudulent operators who exploit people’s goodwill, especially during disasters, festivals and year-end giving seasons. The good news is that verifying an NGO does not require legal training or hours of research. It requires knowing where to look and what to look for.

This guide walks you through exactly how to verify NGO before donating, using government databases, financial records and on-ground evidence, so your generosity reaches the people it is meant for.

Verify an NGO Before Donating Is So Important

Every year, well-meaning donors lose money to organisations that either do not exist as claimed or do not use funds the way they promise. This is not about distrust. It is about due diligence, the same kind you would apply before any financial decision.

A genuine NGO will never be offended by your questions. It will have nothing to hide.

Verification protects you in a few concrete ways. It confirms your donation is tax-deductible under Section 80G. It ensures the organisation is legally accountable to a regulator, not just to its own claims. And it gives you confidence that your contribution funds real programmes, not administrative overheads or, worse, personal accounts.

In India, NGOs operate under multiple layers of oversight, the Income Tax Department, the Ministry of Home Affairs for foreign funding, and state-level registrars. Each layer leaves a paper trail you can check.

Step 1: Check the NGO’s Legal Registrations

Every legitimate NGO in India holds a basic set of legal registrations. Think of these as the equivalent of a business license. If an organisation cannot produce them, that alone should give you pause.

80G and 12A Registration

Section 12A of the Income Tax Act exempts an NGO’s income from taxation, provided that income is used solely for charitable purposes. Section 80G is different. It allows you, the donor, to claim a tax deduction on your contribution. Without 80G registration, individuals or organisations donating will not receive a deduction from their taxable income.

If an NGO was registered under the old 12A, 12AA, or 80G provisions before April 2021, it must have re-registered under the newer Section 12AB framework following the Finance Act amendments. Registrations granted since 2020 are typically provisional for three years, after which the NGO must apply for renewal.

This means an NGO’s 80G certificate is not a one-time stamp. It expires and must be renewed. Always ask for the current validity period, not just a certificate number.

FCRA Status

If an NGO accepts donations from outside India, including from NRIs holding foreign passports, it needs separate authorisation under the Foreign Contribution (Regulation) Act, 2010. No Indian NGO, trust, society, or Section 8 company can legally receive any foreign donation, even a single rupee, without FCRA registration or prior permission.

The eligibility bar is meaningfully high. An NGO must be registered for at least three years and have spent a minimum of ₹15 lakh on genuine charitable activities during that period, in addition to holding a valid NGO Darpan registration and a clean compliance record. All foreign contributions must flow through a single designated FCRA account at the State Bank of India’s New Delhi branch, a rule introduced in the 2020 amendment.

As of 2026, only around 16,000 NGOs hold active FCRA registration in India, a sharp decline from over 40,000 before the stricter 2020 compliance requirements took effect. This narrowing is worth knowing. It means FCRA status today is a meaningfully stronger credibility signal than it was a few years ago. If you are donating internationally or your NGO claims overseas partnerships, ask to see the FCRA registration number and cross-check it on the official portal.

Darpan Portal — Government NGO Database

The NGO Darpan portal, run by NITI Aayog, is your single most useful verification tool. It is accessible at ngodarpan.gov.in. Launched in 2015, it functions as a centralised, national database of NGOs and voluntary organisations across India.

Registration is not technically compulsory for every NGO, but it is practically essential. Darpan registration is mandatory for any NGO seeking foreign contributions under FCRA or government grants under various schemes. It is also a precondition for 80G registration, since NGOs applying for 80G must provide their Darpan registration details.

A genuine NGO will readily share its Darpan Unique ID. You can search this ID directly on the portal to confirm the organisation’s registered name, sector of work and registration status match what they have told you.

One practical tip from due-diligence researchers is worth repeating here. Take a screenshot of the NGO’s Darpan profile page before donating, so you have a record of their listed credentials in case anything is disputed later. The official Darpan certificate carries a QR code that should redirect to the live ngodarpan.gov.in profile when scanned; certificates where the QR code instead links to the NGO’s own website are a red flag worth investigating further.

Step 2: Review Their Annual Reports and Audit Statements

Legal registration tells you an NGO exists on paper. Financial transparency tells you what it actually does with money.

A credible NGO publishes audited annual reports, ideally certified by a chartered accountant, showing income, expenditure and programme spending. Look specifically for the breakdown between programme costs and administrative overhead. Under FCRA rules, organisations cannot spend more than 20% of foreign contributions on administrative expenses, a cap that was reduced from 50% in the 2020 amendment. While this rule technically applies to foreign funds, it is a useful benchmark for domestic donations too. An NGO spending the bulk of its budget on staff salaries, travel and overhead, with little reaching actual beneficiaries, deserves closer scrutiny.

Also check whether the NGO files its returns on time. FCRA-registered organisations must file annual FC-4 returns by December 31 each year. A pattern of late or missing filings, visible on the Darpan portal or the FCRA website, is worth noting.

A word of caution here. A significant share of Darpan-registered NGOs do not upload current audited financial statements, and this kind of non-compliance can itself be a sign of operational issues, even without outright fraud. If an NGO’s most recent published report is several years old, ask why.

Step 3: Check Their Work on the Ground

Paperwork alone does not prove impact. The strongest verification combines documentation with visible, real-world activity.

Field Presence and Beneficiary Stories

Genuine NGOs can usually point to specific locations, schools, health centres or community programmes you can verify independently. Look for named project sites, partner institutions or government bodies they work alongside. Organisations with a long operating history typically have a digital trail, news coverage, government acknowledgements, partnership announcements, stretching back years, not just a recently created website.

If possible, ask the NGO directly for references, case studies with verifiable details, or an opportunity to speak with field staff. Legitimate organisations respond promptly to due-diligence questions, while defensive responses such as questioning why you are asking, or implying that other donors do not ask such questions, are themselves red flags.

Media Coverage and Awards

Independent media coverage, government recognition or third-party evaluations add another layer of confidence. This does not mean every credible NGO will have press coverage, smaller, grassroots organisations often do not. But for larger NGOs claiming national reach, an absence of any independent verification of their work is worth noting.

Red Flags That Indicate a Fake or Untrustworthy NGO

Watch for these warning signs before making any donation.

The organisation cannot or will not provide a Darpan Unique ID, PAN or 80G certificate number when asked.
Pressure tactics, urgency, emotional manipulation or refusal to answer basic questions about registration.
Donation requests made only through personal UPI IDs, WhatsApp links, or unofficial payment channels rather than a verified institutional account.
No published, dated annual report or audited financial statement.
A website or social media presence created very recently, with no verifiable history of work.
Vague descriptions of programmes with no specific locations, partner institutions, or measurable outcomes.
Registration certificates with QR codes that do not link back to the official government portal.
Claims of FCRA eligibility or foreign-funded projects that cannot be verified against the Ministry of Home Affairs database.

If you encounter several of these together, it is reasonable to walk away from the donation, regardless of how compelling the appeal sounds.

Trusted Platforms to Verify an NGO before donating in India

Beyond the government’s own databases, a few independent platforms exist specifically to help donors assess NGO credibility.

NGO Darpan (ngodarpan.gov.in) remains your primary government source for registration status and basic organisational details. The Income Tax Department’s e-filing portal allows you to verify 80G and 12A registration numbers directly. The Ministry of Home Affairs FCRA portal lets you confirm whether an NGO is currently authorised to receive foreign contributions.

Independent assessment platforms such as GuideStar India and Credibility Alliance evaluate NGOs against governance, financial transparency and accountability standards, offering a useful second opinion beyond government registration alone. These platforms typically require NGOs to proactively disclose detailed financial and governance information, which itself filters out organisations unwilling to be transparent.

Using two or three of these sources together, rather than relying on just one, gives you a far more complete picture than any single check.

Why Smile Foundation Is a Verified and Trusted NGO

Smile Foundation has worked with underserved communities across India for over two decades, with programmes spanning education, healthcare, livelihoods and women’s empowerment. The organisation maintains its registration on the NGO Darpan portal, holds valid 12A and 80G certification and publishes audited annual reports detailing how donations are used.

Its flagship initiatives, including Mission Education, Health Cannot Wait and the Smile Twin e-Learning Programme, operate across multiple states with documented, verifiable reach. This is the same standard of transparency this guide encourages you to look for in any organisation before you give.

If you are looking to support genuine, accountable work, you can review Smile Foundation’s programmes and registration details directly and choose to donate or partner with confidence.

FAQs — How to Verify an NGO Before Donating

How to verify an NGO before donating if it is registered and genuine in India?

Start with the NGO Darpan portal to confirm its Unique ID, then cross-check its 80G and 12A registration on the Income Tax Department’s portal. Genuine NGOs will readily share these details without hesitation.

What is the Darpan portal and how does it help verify NGOs?

NGO Darpan is a government portal run by NITI Aayog that maintains a centralised database of NGOs across India, giving each registered organisation a Unique ID. You can search this ID to confirm an NGO’s legal status and basic details.

What registrations should a legitimate NGO have in India?

At minimum, look for Darpan registration, 12A registration for tax-exempt status, and 80G registration if you want your donation to be tax-deductible. NGOs accepting foreign funds should also hold valid FCRA registration.

How do I check an NGO’s financial transparency?

Ask for their most recent audited annual report and review the split between programme spending and administrative costs. Reputable NGOs publish this information publicly, often on their own websites.

What are the warning signs of a fake NGO in India?

Reluctance to share registration numbers, pressure to donate immediately, requests routed only through personal payment apps, and an absence of any verifiable track record are all significant warning signs.

Can I verify an NGO’s 80G registration on the income tax website?

Yes. The Income Tax Department’s e-filing portal allows you to search registration status using the organisation’s PAN or registration number.

What is FCRA and which NGOs have it? FCRA is the Foreign

Contribution (Regulation) Act, which legally permits NGOs to receive donations from outside India. Only about 16,000 NGOs in India currently hold active FCRA registration, a meaningful credibility marker given how few qualify.

How do I read an NGO’s annual report to assess credibility?

Look for an independent chartered accountant’s audit certification, a clear breakdown of income and expenditure and details of specific programmes funded during the year.

Which platforms help verify NGOs in India?

NGO Darpan, the Income Tax e-filing portal, the MHA’s FCRA portal and independent assessment platforms like GuideStar India and Credibility Alliance together offer a thorough verification picture.

Is Smile Foundation a registered and verified NGO?

Yes. Smile Foundation holds valid Darpan, 12A and 80G registration and publishes audited annual reports detailing its programme spending across education, healthcare and livelihood initiatives nationwide.

Your generosity deserves to reach people who genuinely need it. Take a few minutes to verify before you give and consider supporting an organisation like Smile Foundation, where transparency and accountability are built into how we work, not added as an afterthought.

Education In The Spotlight Insights

Difference Between Literacy and Education in Human Development

Post author By Smile Foundation
Post date June 11, 2026
No Comments on Difference Between Literacy and Education in Human Development

Summary

Literacy means basic reading, writing and numeracy skills.
Education is broader, building critical thinking, values and life skills.
Rising enrolment in India hasn’t always meant stronger learning outcomes.
ASER data shows many enrolled children still struggle to read.
Smile Foundation’s Mission Education supports over 160,000 children across 27 states.

When talking about human development, the terms literacy and education are often used interchangeably. While they are closely related, they are not the same. Understanding the difference between literacy and education is essential for policymakers, educators, development practitioners and organisations working to improve lives through learning.

At its simplest, literacy refers to the ability to read, write and use basic numerical skills in everyday life. Education, on the other hand, is a broader lifelong process that equips individuals with knowledge, critical thinking, values, life skills and the capacity to participate meaningfully in society. A person may be literate without being truly educated, just as someone may have years of schooling but lack functional literacy if foundational skills are weak.

Recognising the difference between literacy and education is particularly important in countries like India, where increasing enrolment rates have not always translated into stronger learning outcomes or improved life opportunities.

Literacy is the foundation of learning

Literacy is often described as the first building block of development. According to UNESCO, literacy extends beyond simply recognising words on a page; it enables people to identify, interpret, create, communicate and compute using written materials in different contexts. It empowers individuals to participate effectively in their communities and continue learning throughout life.

Being able to read a medicine label, complete a bank form, understand a bus schedule or send a written message can significantly improve daily life. For millions of adults around the world, literacy is the first step towards greater independence and inclusion. Yet literacy alone has limitations. It provides access to information but does not necessarily ensure understanding, analysis or informed decision-making.

Education goes beyond reading and writing

Education includes formal schooling, vocational training, higher education and lifelong learning experiences that shape knowledge, attitudes, values and capabilities. The Organisation for Economic Co-operation and Development (OECD) has consistently highlighted that quality education aids in developing problem-solving, creativity, collaboration and adaptability. These are skills increasingly necessary in modern economies.

This broader instance sheds more clarity on the difference between literacy and education. While literacy enables a child to read a science textbook, education enables that child to question ideas, apply scientific reasoning and use knowledge to solve real-world problems.

Further, education also plays a vital role in promoting democratic participation, gender equality, environmental awareness, financial literacy and social mobility. It equips people not only to earn a livelihood but also to make informed choices and contribute positively to society.

Why human development depends on both

The United Nations Development Programme defines human development as the process of expanding people’s freedoms, capabilities and opportunities so they can lead healthy, knowledgeable and fulfilling lives. In this framework, education is not merely a social service but a fundamental driver of progress, influencing everything from employment prospects and health outcomes to civic participation, gender equality and economic mobility.

Yet meaningful education cannot exist without a strong foundation in literacy. A child who struggles to read and comprehend in the early years is far more likely to face difficulties across subjects, fall behind academically and eventually disengage from learning altogether. Foundational literacy, therefore, is not the end goal but the gateway through which all subsequent learning takes place. At the same time, literacy alone is insufficient to unlock human potential; it must be complemented by quality education that fosters critical thinking, creativity, problem-solving and lifelong learning.

Recognising the difference between literacy and education is crucial for governments, educators and development organisations alike. It enables them to design interventions that address immediate learning deficits while simultaneously building the broader knowledge, skills and capabilities that empower individuals to participate fully in society and shape their own futures.

Schooling does not always guarantee education

Over the past few decades, progress has been made in getting children back to classrooms. School enrolment rates have risen across much of the world, reflecting sustained investments in access to education. However, being present in school does not necessarily mean that meaningful learning is taking place. The World Bank has characterised this challenge as a global “learning crisis,” noting that millions of children complete several years of schooling without acquiring even basic reading, writing or numeracy skills.

This reality underscores an important aspect of the difference between literacy and education. Enrolling children in school and ensuring regular attendance are essential first steps, but they do not automatically result in quality education. A student may spend years in a classroom yet struggle to comprehend a simple passage, think critically about information or apply concepts to real-life situations. In such cases, schooling risks becoming a process of earning certificates rather than developing capabilities.

For education to be able to contribute to human development, the focus must be beyond access and infrastructure to include the quality of learning itself. Strengthening foundational literacy, improving teaching practices, encouraging curiosity and analytical thinking and creating supportive learning environments are all essential. Ultimately, the goal should not be merely to keep children in school, but to ensure that their time there equips them with the knowledge, skills and confidence to navigate the world and shape their own futures.

Literacy as a tool for social inclusion

Literacy has the power to transform lives in meaningful ways. Adults who can read and write are often better equipped to access healthcare information, understand their legal rights, manage finances and actively support their children’s education.

The impact is especially significant for women. Research by UNESCO and UNICEF has shown that when girls and women are educated, the benefits extend far beyond the individual. Higher literacy levels among women are associated with better maternal health, lower child mortality and improved educational outcomes for the next generation, creating positive ripple effects across families and communities.

At the same time, literacy by itself is not enough to overcome deep-rooted social and economic inequalities. Lasting empowerment requires an education that also nurtures critical thinking, confidence, leadership, problem-solving abilities and practical skills that enable people to participate fully in society and the workforce.

To understand in the Indian context

India has made significant progress in getting more children into schools, but ensuring that they actually learn remains an ongoing challenge. The Annual Status of Education Report (ASER) has consistently shown how many children in elementary grades struggle to read texts appropriate for their age, even though they are enrolled in school.

These findings highlight why literacy and education are not the same. Being able to read is a vital first step, but true education goes beyond decoding words. It involves developing comprehension, critical thinking, communication skills and the ability to apply knowledge in everyday life.

This also suggests that expanding access alone is not enough. While investments in enrolment and infrastructure are essential, they must be matched by efforts to improve the quality of teaching and learning if children are to receive a meaningful education.

The role of community organisations

Civil society organisations often play a vital role in bridging the gap between literacy and meaningful education, especially in communities where children face social and economic barriers to learning.

One such example is Smile Foundation’s Mission Education programme, which works to expand educational opportunities for children from disadvantaged backgrounds. Through remedial learning support, digital education, teacher engagement and community participation, the programme seeks to create an environment where children can learn, grow and stay connected to education. Rather than focusing only on enrolment or basic literacy, it aims to strengthen the overall learning experience and support children throughout their educational journey.

This commitment is further reflected in our ‘Shiksha Na Ruke’ initiative, which helps children from vulnerable circumstances continue their education and work towards a brighter future. Today, Smile Foundation directly supports the education of more than 160,000 children across 27 states in India.

At the heart of these efforts is the belief that education is about more than academic achievement. Children need opportunities to develop confidence, curiosity, life skills, and a sense of responsibility alongside foundational literacy. By involving families, teachers, volunteers and local communities, such initiatives help build a supportive ecosystem where learning can flourish and children are empowered to realise their full potential.

Beyond the numbers

Literacy rates and school enrolment figures are often used to measure educational progress because they are relatively easy to track and compare. While these indicators are important, they tell only part of the story. Numbers can show how many children are in school or how many adults can read and write, but they do not necessarily reveal the quality of learning taking place.

A community may report high literacy levels and still face challenges such as unemployment, misinformation, or limited opportunities if education has not equipped people with critical thinking, problem-solving abilities, and practical skills. On the other hand, quality education can have far-reaching effects, contributing not only to individual growth but also to better health outcomes, stronger economies, greater gender equality and more active civic participation.

Recognising the difference between literacy and education encourages a more holistic view of development. It reminds policymakers, educators and development practitioners that the goal is not simply to improve statistics, but to ensure that learning empowers individuals and communities to thrive in an increasingly complex world.

Frequently Asked Questions (FAQs)

1. What’s the difference between literacy and education?
Literacy is the ability to read, write and use basic numeracy. Education is broader and lifelong.

2. Can someone be literate but not educated?
Yes. A person may read and write but lack critical thinking or problem-solving skills.

3. Why does India face a “learning crisis”?
Many children stay in school for years without gaining basic reading or numeracy skills.

4. Why is literacy especially important for women?
Educated women show better maternal health outcomes and improve learning for the next generation.

5. How does Smile Foundation address this gap?
Through Mission Education and Shiksha Na Ruke, supporting deeper, sustained learning, not just enrolment.

Health

What is Anganwadi? Meaning, Services, Benefits and Role in Child Development

Post author By Smile Foundation
Post date June 10, 2026
No Comments on What is Anganwadi? Meaning, Services, Benefits and Role in Child Development

Summary

Anganwadis combine nutrition, healthcare and early learning for children under six.
Nearly 14 lakh Anganwadi Centres operate across India, run by lakhs of women workers.
ASER 2024 shows Anganwadis are India’s largest provider of pre-primary education.
The first six years of life are critical for brain and cognitive development.
Smile Foundation has upgraded Anganwadi infrastructure across several states through CSR partnerships.

Imagine juggling lots of tasks in a day. In a modest community centre, tucked away in a village or a small town, that’s exactly what is happening each day. The workers are managing child care, nutrition, maternal check-ups, early childhood education and a lot more. For millions of children, this is where the story begins. This is where a child receives their first nutritious meal, participates in their first structured learning activity and gains access to basic health services. This place is the Anganwadi.

For five decades, Anganwadi Centres have shaped the lives of millions of children and mothers across India. They have helped fight malnutrition, improved access to healthcare and introduced young children to learning long before they enter a formal classroom. Despite their reach and impact, Anganwadis are often viewed through a narrow lens, seen primarily as centres that distribute food. In reality, they are so much more. Anganwadis sit at the heart of India’s child development ecosystem. They influence how children grow, learn and thrive during the years that matter most.

The Idea Behind Anganwadis  

India recognized the significance of early childhood development long before it became a focal point on the global stage. Back in 1975, the government rolled out the Integrated Child Development Services (ICDS) programme, establishing a comprehensive system aimed at supporting young children, expectant mothers and new moms. The programme was built on a straightforward yet impactful concept: a child’s future hinges not just on education, but also on proper nutrition, health and care during those crucial early years. Anganwadi Centres emerged as the cornerstone of this initiative.

With time, the programme transformed into one of the largest community-based child development networks in the world. According to government statistics, there were 13.96 lakh Anganwadi Centres registered on the Poshan Tracker platform as of June 2023. This impressive network is backed by a dedicated workforce of around 12.8 lakh Anganwadi Workers and 11.6 lakh Helpers. 

Far More Than a Nutrition Centre 

Ask people what an Anganwadi does and many will mention food distribution. While nutrition remains a central function, reducing Anganwadis to feeding centres misses the larger picture. An Anganwadi brings together three elements that shape a child’s future: nutrition, healthcare and early learning. Few public institutions combine all three under one roof.

Nutrition is often the first point of contact for families. Children under six receive supplementary nutrition through hot cooked meals and take-home rations, while pregnant and lactating women receive additional nutritional support. Anganwadi Workers regularly monitor children’s growth, tracking height and weight to identify signs of undernutrition at an early stage. 

This work has a profound impact that lasts a lifetime. When children don’t get the right nutrition in their early years, it can hinder their physical growth, brain development, immune system and even their ability to learn. Once these developmental gaps appear, it becomes significantly more challenging to address them.

On another note, Anganwadis play a crucial role in connecting communities with the healthcare system. They are instrumental in supporting immunization campaigns, organizing health check-ups and helping families navigate government health programmes. Expectant mothers receive valuable advice on nutrition and maternal care, while new moms get essential counselling on breastfeeding and feeding their infants.

In many communities, particularly those far from formal healthcare facilities, the Anganwadi Worker is often the first person families approach for advice on health and nutrition. 

Anganwadi as the First Classroom 

Then comes a role that receives far less attention but may be equally important. For millions of children, the Anganwadi is their first classroom. Through stories, songs, games, drawing and play-based activities, children begin to build the language, communication and social skills they need before they ever step into a school. In these spaces, learning starts to feel structured but still happens in a safe, familiar environment.

It’s easy to underestimate how important this is. The Annual Status of Education Report (ASER) 2024 shows that Anganwadis are still the largest provider of pre-primary education in India, with more than half of all three- and four-year-olds enrolled in them. In many villages, they are the only organised early learning space young children can access. This is why experts increasingly see Anganwadis as early childhood care and development centres, not just nutrition hubs. Their role goes far beyond feeding children. They help create the conditions for children to grow, learn and truly flourish.

Why Child Development Begins Here

The first six years of life represent the most rapid period of human development. During these years, the brain forms critical neural connections that shape learning, behaviour, emotional well-being and health throughout life. What children experience during this period matters enormously. A nutritious meal supports physical growth. Regular health monitoring helps detect developmental concerns before they become severe. Exposure to stories, language and play strengthens cognitive development. Daily interaction with peers helps children build confidence, communication skills and emotional resilience. 

These outcomes are deeply interconnected. A child who is well-nourished but lacks opportunities to learn enters school at a disadvantage. Similarly, a child exposed to learning activities may still struggle if poor health or malnutrition affects their development. Researchers increasingly emphasise that child development depends on a combination of nutrition, health, early stimulation and responsive care rather than any one intervention in isolation.

That is precisely where Anganwadis make a difference. They bring these services together at the community level. Instead of treating nutrition, healthcare and education as separate priorities, they address them simultaneously. Few public institutions have a grassroots presence, like Anganwadis do.

The Women Who Make the System Work

Behind every Anganwadi stands a workforce of women who perform far more roles than their job titles suggest. Anganwadi Workers and Helpers monitor nutrition, support immunisation drives, conduct home visits, maintain records, organise preschool activities and counsel families on health and childcare practices.   

Despite their importance, many continue to work under difficult conditions, often managing heavy workloads and limited resources. India’s ambitions for better learning outcomes, lower malnutrition rates and stronger human capital cannot be separated from the strength of its Anganwadi system. What it needs now is sustained investment, stronger infrastructure and continued support for the women who keep the system running.  

More importantly, Anganwadis deserve to be recognised for what they truly are. They are a child’s first classroom, a mother’s support system and a community’s frontline institution for health, nutrition and early learning.

Smile Foundation, through CSR partnerships like the Mars Wrigley Foundation’s Community Connection grant in Maharashtra, has strengthened Anganwadi infrastructure and services across multiple states. Complementing this, under the Swabhiman women’s empowerment programme, Smile has upgraded Anganwadis in Tamil Nadu, Odisha and other states with toilets, solar lights, water filters and hygiene and nutrition training, while mobile units link families to services—demonstrating its belief that investing in Anganwadis today builds healthier, better-educated communities.

Frequently Asked Questions (FAQs)

1. What is an Anganwadi?
A community-based centre offering nutrition, healthcare and early learning for young children and mothers.

2. When did the Anganwadi system start?
It began in 1975 under the Integrated Child Development Services (ICDS) programme.

3. How many Anganwadi Centres exist in India?
Around 13.96 lakh centres were registered on the Poshan Tracker platform as of June 2023.

4. Why are Anganwadis called a child’s first classroom?
Over half of all 3- and 4-year-olds enrolled in pre-primary education attend Anganwadis.

5. How is Smile Foundation supporting Anganwadis?
Through CSR partnerships, Smile Foundation has upgraded infrastructure, hygiene and training across multiple states.

Girl Child Insights

Government Schemes for Girl Child

Post author By Smile Foundation
Post date June 9, 2026
No Comments on Government Schemes for Girl Child

Can Education Protect Girl Child in India?

Summary

Many girls in India still drop out of school due to financial, social and infrastructural barriers. That’s why government schemes are important.
The Right to Education Act guarantees free, compulsory education for children aged 6 to 14.
Schemes like Samagra Shiksha, NPEGEL and KGBV target retention and access for disadvantaged girls.
Scholarship programmes like AICTE Pragati and CBSE Udaan support girls in technical education.
Smile Foundation’s Mission Education complements these efforts for marginalised communities.

1 Girl and 111 Trees: Caring about Girl Child in India: Government schemes

With all the progress we’ve made in education and empowering women, it’s disheartening to see that many girls are still kept from getting an education or end up dropping out for various reasons. Education has consistently been one of the most potent instruments for transforming lives, and its importance, particularly for the girl child through government schemes, cannot be overstated. However, the transition from school to higher education remains uncertain for millions of girls in India. Their learning experiences are still being influenced by financial struggles, social obstacles, inadequate infrastructure and limited access to quality education, particularly in rural and underserved areas.

Despite the swift expansion of digital learning in recent years, access remains uneven. Schools in remote regions frequently encounter shortages of teachers, technology and fundamental facilities, while numerous families continue to struggle to afford school-related expenses.

The state has implemented numerous government schemes to enhance the learning outcomes, retention and accessibility of girls in response to these challenges. The objective of these government initiatives for girl child education is to guarantee that financial constraints do not impede the academic pursuits of young girls.

The Significance of Government Schemes

India has made significant progress in enhancing access to education since achieving independence. Several government schemes for girl child education have been initiated. A critical step toward greater inclusion, the Right to Education Act of 2009 was a game-changer, guaranteeing that every child between the ages of six and fourteen receives free and compulsory education.

However, having access to education alone cannot guarantee success. Many girls still drop out of their secondary school as a result of financial issues, family duties, safety issues or lack of educational support.

This is when government schemes come into play. They are crucial in helping families cover the costs of education, encouraging consistent school attendance, upgrading infrastructure and creating opportunities for girls to continue their education beyond the classroom.

Government Schemes for Girl Child Education

Samagra Shiksha

Samagra Shiksha, which commenced in 2018-19, is one of India’s most ambitious education initiatives. It integrates the previous Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan and Teacher Education programmes into a unified framework that encompasses infancy through senior secondary education.

Out of all the government schemes, this improves the infrastructure of schools by constructing classrooms, establishing residential schools, and offering complimentary textbooks, uniforms and transportation services. In addition, it provides support for children with disabilities, including stipends for girls with special needs, strengthens Kasturba Gandhi Balika Vidyalayas and includes special measures for out-of-school children.

Sarva Shiksha Abhiyan (SSA)

Sarva Shiksha Abhiyan was launched in 2001 to ensure the provision of elementary education to all children in the age group of 6-14 years.

The programme sought to boost enrolment, improve learning outcomes, reduce gender inequities and improve school infrastructure. It was crucial to broaden access to basic education throughout the country.

National Programme for the Education of Girls at the Elementary Level (NPEGEL)

NPEGEL was developed to assist girls who were at risk of being excluded from the education system, particularly those from Scheduled Castes, Scheduled Tribes, minority communities and regions with educational disadvantages. This initiative provided additional assistance to enhance the learning opportunities, retention and enrolment of girls who were confronted with a variety of obstacles.

Beti Bachao, Beti Padhao

In 2015, Beti Bachao, Beti Padhao was established with the objective of promoting the education and empowerment of girls, as well as addressing gender discrimination.

The project out of all the government schemes supports the development of conditions that are conducive to the growth of girls, supports their education and values daughters. It has helped raise awareness about the importance of educating girls throughout the country.

National Scheme of Incentive to Girls for Secondary Education

The National Scheme of Incentive to Girls for Secondary Education promotes the girl child’s enrolment of 14-18 years age group at secondary stage, who passes class 8th and subsequently drops out for various socio-economic reasons. The proposed scheme is further intended to retain such girl children up to class 12th.

Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

In 2009, RMSA was established with the objective of enhancing the availability of high-quality secondary education.

Strengthening school infrastructure, extending educational opportunities in underserved areas and guaranteeing that secondary schools were accessible to children from marginalised communities were the primary objectives of the initiative.

Kasturba Gandhi Balika Vidyalaya (KGBV)

The initiative provides residential schooling for girls from disadvantaged households in educationally disadvantaged areas. These institutions offer a safe and enabling environment for girls who otherwise face difficulties to education such as poverty, remoteness or societal barriers.

Sukanya Samriddhi Yojana

Sukanya Samriddhi Yojana, despite its primary function as a savings scheme, is committed to the long-term educational aspirations of girls. A financial cushion that can be used to cover future requirements and higher education expenses can be established by parents who invest in a dedicated account for their daughters.

Scholarships to Advance the Education of Women

The government has implemented targeted scholarship programmes in addition to broader education initiatives to motivate girls to pursue technical careers and higher education.

Promoting STEM Education amongst Girl Children & STEM jobs for women

AICTE Pragati Scholarship for Women

The AICTE Pragati Scholarship is designed to encourage technical education among girl students who are pursuing engineering, architecture, pharmacy and related fields. The programmes provides financial support to 4,000 female students annually, enabling them to pursue professional education without an undue financial burden, with a maximum of ₹30,000.

CBSE Udaan Programme

The CBSE Udaan Programme is designed to resolve the under-representation of girls in technical and engineering institutions. It offers academic support, mentoring, virtual classes and free online learning resources to aid girls in the preparation of competitive entrance examinations for Physics, Chemistry and Mathematics in Classes 11 and 12.

How Smile Foundation is contributing to educational equity?

Collaboration beyond government initiatives is necessary to address these disparities. Mission Education, the flagship programme of the Smile Foundation, is dedicated to guaranteeing that children from marginalised communities have access to inclusive, high-quality education. The programme acknowledges that learning outcomes are influenced by a variety of factors, integrating academic support, healthcare, nutrition, life skills and emotional well-being.

Mission Education is designed to assist students from low-income families, tribal communities, remote villages, disaster-affected regions, conflict zones and other underserved populations, in accordance with the National Education Policy 2020 and Sustainable Development Goal 4.

The programme assists in the establishment of pathways for long-term educational success and social mobility by confronting the barriers that frequently result in children dropping out of school.

The journey is still in progress. In order to make a deeper impact, we must continue to allocate resources to quality education, improve our implementation efforts, keep the communities informed, facilitate in accessing these programmes and garner community support. This approach ensures that every girl, regardless of her circumstances, has the opportunity to develop, learn and give direction to her own future. When girls receive the education they deserve, the families, communities and entire generations move forward with them.

Frequently Asked Questions (FAQs)

1. What is the Right to Education Act?
It guarantees free and compulsory education for all children aged 6 to 14 in India.

2. What is Samagra Shiksha?
It’s a unified government scheme covering education from preschool to senior secondary level.

3. Who benefits from Kasturba Gandhi Balika Vidyalayas?
Girls from disadvantaged backgrounds in educationally backward areas get safe, residential schooling.

4. What does the AICTE Pragati Scholarship support?
It funds technical education for 4,000 female students annually, up to ₹30,000 each.

5. How does Smile Foundation support girl child education?
Through Mission Education, it provides academic, health, nutrition and emotional support to marginalised children.

Sources

Women Empowerment Programmes in India

National Girl Child Day 2026: Let Girls Learn and Lead

Insights Smile

National Statistics Day 2026: Role of Data, Mathematics and STEM Education in Nation Building

Post author By Smile Foundation
Post date June 8, 2026
No Comments on National Statistics Day 2026: Role of Data, Mathematics and STEM Education in Nation Building

Is STEM losing its steam for Girls?

On National Statistics Day 2026, let us be reminded that numbers are key to drafting policies, influencing investments, guiding public health and crisis responses, and helping governments understand the needs of their citizens. Observed on 29 June to commemorate the birth anniversary of renowned statistician Prasanta Chandra Mahalanobis, the day highlights the importance of statistical thinking in governance and development.

As India moves towards becoming a knowledge-driven economy, National Statistics Day 2026 also offers an opportunity to reflect on how data, mathematics and STEM education together can strengthen nation-building.

National Statistics Day 2026: Role of Data, Mathematics and STEM Education in Nation Building — STEM Learning

The role of data in shaping policy

Data, often described as the “new oil”, has become one of the world’s most valuable resources. Yet unlike oil, its value lies not in extraction but in interpretation. Governments today rely on data to estimate population growth, monitor inflation, assess employment trends and evaluate welfare programmes. More broadly, the United Nations has emphasised that high-quality, timely and reliable data are indispensable for achieving the Sustainable Development Goals.

For instance, behind several of India’s most significant policy decisions lies a vast ecosystem of data collection and analysis. National surveys and census exercises help governments understand changing demographic and socioeconomic realities. At the same time, the Ministry of Statistics and Programme Implementation translates this evidence into official statistics that guide planning, budgeting and development interventions across the country.

Mathematics: The language of understanding evidence

However, the significance of National Statistics Day 2026 extends in our everyday lives. Statistics influence decisions that affect millions of people. For instance, during disease outbreaks, epidemiological data guide public health interventions. In agriculture, weather forecasts and crop statistics help farmers and policymakers anticipate risks. In urban planning, demographic information informs investments in roads, schools and hospitals. Without robust statistical systems, governments risk decision-making based on assumptions rather than evidence.

Mathematics forms the language through which this evidence is understood. It enables researchers to identify trends, estimate probabilities and build predictive models that support informed decision-making. From calculating economic growth to modelling climate change scenarios, mathematical tools underpin much of modern governance and scientific research.

According to UNESCO’s Global Education Monitoring resources, foundational numeracy skills are essential for preparing citizens to participate effectively in increasingly data-driven societies. In an era where citizens are expected to interpret graphs, understand probabilities, evaluate public statistics and make informed decisions based on evidence, numeracy has evolved from being a classroom competency to a civic necessity. UNESCO’s monitoring of SDG 4.6 also emphasises that achieving universal literacy and numeracy is fundamental to enabling people to participate fully in economic, social and technological life.

Technology transforming STEM education in India

Role of STEM in supporting statistical thinking

At the heart of India’s statistical legacy is the work of Prasanta Chandra Mahalanobis, whose contributions transformed development planning in independent India. He established the Indian Statistical Institute and pioneered large-scale sample survey techniques that continue to influence statistical practice globally. His ideas demonstrated that rigorous data collection could support equitable planning and efficient allocation of public resources, making statistics not merely an academic discipline but a tool for social progress.

However, data alone cannot build a nation unless people possess the skills to interpret and apply it. This is where STEM education covering science, technology, engineering and mathematics plays a crucial role. Countries that invest in STEM capability are often better positioned to innovate, adapt to technological change, and compete in knowledge-intensive industries. According to the World Economic Forum Future of Jobs Report, analytical thinking, technological literacy and problem-solving are among the most in-demand skills expected to shape labour markets over the coming years.

The importance of STEM education also extends beyond producing engineers or scientists. It nurtures logical reasoning, curiosity and evidence-based thinking that benefit citizens regardless of profession. Students who develop strong mathematical foundations are often better equipped to understand financial literacy, assess risks, interpret public information and engage critically with the growing volume of digital content they encounter every day. In an era marked by misinformation and rapidly evolving technologies, statistical literacy has become an essential civic skill.

Importance of statistics in rising AI

The rapid rise of artificial intelligence has made the themes of National Statistics Day 2026 more relevant than ever before. Every AI system, whether it powers a recommendation engine, detects financial fraud or generates human-like text, is built on a foundation of data, mathematics and statistical modelling. Machine learning algorithms learn patterns from vast datasets and rely on probability and predictive analysis to make decisions. As governments, businesses and public institutions increasingly adopt AI-driven technologies, the need for high-quality data, ethical governance and statistical literacy will only continue to grow. In this new landscape, data is not merely a technical resource but a public asset that shapes innovation and policy alike.

Equal access to STEM education: National Statistics Day

Preparing young people for this future demands strong foundations in STEM education. Although India is among the world’s largest producers of STEM graduates, unequal access to quality education remains a major challenge. Many rural schools continue to struggle with inadequate laboratories, limited digital infrastructure and shortages of trained teachers, while girls and students from disadvantaged backgrounds often face additional barriers to pursuing science and mathematics education. Closing these gaps is essential if India is to fully harness its demographic dividend and ensure that talent is not limited by geography or socioeconomic status.

This is where data and STEM education intersect in meaningful ways. Reliable statistics help identify districts with low enrolment, poor learning outcomes or inadequate infrastructure, allowing policymakers and organisations to direct resources where they are needed most. Evidence-based policymaking has already transformed sectors such as education, healthcare and the economy by enabling governments to track progress, identify gaps and evaluate outcomes. Educational assessments reveal learning deficits, health surveillance systems support disease control, and economic indicators such as inflation and unemployment guide fiscal planning. While data cannot eliminate uncertainty, it significantly improves the quality and effectiveness of decision-making.

Civil society organisations are also increasingly using data to strengthen development outcomes. At Smile Foundation, we integrate evidence-based planning across its education, healthcare, livelihood and women’s empowerment initiatives by continuously assessing community needs and monitoring programme impact. This allows interventions to be tailored to local realities rather than based on assumptions, while regular evaluations help measure whether programmes are delivering meaningful improvements in people’s lives.

Our education initiatives also demonstrate how data can support more equitable access to STEM learning. Through our transformation programmes and efforts to strengthen foundational education, we work towards improving learning environments, introducing digital resources and exposing children from underserved communities to science and technology-oriented education. By identifying learning gaps early and targeting support where it is needed most, such initiatives help ensure that opportunities in STEM are accessible to children regardless of their social or economic background.

India’s data-driven future

As India embraces a more data-driven future, collecting information responsibly will be just as important as collecting it accurately. Privacy safeguards, transparency in methodology and ethical standards are essential for maintaining public trust in official statistics and digital systems. The United Nations Statistics Division has long emphasised principles such as professional independence, scientific rigour and impartiality as the foundation of credible official statistics. These principles become even more critical in an age where AI systems increasingly influence public services and governance.

Looking ahead, National Statistics Day 2026 should encourage not only stronger statistical institutions but also greater data literacy among citizens. Understanding percentages, graphs, probabilities and basic statistical concepts enables people to interpret news critically, make informed financial and healthcare decisions, and participate more effectively in public discourse. Likewise, strengthening mathematics and expanding equitable access to STEM education will prepare the next generation for careers in emerging fields such as artificial intelligence, biotechnology, renewable energy, semiconductor manufacturing and robotics.

Ultimately, National Statistics Day 2026 is about recognising that numbers have meaning only when they improve lives. Reliable data helps governments make better decisions, mathematics provides the tools to interpret evidence, and STEM education equips young people to solve tomorrow’s challenges. Together, they create the foundation for innovation, accountability and inclusive development. By investing in statistical systems, promoting mathematical literacy and ensuring that every child has the opportunity to participate in STEM education, India can build a future where progress is guided not by guesswork but by evidence and where nation building is driven by knowledge, opportunity and informed action.

Frequently Asked Questions (FAQs)

1. What is National Statistics Day and why is it observed on 29 June?

National Statistics Day is observed every year on 29 June to mark the birth anniversary of Prasanta Chandra Mahalanobis, the statistician who founded the Indian Statistical Institute and pioneered large-scale sample survey methods used in development planning.

2. Why does data matter for governance and policymaking?

Reliable data helps governments track population trends, employment, inflation and welfare outcomes, allowing policies to be based on evidence rather than assumptions. It is also central to monitoring progress on the Sustainable Development Goals.

3. How is mathematics connected to statistical thinking?

Mathematics provides the tools to interpret data identifying trends, estimating probabilities and building predictive models. Foundational numeracy is increasingly considered a civic skill, helping people interpret graphs, evaluate public information and make informed decisions.

4. Why is STEM education important for India’s development?

STEM education builds the analytical and problem-solving skills needed for innovation and emerging industries like AI, biotechnology and renewable energy. It also nurtures logical reasoning and evidence-based thinking that benefit citizens in everyday life, not just specialised careers.

5. What challenges remain in ensuring equal access to STEM education in India?

Many rural schools lack adequate labs, digital infrastructure and trained teachers, while girls and students from disadvantaged backgrounds face added barriers. Closing these gaps is essential to ensuring talent isn’t limited by geography or socioeconomic background.

Livelihood Smile

Education and Human Capital Formation in India

Post author By Smile Foundation
Post date June 7, 2026
No Comments on Education and Human Capital Formation in India

Summary

India’s working-age population is expected to reach one billion by 2047, making investment in human capital the defining economic challenge of this generation.
India ranked 116th out of 174 countries in the World Bank’s Human Capital Index 2020, with a score of 0.49 — meaning a child born in India is expected to achieve only 49% of their full human capital potential by age 18.
The India Skills Report 2024 found that only 51.25% of graduates tested were skilled enough to be hired, exposing a structural gap between credentials and competence.
The ILO’s India Employment Report 2024 found that 83% of the unemployed workforce consists of young people, and the share of educated but jobless youth rose from 35.2% in 2000 to 65.7% in 2022.
Secondary-level dropout rates have declined from 10.9% to 8.2% between 2023–24 and 2024–25 per UDISE+ data, but retention at higher levels remains a serious challenge.
Closing the human capital gap requires not just more schooling, but better learning outcomes, industry-aligned skills training, and sustained investment in health, livelihoods, and inclusion — particularly for women and marginalised communities.

Human Capital: The Role of Skills, Employment and Productivity

India is often described as a country on the cusp of something extraordinary. It has the world’s largest population, a median age of 29 and over 65% of its population under 35 — a youthful workforce that presents both a formidable opportunity and a significant challenge. By 2030, it is projected that one in five working-age individuals worldwide will be Indian. On paper, this is the kind of demographic profile that economists dream about.

But demographic size is not the same as economic readiness. The real question is not how many young people India has but what kind of opportunities, skills and foundations those young people have been given. That is a question of human capital.

Human capital refers to the sum of knowledge, skills, health and experience that individuals bring to their economic and social lives. It is the factor that converts a population into a productive workforce and a demographic trend into a development story. For India, building robust human capital is the central bet on which the country’s future prosperity depends.

India’s Human Capital: Where Things Stand

The numbers tell a nuanced story. In the World Bank’s Human Capital Index 2020, India ranked 116th out of 174 countries, with a score of 0.49 — meaning a child born in India today can expect to achieve only 49% of their full human capital potential by the age of 18, given current health and education conditions. That score has improved from 0.44 in 2018, which reflects genuine progress, but the gap with peer economies remains wide.

The educational dimension of this gap is significant. According to UNESCO, Indians aged 25 and above have completed an average of just 6.5 years of schooling, compared to a global average of over 8 years and more than 12 years in many high-income countries. India has made remarkable strides in enrolment — primary school enrolment stands close to 99.3% — but enrolment is not the same as learning, and access is not the same as quality.

The Gross Enrolment Ratio drops sharply from 90.9% at the middle school level to 79.3% for grades 9–10, and further to 56.5% for grades 11–12. The closer children get to the transition from school to work, the more they drop out. According to UDISE+ 2024–25 data, secondary-level dropout rates have fallen from 10.9% to 8.2%, which is progress, but it still means a substantial share of young people never complete the secondary education that would prepare them for a formal economy.

This is a forecast of lost productivity.

The Skills Paradox: More Degrees, Fewer Jobs

There is a particular irony embedded in India’s education story. As more young Indians earn higher-level qualifications, the unemployment rate among educated youth has risen, not fallen. The ILO’s India Employment Report 2024 found that 83% of India’s unemployed workforce consists of young people and the share of educated but jobless youth climbed from 35.2% in 2000 to 65.7% in 2022.

This is not a failure of ambition but a structural mismatch between what education produces and what the economy demands. The India Skills Report 2024 found that only 51.25% of graduates tested were deemed employable — meaning that for every two young people who earn a degree, only one is considered ready to join the formal workforce. The Graduate Skill Index placed overall graduate employability at 42.6% in 2024, a troubling decline that points to deepening disconnects between classroom learning and industry expectations.

What employers increasingly demand — digital fluency, analytical reasoning, communication skills, adaptability — are precisely the skills that India’s formal education system has been slowest to build. A student may complete twelve years of schooling and earn a bachelor’s degree without ever having written a business email, interpreted data or worked collaboratively under pressure. This is the gap that defines India’s human capital challenge today.

The ILO notes that higher education in India has, paradoxically, become directly proportional to higher unemployment — a signal that growth strategies need to be rethought to make economic expansion more employment-intensive.

The Economic Cost of Underinvestment

Human capital is not a soft concern. It has hard economic consequences. Economists have long established a direct relationship between the quality of a country’s human capital and the pace of its economic growth. Countries that invested heavily in education and workforce development in the mid-twentieth century — South Korea, Taiwan, Singapore — used that investment as the engine of their industrial transformation. China and South Korea effectively leveraged their demographic dividends to drive industrial growth and economic prosperity. India’s window is open, but it is not permanent.

India’s demographic dividend opportunity is projected to last until 2055, peaking around 2041 when the share of the working-age population will touch approximately 65%. This is longer than any other country has experienced, and it is also a warning: the window is wide, but what happens inside it will determine whether India emerges as a global economic power or inherits a demographic burden instead.

The risk is concrete. The ILO found that while the share of youth in India’s total population increased between 2004–05 and 2018–19, their share in the total workforce actually declined over the same period — suggesting that economic growth has not reliably translated into productive employment for India’s young people. When educated, capable young people cannot find meaningful work, the costs extend far beyond the individual: tax revenues shrink, consumer demand weakens, social pressures mount and the dividend curdles.

Why Education Alone Is Not Enough

Education is necessary but insufficient. A degree certifies that someone has completed a course of study. It does not guarantee that they can think critically under pressure, collaborate across difference, or navigate digital tools with confidence. These are learned capacities — but they are learned through practice, mentorship, and real-world exposure, not through rote instruction.

This distinction matters enormously in India’s context. The rapid transformation of the global economy driven by automation, artificial intelligence and the platform economy is changing the skills that workers need faster than traditional education systems can respond. Jobs that were stable career pathways a decade ago are being restructured or eliminated. New roles are emerging in sectors that barely existed when today’s graduates enrolled in school.

For India, this creates both urgency and opportunity. Millions of young people are entering a labour market that is shifting under their feet, without the adaptive skills to navigate it. The opportunity is that India still has time to orient its education and training systems toward this new reality if the political and institutional will is present to do so.

To succeed in today’s job market, young people need a layered set of competencies:

(i) foundational literacy and numeracy

(ii) critical thinking and problem-solving

(iii) digital skills

(iv) communication and interpersonal skills

(v) capacity to learn continuously throughout their working lives

Building these cannot be left to formal schooling alone. It requires deliberate investment in vocational training, apprenticeships, mentorship programmes and community-based learning — particularly for those who are most likely to fall through the gaps.

Policy Landscape: What India Is Doing

The Indian government has introduced a range of initiatives aimed at strengthening human capital. The Right to Education Act (2009) made elementary education a fundamental right, driving significant improvements in enrolment and helping reduce primary-level dropout rates. The National Education Policy 2020 represents a more ambitious overhaul aiming for universal enrolment from preschool to secondary level by 2030, and reorienting pedagogy toward experiential, multidisciplinary learning.

The Skill India Mission, launched in 2015, seeks to address the employability gap through vocational training and certification at scale, with its flagship scheme PMKVY 4.0 now emphasising digital skills and green economy jobs. The government’s internship initiative, targeting ten million youth over five years, is another signal that policymakers recognise the gap between academic learning and workplace readiness.

These are meaningful steps. But implementation quality has been uneven, particularly in rural areas and among marginalised populations. The ILO notes that one in three young people, mainly young women, were not in education, employment or training as recently as 2022 — a figure that captures how far the formal system remains from inclusive reach. Policies are only as good as their last mile.

The Role of Civil Society and Community Organisations

Given the structural limits of state capacity — particularly in reaching remote, low-income and marginalised communities — civil society plays an indispensable role in India’s human capital story. Non-governmental organisations often operate precisely where government programmes thin out: in underserved urban settlements, in tribal belts, in communities where girls are pulled from school early and boys are pushed into informal labour before they have a chance to develop their potential.

Smile Foundation works with underserved communities across India, addressing the human capital deficit at its roots. Through Shiksha Na Ruke, the organisation works to keep children in school and ensure they develop the foundational learning base they need for lifelong growth. Education that ends at enrolment is not education — it must translate into genuine learning outcomes and that requires sustained, community-embedded support.

Health is an equally critical dimension of human capital, and one that is often overlooked in economic conversations. Malnutrition, untreated illness and lack of access to healthcare directly undermine cognitive development in children and productive capacity in adults. Smile Foundation’s Health Cannot Wait initiative brings healthcare to remote communities precisely because a healthy population is a prerequisite for a capable one.

For those who have already entered adulthood without adequate foundational skills, the path to productive employment runs through quality vocational training. The Smile Twin e-Learning Programme (STeP) provides exactly this — delivering market-relevant skills and employment support to young people who might otherwise be counted among the educated but unemployable.

These interventions are not peripheral to India’s development story but are part of its core logic.

The Road Ahead: From Potential to Productivity

India’s demographic opportunity is real. But without targeted investment in human capital and a focus on higher economic growth, this advantage could just as easily become a disaster. The difference between those two futures is the quality of choices made now — in classrooms, in skilling centres, in healthcare systems, in the policies that govern all of the above.

Key priorities include completing the shift from enrollment to learning outcomes, ensuring children not only attend school but also become literate and numerate; building a strong connection between education and employment through industry partnerships and relevant curricula; prioritizing women’s economic participation, which has increased from 19.7% in 2011 to 37% in 2023 in India; and recognizing health as an investment, as a chronically unwell workforce cannot be productive.

India’s path to the kind of sustained, inclusive growth its population deserves runs directly through the quality of its human capital. The numbers are on India’s side. The question is whether the investments will be.

Frequently Asked Questions (FAQs)

1. What is human capital and why does it matter for India?

Human capital refers to the knowledge, skills, health and experience that people bring to economic life. For India, with the world’s largest and youngest workforce, the quality of human capital will determine whether the country’s demographic advantage translates into sustained economic growth or remains an unrealised potential.

2. How does India rank internationally on human capital?

India ranked 116th out of 174 countries in the World Bank’s Human Capital Index 2020, with a score of 0.49, indicating that a child born in India today can expect to achieve only 49% of their full human capital potential by age 18. This is an improvement from 0.44 in 2018, but India still lags significantly behind comparable economies.

3. Why are educated young people in India struggling to find jobs?

The India Skills Report 2024 found that only 51.25% of graduates tested were employable, pointing to a deep mismatch between academic credentials and the skills employers actually need. Industries require digital literacy, communication and problem-solving skills that formal education has been slow to develop.

4. What is India’s demographic dividend, and how long will it last?

India’s demographic dividend — the economic growth potential arising from a large working-age population relative to dependents — is projected to last until 2055, peaking around 2041. This is the longest such window any country has experienced, but it is not guaranteed to produce growth without sustained investment in education, skills and employment.

5. What key government programmes address human capital in India?

The Right to Education Act (2009), the National Education Policy 2020 and the Skill India Mission are among the primary government frameworks. PMKVY 4.0 focuses on industry-aligned vocational training, with growing emphasis on digital and green economy skills. Implementation quality remains variable, particularly in rural and marginalised communities.

6. How does Smile Foundation contribute to human capital development?

Smile Foundation works directly with underserved communities through three interconnected pillars: education (Shiksha Na Ruke), healthcare (Health Cannot Wait) and skills and livelihoods (STeP — Smile Twin e-Learning Programme). Together, these address the foundational conditions — learning, health and employable skills — that enable individuals to contribute fully to the economy and to their own futures.

Smile

From Unemployment to Opportunity: Skill Development Helping Young Indians Build Better Futures

Post author By Smile Foundation
Post date June 4, 2026
No Comments on From Unemployment to Opportunity: Skill Development Helping Young Indians Build Better Futures

Skill Training to reduce Livelihood Skill Training Programme Essential for Employment Opportunity

India is home to one of the largest youth populations in the world. But is also doing enough for the skill development of its youth?

This demographic advantage has the potential to drive economic growth, innovation and social progress for decades to come. Yet for millions of young people, particularly those from economically vulnerable backgrounds, the transition from education to employment remains uncertain.

The challenge is not a lack of ambition.

It is often a lack of access.

Many young people complete school or college only to discover that employers require skills they have never been taught. Others struggle with limited exposure to workplace environments, poor digital literacy, weak communication skills or the absence of professional networks. The result is a persistent gap between education and employability.

Addressing this challenge requires more than job creation. It requires preparing young people with the skills, confidence and support needed to succeed in an increasingly competitive labour market.

This is where Smile Foundation’s Smile Twin E-Learning Programme (STeP) has been making a difference.

Designed to bridge the gap between education and employment, STeP provides vocational training, employability skills and placement support to underserved youth, helping them transition into formal employment and sustainable careers.

A recent impact assessment reveals how the programme is transforming lives across Delhi, Bengaluru, Pune, Kolkata, Hyderabad and Mumbai.

From First Job to Financial Independence

One of the most striking findings from the assessment is the number of participants entering formal employment for the first time.

Among surveyed participants, 64% had never held a formal job before enrolling in STeP.

Many came from households where financial instability was a daily reality. Some had completed their education but remained unemployed. Others were engaged in informal work with irregular income and limited growth opportunities.

For these young people, securing a formal job represented more than employment.

It represented dignity, independence and a pathway towards a different future.

The skill development programme’s impact on employment outcomes has been significant.

Among respondents surveyed as part of the assessment:

All reported securing employment after training.
More than 90% were placed in sectors such as Retail, BFSI, IT/ITES and Healthcare.
72% secured employment within six months of completing training.
All placements were aligned with the sector in which participants received training.

These findings indicate a strong alignment between training content and labour market demand.

Rather than preparing participants for generic employment, STeP focuses on equipping them with skills that employers actively seek.

This alignment is one of the programme’s greatest strengths.

When Income Changes, Families Change

Employment outcomes tell only part of the story.

The real measure of impact often lies in what happens after young people begin earning.

Before joining the programme, many participants reported little or no personal income. The most common response during the assessment was an income of zero, reflecting widespread unemployment among participants before training.

After placement, the average monthly income increased dramatically.

Participants reported moving from average earnings of approximately ₹4,170 before training to an average monthly income of ₹14,227 after placement.

The median monthly income increased from ₹1,500 to ₹15,000.

For many families, this income represented a transformative shift.

Young people who were once dependent on their parents became contributors to household expenses. Some began supporting siblings’ education. Others started saving for the first time in their lives.

The assessment found that:

More than 90% reported an improvement in their financial situation.
96% now contribute more to family income.
Household income increased substantially after participants secured employment.

These outcomes demonstrate how skill development programmes can generate ripple effects that extend beyond individual beneficiaries.

When one young person gains stable employment, entire households benefit.

Creating Opportunities Across Multiple Sectors through Skill Development

The Indian economy requires skilled workers across a diverse range of industries.

Recognising this reality, STeP offers skill development training aligned with sectors that continue to generate employment opportunities.

The assessment found that participants secured jobs across multiple industries:

BFSI (Banking, Financial Services and Insurance)

32% of placements

Participants entered roles such as:

Relationship Officers
Banking Sales Executives
Loan Processing Associates
Insurance Advisors

These positions often offered clear career progression pathways and competitive starting salaries.

IT/ITES

20% of placements

Participants secured roles including:

Data Entry Operators
Technical Support Executives
Customer Service Associates
BPO Professionals

Digital skills training proved especially valuable in helping youth access opportunities in this rapidly growing sector.

Healthcare

18% of placements

Participants became:

General Duty Assistants
Patient Care Assistants
Medical Receptionists
Hospital Support Staff

For many, these roles offered stable employment while contributing to community wellbeing.

Retail

10% of placements

Retail trainees found opportunities as:

Sales Associates
Store Executives
Customer Service Representatives

These positions often served as entry points into organised retail careers.

Core Employability Roles

20% of placements

Participants also secured positions in administration, education support and office operations, demonstrating the value of transferable employability skills.

Women Are Succeeding on Equal Terms

One of the most encouraging findings from the assessment relates to gender inclusion.

Women represented 58% of surveyed participants.

In many communities, women continue to face barriers to workforce participation, including social expectations, safety concerns and limited access to professional opportunities.

Yet the findings reveal that women participating in STeP achieved outcomes comparable to men.

Female participants:

Secured employment at rates similar to men.
Reported comparable salary levels.
Demonstrated strong confidence and career aspirations.

The median starting salary for both women and men was ₹16,000 per month.

Beyond financial outcomes, women reported greater self-confidence and increased support from their families.

In several cases, participants described how employment changed perceptions within their households and communities.

Families that were initially hesitant about women pursuing careers became proud advocates after witnessing their success.

This highlights the broader social impact of livelihood programmes.

When women gain access to meaningful employment, the benefits extend far beyond income.

Beyond Technical Skill Development: Building Confidence and Career Awareness

Employers increasingly recognise that technical knowledge alone is not enough.

Communication, teamwork, professionalism and adaptability have become essential workplace skills.

The assessment suggests that STeP has been particularly successful in developing these capabilities.

Participants reported significant improvements in:

Communication skills
Workplace readiness
Confidence
Professional behaviour
Career planning

Among surveyed participants:

94% agreed that training provided the skills required for their current jobs.
96% described the training as useful or very useful.
76% reported becoming significantly more aware of career progression opportunities.

Many participants entered the programme focused solely on finding a job.

They left with a clearer understanding of how to build a career.

This shift—from immediate employment to long-term career planning—is one of the most important indicators of sustainable impact.

The Stories Behind the Statistics

Numbers are important.

But they become meaningful when viewed through the experiences of the people behind them.

Maheswari from Hyderabad joined the BFSI training programme after struggling to find employment despite completing her degree. Coming from a family facing financial hardship, she felt immense pressure to contribute financially.

Following training, she secured a position as a Personal Loan Processor and now earns ₹17,500 per month.

Similarly, Mary Harshitha from Bengaluru enrolled in the BFSI programme after losing her father and facing significant financial challenges. The training equipped her with technical knowledge, communication skills and confidence. She now works as a Customer Service Executive, earning ₹15,000 per month and supporting her family.

For Gouwthami, another participant from Hyderabad, the programme provided a pathway out of unemployment. Today, she earns ₹18,750 per month as an Associate and has achieved financial independence.

While each journey is unique, their stories share common themes: resilience, opportunity and transformation.

Looking Ahead

The assessment confirms that STeP is generating meaningful outcomes for young people across multiple dimensions.

Participants are securing jobs, increasing their incomes, contributing to their families and developing the confidence needed to pursue long-term career growth.

At the same time, the findings point towards opportunities for further strengthening the skill development programme.

Recommendations include:

Expanding advanced digital skills training
Increasing hands-on learning opportunities
Strengthening interview preparation
Establishing alumni mentorship networks
Deepening employer partnerships
Expanding outreach to underserved rural communities

As India’s economy continues to evolve, the need for industry-aligned skilling initiatives will only grow.

The challenge is not merely preparing young people for their first job.

It is helping them build careers that create long-term economic mobility.

The experience of STeP demonstrates what is possible when skill development is paired with industry relevance, mentorship and placement support.

For thousands of young people, the journey from unemployment to opportunity begins with a single chance to learn.

And when that opportunity is available, the impact extends far beyond one individual.

It strengthens families, communities and the future workforce of India.

Girl Child Nutrition

Banaskantha’s Adolescent Girls Are Rewriting Their Future

Post author By Smile Foundation
Post date June 3, 2026
No Comments on Banaskantha’s Adolescent Girls Are Rewriting Their Future

National Girl Child Day: Five ways to support our daughters

In India’s development story, adolescents often occupy an uncomfortable middle ground. Too old to be considered children and too young to be treated as adults, their needs frequently remain overlooked in policy implementation and community-level interventions.

For adolescent girls, this gap is even more pronounced.

India is home to nearly 253 million adolescents, accounting for approximately 20% of the world’s adolescent population. Yet, anaemia, malnutrition, school dropout, early marriage, poor menstrual hygiene and limited livelihood opportunities continue to shape the lives of millions of girls.

In Gujarat’s Banaskantha district, these challenges were particularly visible.

A baseline assessment conducted by Smile Foundation found that:

78% of adolescent girls were anaemic
50% were moderately anaemic
13% were severely anaemic
Only 17.6% were attending school
84% had never consumed Iron Folic Acid (IFA) supplements
Most girls had little awareness of anaemia or their own health status

These numbers reflected more than a health crisis. They pointed towards a cycle where poor nutrition limited educational participation, reduced opportunities and ultimately affected the wellbeing of future generations.

To address this challenge, Smile Foundation implemented a comprehensive Nutrition Enhancement Programme in Amirgarh block of Banaskantha district, supported by PepsiCo.

The recently completed endline assessment offers important lessons on what it takes to improve adolescent health in rural India.

Adolescent girls' nutrition and education challenges — Adolescent girls’ nutrition and education challenges

Why Banaskantha Needed Urgent Action

Banaskantha is Gujarat’s second-largest district with a population exceeding 3.1 million.

The Amirgarh block, where the programme was implemented, presents a particularly challenging development context:

Female literacy rate: 38.2%
Nearly 40% of Anganwadi-going children are malnourished
Girls’ school enrolment remains lower than boys’
Approximately half of all families fall within economically vulnerable categories

The barriers faced by girls extended beyond food insecurity.

Interviews conducted during the endline assessment identified recurring challenges:

Early marriage
Limited access to higher education
Distance to schools
Safety concerns
Poverty
Restricted livelihood opportunities
Deep-rooted social norms surrounding girls’ mobility and aspirations

Addressing anaemia alone would not be enough.

A broader approach was required.

A Programme Designed Around the Whole Girl

Rather than focusing exclusively on nutritional supplementation, the programme combined health interventions with behaviour change, community mobilisation and livelihood development.

Over the course of implementation, Smile Foundation facilitated:

Nutrition and Health

64,896 IFA tablets consumed by 1,014 adolescent girls
Quarterly haemoglobin testing
Referral support for severely anaemic girls
Nutrition education sessions
Distribution of nutrition-rich laddoos

Community Engagement

4,706 home visits
1,046 meetings with frontline workers and school principals
Engagement with mothers and families
Strengthening of government linkages through Anganwadi centres and Village Health Nutrition Days (VHNDs)

Nutrition-Sensitive Agriculture

617 community kitchen gardens
397 household kitchen gardens
Cooking competitions and recipe-sharing activities

Menstrual Hygiene

18,912 sanitary napkin packets distributed
Awareness sessions on menstruation and reproductive health

Livelihood Development

17 girls trained in sewing
267 girls trained in bakery skills
25 girls trained in making mats
35 girls trained in food processing
13 girls supported to establish micro-enterprises through SCORE Livelihood Foundation

Programme reach summary: empowering adolescent girls

The Shift Towards Better Nutrition

The most encouraging findings emerged in dietary behaviour and supplement consumption.

The endline assessment found substantial improvements in key nutrition indicators.

Indicator	Baseline	Endline
IFA consumption in previous week	40.8%	69.1%
Multivitamin consumption	15.1%	44.4%
Deworming tablet consumption	7.2%	14.3%
Adequate minimum dietary diversity	30.9%	59.1%

These shifts suggest that girls were not only receiving services but also changing behaviours around food consumption and health.

Interviews with mothers and Anganwadi workers reinforced these findings.

Girls reported greater awareness of:

Balanced diets
Anaemia prevention
Nutritional needs during adolescence
Importance of green leafy vegetables
Regular IFA consumption

One intervention emerged as particularly influential: kitchen gardens.

Programme staff observed that girls who previously relied heavily on potato-based diets began growing and consuming a wider variety of vegetables, helping diversify household food consumption patterns.

Hygiene Habits That Last Beyond the Programme

Nutrition outcomes are closely linked with sanitation and hygiene practices.

The assessment found substantial improvements in awareness and adoption of healthy hygiene behaviours.

Among surveyed households:

85% had toilet facilities
93% had designated handwashing spaces with soap and water
Toilet usage increased significantly compared to baseline levels

The proportion of families preferring individual toilets rose from 77% at baseline to 91% at endline.

Girls also reported stronger handwashing practices before:

Cooking food
Eating meals
Feeding younger siblings
After using toilets

These improvements reflect the importance of repeated engagement through Anganwadi workers and community-based demonstrations.

Menstrual Hygiene: Breaking Silence and Reducing Barriers

For many adolescent girls, menstruation remains a source of stigma, discomfort and school absenteeism.

The programme attempted to address this through both product access and awareness.

The results were encouraging.

The assessment found:

Increased use of sanitary napkins
Reduced dependence on cloth absorbents
Fewer girls missing school during menstruation
Reduced participation in physically restrictive practices during menstrual periods

Importantly, mothers reported becoming more comfortable discussing menstrual hygiene after counselling sessions conducted by frontline workers.

This demonstrates how behaviour change efforts are often most effective when they engage not just girls but also the family members who influence daily decisions.

Education and Aspirations: Signs of Progress

Health and education are deeply interconnected.

Girls who are healthier are more likely to stay in school, participate in learning and imagine different futures for themselves.

The assessment found that:

Nearly 95% of girls had attended school
77% aspired to complete secondary education or graduation
Participation in school health programmes increased
Awareness of educational opportunities improved

However, challenges remain.

Nearly half of the girls had dropped out due to:

Household responsibilities
Distance to schools
Lack of interest
Social constraints

Community leaders repeatedly highlighted the need for:

More secondary schools
Safe transportation
Hostel facilities for girls
Continued awareness campaigns promoting girls’ education

Livelihoods: Expanding the Horizon of Possibilities

A noteworthy outcome of the programme was the emergence of livelihood aspirations among girls.

The assessment found:

Increased awareness of vocational opportunities
Participation in skill development programmes
Growing interest in employment and entrepreneurship
Greater confidence among girls to discuss their ambitions openly

Programme teams reported that girls who completed training in sewing, bakery skills and small-enterprise development began applying these skills for income generation.

For many participants, this represented their first exposure to livelihood pathways outside traditional agricultural work.

What Made the Programme Work?

The endline assessment highlights several factors that contributed to programme effectiveness.

1. Community Ownership

The programme invested heavily in engaging mothers, community leaders and frontline workers.

2. Government Convergence

Strengthened linkages with Anganwadi centres and health services improved access to existing government programmes.

3. Consistent Reinforcement

Behaviour change was supported through repeated interactions rather than one-time awareness sessions.

4. Addressing Multiple Needs Simultaneously

Nutrition was linked with hygiene, education, livelihoods and social empowerment.

5. Local Solutions

Kitchen gardens, community competitions and peer learning activities made healthy behaviours practical and accessible.

The Road Ahead

Despite encouraging outcomes, the assessment underscores that significant challenges remain.

Early marriage continues to affect girls’ opportunities.

Economic vulnerability limits educational continuity.

Access to higher education remains constrained by distance and safety concerns.

Livelihood opportunities remain limited.

The programme’s own stakeholders identified education infrastructure and safe accommodation for girls as critical priorities for future interventions.

At the same time, the findings offer a powerful reminder that change is possible when adolescent girls receive the information, resources and support they need.

The transformation observed in Banaskantha was not driven by a single intervention.

It emerged through sustained engagement, trusted community relationships and an understanding that adolescent wellbeing extends beyond nutrition alone.

When girls gain knowledge about their health, confidence in their abilities and opportunities to shape their futures, the benefits ripple across households, communities and generations.

And that is precisely where lasting development begins.

Source: Endline Assessment Report on Nutrition Enhancement Programme, Amirgarh Block, Banaskantha District, Gujarat.

CSR

World Environment Day 2026: Turning CSR into Climate Action

Post author By Smile Foundation
Post date June 2, 2026
2 Comments on World Environment Day 2026: Turning CSR into Climate Action

In this essay:

World Environment Day 2026 highlights the growing urgency of climate action as rising temperatures, biodiversity loss and water stress continue to impact communities worldwide.

The intensifying El Niño conditions are expected to worsen heatwaves, environmental degradation and climate vulnerabilities across regions in 2026.

Businesses and CSR leaders have a critical role in supporting sustainability through renewable energy adoption, environmental conservation and climate-resilient community programmes.

Employee engagement initiatives linked to environmental action can strengthen workplace participation while creating measurable social and ecological impact.

Collective action involving governments, corporates, employees and communities is essential to address the escalating climate crisis effectively.

Global warming, deforestation, declining water levels and biodiversity loss are urgent realities affecting communities across the world. There is little doubt that 2026 has become a wake-up call for many, as El Niño-driven temperature rises have already triggered unusually early summers and extreme heat conditions in several regions. With El Niño expected to intensify further in the coming months with 90% certainty, the global climate crisis is likely to deepen significantly.

This World Environment Day, it is critical to recognise the urgent call made by António Guterres for immediate climate action. Reducing dependence on fossil fuels, accelerating renewable energy adoption, protecting vulnerable communities and strengthening early warning systems are not optional priorities but urgent global necessities. Meaningful progress, however, will only be possible through strong collective action across governments, businesses and communities.

El Niño Is Turning Up the Global Heat

According to the UNDP Adaptation Platform, India is highly vulnerable to climate change because a large share of its population depends on climate-sensitive sectors such as agriculture, forestry and fisheries for livelihoods. More than 800 million Indians live in rural areas, many of whom face increasing risks from declining crop yields, land degradation, water scarcity and climate-related health impacts.

1. Extreme Heat and Rising Temperatures

India is witnessing more frequent and intense heatwaves.
Several Indian cities recorded temperatures close to 50°C during recent heatwave events.
Extreme heat is affecting public health, labour productivity, agriculture and urban infrastructure.

2. Water Scarcity and Declining Water Resources

Climate change is disrupting rainfall patterns and increasing water stress.
Water resources have been identified as one of India’s most vulnerable sectors under climate change.
Rising temperatures and erratic precipitation are expected to intensify water shortages across both rural and urban regions.

3. Threat to Agriculture and Food Security

Agriculture remains one of India’s most climate-sensitive sectors.
Climate change is expected to reduce crop productivity through heat stress, changing rainfall patterns and land degradation.
Millions of rural households dependent on farming face growing livelihood risks.

4. Biodiversity Loss, Deforestation and Ecosystem Degradation

Forests, ecosystems and biodiversity are under increasing pressure from climate change and unsustainable land use.
Degraded ecosystems reduce India’s natural ability to absorb carbon and protect communities from floods, droughts and other disasters.
Biodiversity loss is increasingly linked to food security and economic stability.

Together, these challenges highlight a critical reality: climate change is no longer only an environmental issue. It is now a social, economic, and developmental challenge that demands coordinated action across sectors.

Role of CSR on World Environment Day

As climate risks continue to grow, businesses are increasingly recognising the importance of integrating sustainability into their long-term strategies.

Across India and globally, corporates are investing more actively in environmental sustainability initiatives through Corporate Social Responsibility (CSR) programmes. According to CSRBox estimates for 2022–23, nearly 23% of corporate CSR funding in India was directed towards environment-related projects.

This shift reflects a broader understanding that environmental responsibility is not only beneficial for communities and ecosystems, but also essential for building resilient businesses and future-ready organisations.

Employee Engagement Can Power Climate Action

Alongside CSR investments, employee engagement initiatives on world environment day are emerging as a powerful way for organisations to promote sustainability internally while creating meaningful social impact externally.

Activities such as:

Tree plantation drives
Community cleanliness campaigns
Best-out-of-waste workshops
Mud pottery sessions
Recycled paper poster-making initiatives

help organisations foster environmental awareness and encourage employees to actively participate in sustainability efforts.

These initiatives strengthen employee morale, promote collaboration, reduce workplace stress and build a culture of shared responsibility towards environmental protection.

At the same time, they reinforce an organisation’s commitment to sustainability — an increasingly important factor for reputation, stakeholder trust and long-term business value.

Environmental Impact Through Collaboration

Addressing climate change requires participation from every sector of society. Governments, businesses, NGOs and communities must work together to create scalable and sustainable environmental solutions.

World Environment Day presents an opportunity for organisations to contribute towards long-term environmental restoration and climate resilience.

Collaborative sustainability initiatives can help:

Promote environmental stewardship
Encourage responsible consumption practices
Strengthen biodiversity conservation efforts
Build climate-conscious workplaces
Inspire collective community action

Ultimately, sustainable environmental action is about ensuring future generations continue to experience clean air, healthy ecosystems, green landscapes and access to natural resources.

World Environment Day 2026 Is a Call to Act

World Environment Day 2026 should not remain limited to annual campaigns or awareness messages. The growing climate crisis demands sustained action, stronger accountability and long-term commitment from all stakeholders.

From individual lifestyle changes to large-scale CSR investments and employee engagement programmes, every effort contributes towards building a more sustainable future.

The need of the hour is clear: move from conversation to implementation, from intention to action and from short-term initiatives to long-term environmental responsibility.

Sources:

Climate Change Adaptation

5 Things to Watch in Climate and Environment in 2026

World Environment Day 2026: FAQs

1. What is the theme of World Environment Day 2026?

World Environment Day 2026 focuses on accelerating climate action, environmental restoration and sustainable practices to combat rising global environmental challenges.

2. Why is World Environment Day 2026 important for businesses?

World Environment Day 2026 encourages businesses to strengthen CSR initiatives, adopt sustainable operations and contribute towards climate resilience and environmental protection.

3. How can CSR programmes support environmental sustainability?

CSR programmes can support afforestation, renewable energy adoption, water conservation, waste management, biodiversity protection and climate awareness campaigns within communities.

4. What role does employee engagement play in environmental initiatives?

Employee engagement helps organisations build a culture of sustainability by encouraging participation in volunteering drives, tree plantation activities, recycling campaigns and green workplace practices.

5. How is El Niño linked to climate change concerns in 2026?

El Niño is expected to intensify global temperatures and extreme weather events in 2026, increasing risks related to heatwaves, droughts, floods and food insecurity.

6. What are some effective employee engagement activities for World Environment Day 2026?

Organisations can conduct sustainability workshops, eco-volunteering drives, clean-up campaigns, green office challenges, climate awareness sessions and community plantation initiatives.

7. Why should companies align CSR strategies with climate action?

Aligning CSR with climate action helps businesses address environmental risks, strengthen ESG commitments, improve stakeholder trust and contribute towards long-term sustainable development goals.

8. How can organisations create long-term environmental impact beyond World Environment Day?

Companies can build sustained impact through year-round sustainability policies, employee-led green initiatives, responsible supply chains, renewable energy investments and partnerships with environmental organisations.

Tags Corporate Social Responsibility, World Environment Day, World Environment Day 2026

El Niño Is Turning Up the Global Heat

Role of CSR on World Environment Day

Employee Engagement Can Power Climate Action

Environmental Impact Through Collaboration

World Environment Day 2026 Is a Call to Act

World Environment Day 2026: FAQs

1. What is the theme of World Environment Day 2026?

2. Why is World Environment Day 2026 important for businesses?

3. How can CSR programmes support environmental sustainability?

4. What role does employee engagement play in environmental initiatives?

5. How is El Niño linked to climate change concerns in 2026?

6. What are some effective employee engagement activities for World Environment Day 2026?

7. Why should companies align CSR strategies with climate action?

8. How can organisations create long-term environmental impact beyond World Environment Day?

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