Child education prevents vulnerable children to drop out from the mainstream education. We help them identify their potential and link them with opportunities through partnerships, which we have forged. Started in 1987, this program grew out of a compelling need to break an inextricable relationship between loitering, ragpicking, begging and out-of-school street children, with criminality such as drug peddling, abuse, pick pocketing, child labor and other social evils. The project was initially started at the primary school level which later graduated towards the remedial component to ensure continuity in schooling.
Started in 1987, this program grew out of a compelling need to break an inextricable relationship between loitering, ragpicking, begging and out-of-school street children, with criminality such as drug peddling, abuse, pick pocketing, child labor and other social evils. This project was initially started at the primary school level which later graduated towards the remedial component to ensure continuity in schooling.
Working on a larger mission of crime prevention, the project continues to address the issue of high dropout rate which is one of the most critical areas of concern in govt schools. There is no denying the fact that early leaving of school is directly proportional to increase in deviancy and delinquency among children who drop out and have lower education attainments. Thus, the present project works on strengthening the concepts of children in schools so that the chances of dropping out due to low learning levels and decrease in interest in education is reduced considerably. The project also works on promoting holistic development of children through offering a whole range of activities as part of personal development program including nutrition support, art and craft, music, value education sessions, exposures etc. An objective system of tracking every child’s learning level and health status is an integral part of the project. The project also works closely with other stakeholders such as govt schools in which these children are enrolled, parents and the community so as to create favorable conditions in the community for promoting education and thereby addressing crime prevention.
From class competitions to community collaborations, from personal report cards to collective result: Navjyoti Bal (Child) and Yuva (youth) Gurukuls are a value-based movement, running in urban sites as well as villages in rural. The initiative is a result of the burning desire within the organisation to hasten the process of reaching out to those children who still lack proper education and are untouched by the 3S Model of Shiksha, Sanskar and Skills.
Our Model Approach
Our 3S Model, looks far beyond academics and believes in moulding young minds in to dynamic and holistic individuals through Shiksha (Education), Sanskaar (Values) and Skills.
Academic growth is basically love for constant upgradation in academics and joyful learning. This love is reinforced through “doing” techniques to maintain their interest in education.
Early giving, sharing, sewa, gratitude, integrity, hard-work, discipline, sharing of joy, confidence building, sensitivity, awareness of the social evils, early awareness of their rights with responsibilities are imparted to strengthen the foundation of the children.
Enables the youth to identify, promote and enhance their inherent skill which comes so naturally to them, which could as well become a life vocation.
We are part of Global Development Goals
Our Education Program contribute to SDGs 04 by ensuringinclusive and equitable quality education and promoting lifelong learning for all. Additionally SDG 02 for ensuring healthy lives and promoting well being is being achieved through regular school health and nutrition program for children of remedial educaton and awareness to their parents and the community on health and hygiene issues.
children actively working as child leaders and reaching out to more than 4000 other children of the community
percent pass percentage of grade-X and grade-XII board exams and average marks more than 60%
percent children continuing with grade-XI and grade-XII after completing grade-X
Stories of Change
Sahana thinks beyond self. She thinks for the people around her. She thinks about the community and its problems. She has great potential in identifying the issues of the community. Annoyed with excessive garbage in her community, Sahana decided to work on this issue and started my fight to build a better nation.