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Author: Smile Editorial Team

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In The Spotlight

Shifting from Online Education to Classrooms

Shifting from Online Education to Classrooms

Students from different schools across the country were eagerly waiting for almost a year to visit school. Initially, online education was a matter of thrill for them. But slowly they had to deal with the challenges of online classes also. Moreover, a large number of students were precluded from online access due to Covid- 19 pandemic effects on their families. Though online education, connect to continue has become a new normal during the Covid- 19 situation. Students have suffered due to the lack of supportive infrastructure. There was also a lack of psychological preparedness of parents, teachers as well as themselves.

 

Smile Foundation Survey on Online Education

 

A nationwide sample survey conducted by Smile Foundation shows that only about 40% of students have proper material access to continue online education. This opportunity has also gradually reduced due to income shrinkage, pandemic fatigue, uncertainty about income and life. Constant community interactions were conducted by different social organizations including Smile Foundation. It reflected that the students were eagerly waiting to go back to school. Physical copies of books are more tempting to them than the video and pictorial explanation of the course curriculum.

 

Smile Foundation Cluster Classes

 

Community-based cluster classes were conducted by Smile with proper social distancing. These cluster classes gave a sense of School activity. They recreated the feeling of a classroom by joyfully and meaningfully engaging students. These classes show a change among the students during the period, November 2020 to February 2021. It has also included all the students who were not in a touch with online education effectively. It has also strengthened the process of bringing back students to School.

 

Going Back to School

 

Internationally it has been observed that when schools reopen after a long gap, enrolment has been highly affected. This is a common phenomenon, especially in developing countries. 25% of students in Sierra Leone and 13% of students in Liberia did not return to school after the Ebola outbreak. Girls’ participation is even more at risk. In Liberia, the number of girls out of school was 3 times higher compared with pre-Ebola numbers. In Sierra Leone’s most affected communities, girls were 16% less likely to be in school after reopening. According to preliminary estimates by UNESCO, 24 million children and youths from preprimary to tertiary levels may be at risk of not returning. But in India especially in the Govt. school different individual study has shown the reverse trend. Students are joining school more than expected and the enrolment rate is better.

 

On-Ground implementation of RTE

 

 

During the school closure period Smile Foundation with its partners worked together towards the implementation of the RTE mandate. This was done for proper infrastructural facility development for creating a conducive learning environment. It includes safe and adequate drinking water facility, separate toilets for boys and girls, etc. These steps have also revamped the picture of the Govt. schools. The present scenario of the Govt. schools in terms of facility and wholehearted online support from the teachers during the lock-down period have made the schools a most preferred destination for children. As per the MHA and Ministry of Education SOP to reopening of the school classes are to be conducted on alternative days. Though it is between 30 to 50% in terms of attendance, it has been seen about 80% of the student are attending schools. Though we are waiting for a nationwide comprehensive study to reach a final conclusion.

 

To support Smile Foundation’s cluster classes and help underprivileged children visit https://www.smilefoundationindia.org/me/

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Insights

Educate a poor child for nation-building

Educate a poor child for nation-building

India is a developing country. According to a report by UNICEF, India is now no longer on the list of countries facing extreme poverty.  But India’s economic advancements have not proved to be helpful for all. There has been little or no change in the lives of the underprivileged, especially women and children. Education for poor children takes a back seat due to poverty, lack of sanitation facilities in school, etc. Globally, India performs very poorly on the standard child nutrition calculator, ranking 114 out of 132 countries. This has a direct impact on the education of poor children. Malnutrition among poor children results in poor learning outcomes.  42.5 percent of children in India in grade three can read a grade one text.

 

Poor Children and the Right to Education Act

 

The Right to Education Act states that all children between 6-14 years of age are entitled to free and compulsory education. The RTE also lays down norms and standards relating to Pupil-Teacher-Ratios, providing separate toilets for girls and boys. Availability of proper drinking water, number of school-working days, working hours of teachers, etc are also part of the RTE. Every elementary school, which includes a primary school and middle school in India, has to comply with this set of norms to maintain a minimum standard set by the Act. Despite these measures 1 in 4 children of school-going age in India are out of school. The pandemic and the subsequent lockdown have also widened the learning gap.

 

Why poor children are deprived of education

 

Poverty

 

Poverty is one of the main reasons why poor children are deprived of quality education. Most parents of these poor children work as daily wage laborers. They are illiterate, do not understand the value of good education due to a lack of sensitization. Often in poor families, children are encouraged to participate in labor activities or helping around in the house. There are over 8.3 million child laborers who are between the ages of 5 and 14. Education for poor children in this case is a distant dream.

 

Early Marriage

 

Child marriage in India has been practiced for centuries. Even though the government has outlawed the custom many people still practice it. Child marriage is mainly rooted in religious practices combined together with social and economical factors. It is one of the major reasons in the way of poor child education, especially girls. According to a UN report, India has the highest number of child brides. The number is 23 million, which is expected to rise due to the pandemic.

 

Other Factors

 

Lack of proper schools in rural areas, distance from the homes of the children to schools are other factors affecting poor child education. There is also a lack of teachers in rural areas. There is an imbalance in the number of posts that are open versus the number of people who actually want to relocate to rural areas to teach.

 

Smile Foundation’s Mission Education Programme

 

Started in the year 2002, Smile Foundation’s Mission education programme aims to educate the poor child and reduce the gap in the education sector for children who are underprivileged. With more than 250 Mission education centers in 23 states, the programme has so far benefitted more than 2,000,00 underprivileged children, out of which more than 50 % were girl children. Regular teacher training is conducted for the ME teachers. Children are also provided nutritious meals at the education centers every day. Smile Foundation over the years has been able to bring many underprivileged children under the folds of education through its programme Mission Education.

 

Educate a poor child for development. Support https://www.smilefoundationindia.org/me/

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In The Spotlight

Promoting STEM Education amongst Girl Children & STEM jobs for women

Promoting STEM Education amongst Girl Children & STEM jobs for women

Science, Technology, Engineering, and Mathematics are those areas in education and work where we see a poor representation of women. This is a phenomenon not only seen in India but globally as well. This has actually given rise to many movements. STEM Education for Girls, Girls for Coding are a few of them. At Smile Foundation our NGO partners have been working extensively to reduce the gap in this sector. They also work to bridge the gap between the privileged and the underprivileged children. And in fact, make education more inclusive with a strong focus on STEM to be promoted amongst girls in schools.

 

Findings on STEM Education for Girls

 

According to a UNESCO report Cracking the code: Girls’ and women’s education in STEM, only 35% of STEM students in higher education globally are women. Differences are also observed only within STEM disciplines. Despite the fact that every institution, organization, and government has been talking about the benefits & employability aspects of STEM.

 

As a discipline of education, it indeed fosters some very innovative areas for learning. Hence, they are now being encouraged amongst girl children, like coding, AI, robotics, big data, space research, etc. Smile Foundation’s Child for Child team has been working with children from both the privileged & the underprivileged strata of society. So we realize that gaps exist everywhere and hence we are working towards making STEM education more inclusive.

 

STEM for Her

 

 

Recently, International Women’s Day was chosen by Smile Foundation to throw light on the theme “STEM for Her”. Eminent panelists were invited for the virtual Panel Discussion. These panelists are at positions of responsibility who would also be able to take this message ahead amongst schools, teachers, and especially amongst students.

 

We started the session with a welcome address by Mr. Sanjeev Dham, COO, Smile Foundation. He talked about how STEM education and employment is garnering the right amount of attention amongst the female community. He also spoke about how Smile Foundation is propagating STEM amongst underprivileged students in its Mission Education centers.

 

Promoting Coding among Underprivileged Children

 

The focus then shifted to Ms. Shivani Shrotri, a Xth grader from Ecole Mondiale World School, Juhu, Mumbai. She along with the CFC team is planning on setting up an Internet Access hub. The hub will be in one of the Mission Education Centers. This will promote Coding amongst underprivileged children. It will also to ensure that they are equipped with a skill set that will make them employable. Her project was endorsed by the Principal of her school, Ms. Diane Lewthwaite. This was followed by views shared on the theme by participant principals from various other schools. Mrs. Manila Carvalho, DPS Bangalore East; Ms. Anjli Sharma, St. Soldier Convent International School; Ms. Sandhya Dewan, Cambridge International School, Nakodar; and Mr. Yashpal Sharma, DPS, Durg, Bhilai.

 

Problems in STEM Education for Girls

 

Each Principal focused on how in privileged schools girl students are equally enthusiastic about specializing in STEM subjects. The problem often happens when they move to higher education. Girls invariably switch to liberal arts and end up building a career in non-STEM fields. There is a lack of support system and structured institutional investments to encourage women to build careers in the field of STEM. A steady stream of capacity-building programs for trainers and teachers is required. This will help in promoting these fields amongst girls at an early age.

 

Insights from the Corporate Sector

 

 

To get insights from the corporate sector Mr. Rajesh Ramakrishnan, Managing Director, Perfetti Van Melle was invited. He shared his views on how women are integrated into the corporate workforce. He also hared his insights on how departments in organizations where women tend to not participate or have a lesser presence. In functions like R&D, Food Technologists, Packing Technologists, Data Analytics women bring in their logical & analytical bent of mind. They also thrive in their careers.

 

Session by Women Leaders from Tech & Medical Fields

 

The highlight of the session specifically was the talk given by women leaders from Tech and Medical fields. Dr. Mona is a dental surgeon and spoke about the challenges that she had faced while studying and pursuing a career in the field of medicine. She has, despite all adversities and had the opportunity to excel in the same and is looking forward to opening her dental clinic in the near future. We thereon moved to our next speaker, Ms. Ritika Basu, Global Technology Leader, India and Career at Mercer. She talked about her journey as an engineering graduate to now a leader in the field of STEM. Ms. Basu is currently also the Mercer representative of MMC Women in Technology board. She complimented the women leaders in her life who inspired to continue her journey to “infinity”. A true role model was what she emerged as.

 

Lastly, the Panel Discussion was indeed the perfect weave of the academic and the professional. It was a reflection of how STEM for Her is important and also how institutions be it Govt, Schools, Corporate & even NGOs are resonating with this message. Child for Child team thanks all the panelists and the audience for joining hands with Smile Foundation to spread a wonderful message on Women’s Day, “STEM for Her”.

 

To know more about Smile Foundation’s work on girl child education support https://www.smilefoundationindia.org/she-can-fly/

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Education

Equality and Education for Girl Child

Equality and Education for Girl Child

To educate girls is to lead the way to prosperity. It is the best way to reduce inequalities and build communities. When we educate girls we also take a step towards reducing poverty. But around the world girl, children face discrimination in various forms. Girls do not receive adequate nutrition; they have less or no access to healthcare and there is a huge gap in the education for girls. According to a UN report, 132 million girls are currently out of school. Some of the main reasons which act as barriers for girl child education are poverty, gender bias, gender-based violence as well as lack of proper sanitation facilities in schools, etc. In India as per census, 2011 female literacy rates have increased from 18.33 percent in 1951 to 74.00 percent in 2011. But the problems that girls face to get an education still remain the same.

Challenges to Girl Child Education

Gender Discrimination in India

Girls in India face discrimination both inside their homes and outside in their communities. Inequality in India means unequal opportunities for girls. India is the only country in the world where the mortality of girls under- 5 years exceeds that of boys.*  Girls are encouraged and also engaged more in household work and drop out of school at an early age. Most of the time their movements are restricted to get an education and engage in social exchanges.

Poverty

Poverty and gender-based preference are two of the main challenges which impact girl child education. Girls are forced to stay at home or engage in daily wage labor to contribute to the income of the house.  According to a UN report, every year more than 1.5 million girls in India are married before they turn 18. They are not allowed to go to school after marriage. Eventually, these young girls become mothers at an early age which has adverse effects on the health of both mother and child.

Distance from Home

Even though 80 percent of schools in India are in the country’s villages, most of them are non-functional. There is a severe lack of teachers, proper teaching-learning facilities, and infrastructure. Children in rural areas often have to walk a long distance to reach school in a different village or city. Due to fear of harassment and violence against girls, most parents prefer to not send their girls to school.

Lack of Toilets in Schools

In developing countries like India, a lack of separate toilets for girls and boys is one of the top barriers to education. Adolescent girls frequently miss school due to hygiene-related problems and eventually drop out. Schools do not provide sanitary napkins due to extreme taboo which often lead to girls of menstruating age dropping out of school.

Smile Foundation Interventions

Girl Child Education

Smile Foundation works extensively in the field of girl child education and health. With 240 Mission education centers across 23 states of India, the organization has ensured education for every child, especially girl children. Counseling sessions are held for parents to help them understand the benefits of education for their girls. Women and adolescents girls are counseled on a routine basis on the need and importance of personal hygiene. Special sessions are conducted with mothers to reduce sex-selective discrimination. Male members of the families are educated to encourage their girls to continue their education. Young girls are trained to become confident, self-reliant and lead the way forward for nation-building.

To support girl child education, nutrition, and health visit https://donate.smilefoundationindia.org/she-can-fly

*https://data.unicef.org/country/ind/

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In The Spotlight

Choose to Challenge: Stories of Strength!

“The most effective way to do it is to do it.” –Amelia Earhart

 

When women are empowered and girls are educated great things countries prosper, children are educated, and communities thrive! Through its work in the grassroots communities Smile Foundation works with women and girl children to empower them with education, healthcare, skill training, etc. Following are some stories of the strength of women who choose to challenge the norms of society. They are still working to change the way society functions and stepping on one milestone at a time.

 

Mother Leads the Way

 

Cholona Pal

 

“I have always felt imprisoned by financial constraints. I was unable to complete my education because there was always very little money left with my Maa-Baba after feeding the children. Health concerns took the rest of it.

I don’t want my children to suffer the same fate. I don’t want them to feel like they can’t dream because of money problems. If children are imprisoned by illiteracy, they will never be able to know how big this world is, how beautiful the people are, if they don’t come out of these shackles.

As a mother, I choose to challenge and sent my children to school. I always encourage my children to dream, because the way dreams can motivate you to break your barriers, nothing else can.”

 

A Daughter Aspires to Shine

Neelima Murmu

 

“My father is a mason. My mother stitches Sal leaves at home to help with household expenses. And I still aspire to become a doctor one day, because why not?

I belong to a family that puts in a lot of effort to make little money, feed each other, and sleep on a full stomach every night. We have basic requirements to lead a simple life, but that does not mean I have never thought about how I want my life to look like when I grow up.

As a girl, I have been taught to make do with whatever luck hands me down, but why should I accept that? I also have the right to dream big. I also have the right to make more of my potential, receive a quality education and give back to society. Why should a girl stop if she has taught herself to dream?

Luckily, my parents want to support my education, but as much as they want that, the pandemic has made life very difficult for us. I will continue to dream despite difficulties because I choose to challenge and I know that hard work always pays off, be it for a boy or a girl.”

 

A Teacher lights the paths of her Students

Mina Chinchuan

 

“Every time I look at my students, I feel proud. Proud that they are trying so hard, despite a million challenges that they face every day.

I began teaching little children from the age-group of 4 to 12 when I realized the importance of these formative years in an individual’s life. At this age, is it appropriate for them to learn the caste barriers that divide them from the rest of the world? No!

I was privileged in the sense that my parents decided to educate me despite the question of caste or gender. But many children in the village of Kuthurla never learn alphabets. I was determined to change that.

The kind of marginalized communities that they come from, as a teacher, I have to fight against all ignorance to bring these children to school. So when lockdown happened, I thought all my struggles would go in vain. No child would continue their education after their parents get a chance to employ them in working and earning money. Even children as young as 6 or 7 years olds would be forced to drop out because there would be nothing to eat at home.

But before too much damage was done, I was able to start cluster classes in each village, once a week. With proper precautions in place, we started where we left off months ago. To my utmost surprise, the children were more excited than I was!”

 

A Community Worker Mobilises and Sensitizes

Swapna

 

“I was raised to believe that extending care to those who need it the most is the biggest act of kindness. I have always believed in it with all my heart. As a result, my biggest desire was to become a doctor someday. During the course of achieving my dream, I found an opportunity to work in close contact with the community. I faced the harsh reality and realized that working as a doctor would not fulfill the true purpose of my life. I wanted to help people in all ways possible. And feeling the pain of those who struggle every day to pay the fees for a doctor changed my perspective towards life. I met people who had decided to suffer in silence, instead of giving away their precious little daily wage for healthcare or for anything else.

I decided that these were the people who needed me the most. For once I choose to challenge the norms of society. I started visiting remote communities in far-reached rural areas and inaccessible slums. I listened to their problems and started extending help. My job now is to mobilize such people and sensitize them into seeking proper healthcare provided free of cost through the medical unit of Smile On Wheels.

I regularly communicate and keep a tab on the health and well-being of almost all the people of the community. I have made many new friends here, and I have become quite attached to most of them. At the end of the day, when I count the number of people I could help, it gives me the greatest satisfaction. So now when someone asks me- “What do you do?”, I reply with pride- “My job is to help people!”

 

To know how Smile Foundation helps empower women and children follow https://www.smilefoundationindia.org/swabhiman.html

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In The Spotlight

Making STEM a part of Childhood Education

Making STEM a part of Childhood Education

The pandemic put a sudden halt to everything.  The world had to reorient. The existing systems had to change in the present context of the COVID-19 crisis. For a developing nation like India, a halt in the development process; be it economic or in the education sector was non-negotiable. The draft of the new Science and Innovation Policy was released in 2020 for public consultation. Sustainable development, social inclusion, economic development, environmental sustainability, and science-based learning in childhood education were stressed upon through this policy.

 

STEM in School Education

 

Rote learning creates stagnation in the learning process. It does not have a place for creativity and growth. A move towards science, innovation, and technology will usher the much-needed changes in the education system. Experimentation, exploration,  inquiry, debates, questioning, application, and reflection, leads to theory building. New ideas are created which is important for the developing brain of a child.

 

Science, Technology, and Innovation Policy

 

Within the new STI Policy, online learning platforms will be developed using Information and Communication Technology (ICT). This will be done to address the issue of accessibility and also to promote research and innovation at all levels. Teaching-learning centers (TLCs) will be established to up-skill faculty members which in turn will improve the quality of childhood education. This will bring significant changes in the education for underprivileged children. They are deprived of resources that are not available in local schools and miss out on advanced learning. Many times they lose interest because of a lack of innovative learning in classrooms. Introduction of STEM Learning can be a way of generating interest and bring children back to school. Robust STEM education will help create critical thinkers, problem-solvers, and next-generation innovators. It also helps build confidence in children.

 

How will the STI Policy benefit STEM Education

 

 

THE STI Policy aims to bring about serious changes through short-term, medium-term, and also long-term mission mode projects. Promoting research and innovation are its main aims. School, university, and vocational education are the main focus areas of this thematic group. The policy also recommends steps to accelerate research and innovation in higher educational institutions. To not only improve the education system but also teaching-and-learning through research. It also aims to make education at all levels more inclusive and connected with the economies and societies of the world.

 

By promoting the establishment of tinkering labs for children this policy gives a boost to STEM Education in schools. When blackboard teachings turn into teaching through virtual screens, it will give children access to a plethora of information.

 

Science Technology and Innovation for the Betterment of the Society

 

Science, technology, and innovation (STI) are universally recognized as key drivers for poverty eradication. STI also promotes access to learning and is considered essential for achieving the Sustainable Development Goals (SDGs) and Millenium Development Goals. While it will help in increasing productivity, industrialization, economic growth, it will also lead to the creation of proper jobs. Moreover, STI will promote health, health-seeking behavior, and access to essential drugs. There will be better food security in addition to the promotion of renewable energy to mitigate climate change.

 

Smile Foundation Interventions

 

Smile Foundation, believes that quality education can support children coming from difficult socio-economic backgrounds. An opportunity for holistic growth must be presented to every child. As a part of childhood education STEM education is an integral part of the curriculum at Smile Foundation’s Mission Education centers. Students are encouraged to experiment and question.

 

To help underprivileged children continue their education visit https://www.smilefoundationindia.org/me/

Categories
Insights

Education for Poor Children

Education for Poor Children

India is one of the largest and fastest-growing economies in the world. On one hand, when we are making such economic advancements there is still a section that is deprived of basic needs. According to a report by UNDP, India has lifted 271 million people out of poverty between 2006 and 2016. The improved assets in the country include cooking fuel, sanitation, and nutrition for the poor. But is it enough?

Children and Poverty

Millions of children in India are still involved in daily wage-earning, poor children are not educated. They do not receive proper nutrition. 373 million Indians still continue to experience acute deprivations. Most of these deprived populations are children, the future of the country. A joint report released by UNICEF and International Labor Organization in 2019 stated that 30.3 percent of extremely poor children live in India. The nation has been successful in reducing cases in the Multidimensional Poverty Index (MPI) but the core issues remain the same. Education for poor children, reducing drop-outs from schools, food security, and child mortality are the burning issues that the country is currently facing.

Illiteracy in India

The Right to Education Act 0f 2009 has been instrumental in reducing the number of out-of-school children in India. Yet, there are 6 million children still out of school in India. The Covid-19 pandemic induced economic insecurities have led to an addition in the number of Out of School Children. A number of children have started helping parents with household chores, daily wage-earning, or taking care of younger siblings. The pandemic has made the situations of girls more vulnerable. Spending more time at home leads to an increase in their involvement in household activities and in many cases they also fall victims to child marriage.

Drop-outs, and Problems in Education System

A recent ASER Report has stated that many young children have not joined school after the reopening and there is a sharp jump in out-of-school children in the 6-10 age groups. This has gone up from 1.8% (in 2018) to 5.3% (in 2020) and among all children up to 16 years from 4% to 5.5%. One primary reason for this may be the financial constraints parents are facing due to the pandemic.

School-going children also often face the problem of poor learning levels. This obstacle in learning is the outcome of the absence of a strong foundation. This foundation is usually provided by quality early childhood education. Another problem is the lack of qualified teachers and the absence of quality teacher training.

Smile Foundation Interventions

Smile Foundation’s Mission Education programme works for the education of poor children in urban slums and rural areas. Since 2002, more than 232,000 children have been directly benefitted through the program. Smile Foundation’s educational initiatives include Pre-school (3-6 yrs]), Non-Formal Education [6-14 yrs non-school going], Remedial Education (6-14 yrs school going), and Bridge Course [14-18 yrs drop-outs]. Nutritious food is provided in the Mission education centers for children to encourage them to attend school.

During the pandemic teachers from Mission Education ensured that no child was left behind in their studies. Classes were conducted online for children. For the poor children who did not have access to digital devices, teachers delivered notes. Cluster classes were conducted once the lockdown was eased. Teachers’ training and counseling sessions for parents were also conducted.

The key to development lies in educating children. Partnerships between the government and other stakeholders can fast-track the process of education for poor children. Improving access to education, counseling of students and parents, innovations in classroom teaching and learning process can aid the condition of education in India.

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Partners In Change

Early Childhood Care and Education

Early Childhood Care and Education

Early childhood is defined as the period from the birth of a child till he/she is eight years old. Research in Neuro-science confirms the importance of the early years in a child’s life. 85 per cent of brain development already takes place by the time a child is six years of age. The environment in which a child grows up also highly influences them during this age. Early childhood care and education (ECCE) also refers to a range of processes and mechanisms that support, sustain and aid in the holistic development of children. Care in the initial stages in a child’s life is also considered as a critical window of opportunity to enhance his/her development.

 

Importance of Elementary Education and Care

 

Childhood care and education in the initial years is not just preparation of a child for primary school. It helps to build a solid and broad foundation for lifelong learning and well-being through the holistic development of a child’s emotional, social, cognitive and physical needs. It aims to nurture children to become caring, capable and responsible future citizens. Children should be are cared for and they should be educated from an early age. It offers an entry point and platform for improving social equity and inclusion, human resource development and gender equality. Research indicates that ECCE can be a powerful tool for helping to break the cycle of poverty in many countries. Inclusiveness and social equity in education are its two major takeaways. When the programmes are accessible to all sections of a society only then will it prove beneficial.

 

Young children grow and learn the most when they receive attention, affection and stimulation in addition to good nutrition and proper health care.  Investments in early childhood care and development through supportive care, early learning activities and improved school readiness increase the chances that boys and girls will complete primary school.

 

Playing and Exploring while Learning

 

There should be more emphasis on playing and exploring for young children. A formal school environment is not enough for learning. Playing and exploring helps them learn and develop social skills. It also helps children to grow emotionally, physically and intellectually. The process of play is a powerful, multifaceted learning experience. When children play it involves exploration, language experimentation, cognition, and the development of social skills.  The underlying goal of early learning is alsoto ensure disadvantaged children enter school on time and are cognitively, socially and emotionally ready for school.

 

New Education Policy and ECCE

 

 

In a significant shift, The New Education Policy pitches for a “5+3+3+4” design. It is corresponding to the age groups 3-8 years which is the foundational stage. The next stage is 8-11 which falls under preparatory. 11-14 years of age which is the middle stage. And 14-18 years of age is secondary stage. This move is a significant shift from the 1986 policy which pushed for a 10+2 structure of school education. Accordingly this brings early childhood education also known as pre-school education for children of ages 3 to 5 under the ambit of formal schooling.

 

The high priority assigned in the policy document to early years can in fact give a strong backing to effectively translate policy into practice. Ten years after the Right to Education came into force, let us take the much-needed steps to give every child the right to learning and education.

 

Smile Foundation through it’s Mission education programme aims to bring every child to school. The programme gives special emphasis on children who are young and out of school. To know more visit https://www.smilefoundationindia.org/me/

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In The Spotlight

Online Learning for Children, The New Normal

Online Learning for Children, The New Normal

The repercussions of COVID-19 triggered a strong wave of digital transformation across the world in a very short period. Schools were temporarily closed by a majority of countries in the world. This impacted more than 91 per cent of students. The pandemic disrupted learning and altered the lives of school going children, especially in the most vulnerable and marginalized communities. Gradually, schools and educational institutions shifted to online modes of learning for children.

 

Growth of Online Education in India

 

E-learning had seen rapid growth in recent years. India witnessed an e-learning boom only when the pandemic hampered the traditional way of education. The old classroom teaching-learning model has now changed. it has transformed into one driven by technology. The number of children and youth enrolling for virtual classes has witnessed a rise. The trend is likely to stay, at least for now.

 

This technological advancement in online learning for children has impacted students who come from poor households. They usually have no access to internet and technology. These underprivileged children struggle to participate in online education.

 

Smile Foundation Study on Online Schooling

 

A study conducted by Smile Foundation across 23 states of India states that about 56 percent of children lack smart phones. The study was conducted among 40,000 children from Class I to Class XII. The is research titled “Scenario amidst Covid-19: On ground situations and Possible Solutions”. It has found that nearly one in eight children lack access either to smart phones or basic phones. The study also shows that only 43.99 per cent of surveyed students have access to basic phones with no access to internet. 12.02 per cent do not have access to either smart-phones or basic phones. And 56.01 per cent were found to have no access to smart-phones. This study was conducted to assess the need for a fruitful solution to bridge the digital divide, reduce inequalities in the field of education and implement a strategy to conduct online classes for children.

 

The Way Ahead

 

 

Implementation of cluster classes to follow Covid precautions, teaching children through smart-phones and sharing class-notes through messaging mediums such as Whatsapp were the only options through which children could be kept engaged in the learning process. Grassroots workers and anganwadis counseled parents. They made sure that parents know the importance of structured environment for learning. And therefore the benefits of education for their children. Capacity building workshops for teachers have been conducted to equip them with necessary skills for online teaching. A teacher must always keep five things in mind while teaching online classes; instruction, content, motivation, relationships, and mental health.

 

While transition to online learning for children may not have been smooth but it has opened up a whole new world for exploration. It is certainly a departure from the traditional classroom mode of rote learning by focusing more on skills such as critical thinking and adaptability. Rigorous quality management programs and continuous improvement are essential for the success of  online learning and making people ready for any crisis situation.

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In The Spotlight

Gardening, an important part of childhood education

Gardening, an important part of childhood education

Educating children about the benefits of a proper diet is important. Eating healthy is very crucial part of their learning process in adolescent years. Setting up of kitchen gardens in schools can play a very crucial role in early childhood education. Learning to grow and maintain produce is a lifelong skill. Gardening can help develop a culture of empathy in children. It can also aid in their cognitive development.

 

Benefits of learning to garden

 

Essential for Children’s health

 

A good and balanced diet is always essential for overall development of a child. A good diet ensures that children acquire better learning abilities. It also ensures good physical growth right from their childhood. Setting up of kitchen gardens in schools is a push towards encouraging the children to start their own gardens at home. Children who eat well learn well.

 

Learning to be self- sufficient boosts confidence

 

Nothing is more rewarding than fruits of one’s own labour. When children are taught to nurture, grow and work in kitchen gardens; they can really enjoy the fruits of their own labour. It instils in them a sense of achievement. They become more confident in their skill. Taking small steps towards being self-sufficient also helps build a sustainable society. It is a form of schooling in nature.

 

Good for children’s well-being

 

Interacting with nature brings joy of discovering new elements. It also increases children’s curiosity about nature. While gardening young children can also practice locomotors skills. When they move from one place to another it enhances their body management skills and object control skills. Being outdoors also ensures that children get a lot of fresh air.

 

Good for Learning

 

 School kitchen gardens are good for learning; it is a direct form of education; children can learn how to grow food which not only makes a way out for their livelihoods but also improves their self-sufficiency. Children learn to work in teams, build friendships and camaraderie while working in groups.

 

Smile Foundation Interventions

 

Based on the ideologies of gardening and its benefits, Smile Foundation’s Mission Education programme has executed a similar project in Siddharthnagar. The main purpose of this initiative was to make a way for a sustainable channel of nutritious foods within budget. It is the first among the 15 ME centres in Uttar Pradesh where the kitchen garden initiative has been taken up. Children under the supervision of teachers planted some seasonal yet nutritious vegetables.

 

Even though a lot of training and sensitization is required for many such initiatives to take place, proper guidance and enthusiasm can take the programme a long way and aid in childhood education.

 

To know more about Smile Foundation’s intervention in education and nutrition visit https://www.smilefoundationindia.org/plate-half-full/

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