A young mind is the sharpest mind. It learns quick and acts quicker. The education system today focuses on books and rote-learning, but times are changing as these young geniuses, who chose to take a different path, have proved. They have picked machines over books and ideas over words.

The IGNITE competition held by National Innovation Foundation – India is a platform that is giving these young minds a place to experiment and innovate, and come up with something extra ordinary. Having started with receiving less than 1,000 entries five years ago, the competition now receives over 20,000 entries from 301 districts in India.

These 26 interesting and impressive innovations by students of various schools across India are worth knowing and applauding-

1. A torch with an additional bulb

Md. Alisher, class 12, KSS College, Lakhisarai, Bihar

The idea is to have another bulb below the main bulb of the torch so that light is available near the feet of user and also for people following the user. Once Alisher was returning home with his grandmother at night. As he was using his torch to show his grandmother the way, he could not see a pit himself and fell into it. Idolising Abraham Lincoln, he likes writing stories and wishes to join CBI to rid the country of corruption.

2. Wheel chair convertible to crutches

S Ramakishore, Sanjay Srinivas, Tamil Selvan class 10, Maharishi International School, Chennai, Tamil Nadu

The idea is to have a modified wheelchair that can be folded and converted into a crutch so that it is easy to take on stairs as well use on flat surface. The three friends had gone to celebrate one of their friend’s birthday in an orphanage. They were moved by the plight of lower limb physically challenged.

Sanjay likes reading novels and listening to western music, Ramkishore likes drawing, reading novels, and playing video games. Crazy about computers, he wants to become a computer engineer. Tamil Selvan, who wants to become aeronautical engineer, likes reading non-fiction, watching animation movies and day dreaming, as he mentions.

3. Pen to check  concentration

Rudra Prasad Goswami, class 11, DAV Kapildev Public School, Ranchi, Jharkhand

A pen with pressure sensors on the grip to indicate loss of concentration when the grip loosens. Once Rudra was summarizing notes of a Physics chapter, however, somehow he could not concentrate and his attention kept diverting from one topic to another. It is then that he thought about such a pen.

Rudra likes solving Physics numerical and playing chess and cricket. He wants to get into IIT and become an engineer.

4. Bulb/CFL remover/connector

Gautham Praveen A, class 11, SJSSGJ Matriculation HS School, Tirunelveli, Tamil Nadu 
Shweta Sharma, class 11, Police DAV School, Jalandhar, Punjab.

Hand held rod with a clutch at the grip and a clasp at the further end to hold the bulb, making is easy for anyone to change the bulb without needing a chair or a ladder for it. Gautham came up with this idea when his father asked him to help him change a few bulbs at the house.

Gautham has been a good scholar and had secured 98.8% marks in his class 10th last year. He plays keyboard and also composes music, and has won a number of awards at the district/ state level. He often works on different projects showcases them in various science exhibitions, where his scientific temperament gets well recognised. He wants to be a Chartered Accountant and also wants to be remembered as a good musician. Interestingly he says that students should be multi-talented like ‘Swiss Army Knives’, which are multi-utility objects.

Shweta is a young school girl whose mind keeps buzzing with new ideas. She says that she otherwise has loads of patience but when it comes to problem solving, she becomes impatient and starts to think of probable solutions. “If we learn to live with ten problems unsolved, living with next ten problems becomes easier and after that we do not even notice many of the problems,” mentions Shweta. This is the third consecutive time she is getting an IGNITE award and for two of her ideas, the other one being a kite flying idea mentioned later.

5. Multicolor headphone wires

Swetleena Zenith, class 11, Army Public School, Alahabad, Uttar Pradesh.

The cords/wires of the headphone may be of different colors so that untangling them becomes easy. A simple solution to an everyday problem faced by many of us. In free time, Swetleena likes to be with herself, sitting quietly in a corner and contemplating on various things. Since writing acts as a stress buster for her, she sometimes writes long poems. She wants to be a doctor and serve the society. She strongly feels that as one learns from oneself the most in life; his/her inspiration should come from within i.e. one should be self inspired. Her motto: To dream of a person you would like to be is to waste the person you are.

6. Adjustable electricity extension board

Tenith Adithya, class 11, The Hindu Higher Secondary School, Virudhunagar, Tamil Nadu

Electricity extension board with flexible plug points so that one can put any type of electric plugs wherever space is available. Tenith needed a good number of electricity plug points to run various devices at a time while pursuing various experiments. Using many extension cords/power strips was cumbersome, thus the idea.

He is an avid computer buff and has two Guinness World record attempts to his credit viz. most software and games created at youngest age (8 games and 5 software at the age of 12 years) and world’s longest running computer program (Power mind, which can run for 570 years, written at the age of 13 years).

His hobbies  are collection of coins, antique, currency notes and rear pets. He has over 5000 coins and 250 currency notes. He also claims to be a bird tamer and enthusiastically participates in science expo, chess tournaments, essay competitions, debates, painting and drawing competitions etc.

He is a serial innovator and has a number of innovations to his credit. He wants to be an inventer and develop solutions that make life easy for the people. He mentions that he works late till night on his projects and many times misses his classes in the morning as he often gets late. He recalls once during a chemical experiment, he had inhaled dangerous fumes, after which he had to be hospitalized. But even at the hospital bed, he told his parents, ‘Science needs sacrifice’, which frightened his parents so much that they never allowed him to work with chemicals thereafter.

7. Automatic blade swinging ceiling fan for easy cleaning

Atheerth Chandran, class 11, AMHS Thirumala, Thiruvanthapuram, Kerala

When switched-off the blades loop downwards so that they can be cleaned and when switched on they become horizontal as in other ceiling fans. Atheerth likes to work on a number of electronic projects and helps his friends with their science projects. He likes to work with electronic components like resistors, transistors, capacitors etc.. He plays cricket and badminton, and wants to become a scientist.

8. Oxygen /carbon dioxide level indicators in car

S R Valava, class 12, AEHSS, DAE Township, Kalapakkam, Tamil Nadu 
Pratyush Kumar Sahoo & Bikash Kumar Mallick, class 10, Mother Public School, Khurda, Odisha.

System to detect levels of oxygen/ carbon dioxide in the closed car and open windows when oxygen level drops or carbon dioxide level rises, thereby preventing accidental deaths of children or pets locked inside the car. All the students thought about this idea
after reading/ hearing news about accidental deaths in cars due to suffocation. Valava, who plays football, has interest in junk art i.e. making useful items from waste and wants to become an entrepreneur so that he can give job to others.

Pratyush plays basketball and computer games. He also reads story books, paints and plays keyboard. He wants to become an IAS officer. Bikash, who also plays basketball, believes that he has the capacity to break a bigger problem into small ones and then solve them. He also aspires to be an IAS officer and feels that, ‘success is not something one is born with, rather it is something one has to strive for.’

9. New design of serving tray

Alok Singh, class 12, Shah Faiz Public School, Ghazipur, Uttar Pradesh

Serving tray with a release mechanism to put cup/ glass on the table along with a coaster without touching it. Once while serving tea to a guest, Alok spilled over hot tea over him resulting in some burns to his hands and stains on his cloth and the sofa. After this incident he started thinking how such a problem could be avoided and came up with this idea to make serving easy and ‘stylish’.
He plays table, sings songs, knows seven different techniques in swimming, learns martial art and is also into athletics. He likes narrating stories to his younger cousins and penning down poems.

10. Low cost Braille printer

Santokh Singh and Khushwant Rai, class 12, Police DAV School, Jalandhar, Punjab

A dot matrix printer modified at a low cost to work as a Braille printer. Both the friends once visited a blind school for a school project where they saw much of the printing work done in a time consuming manual manner. Challenged by a teacher there they came up with their own Braille printer using a dot matrix printer. Khushwant likes to play cricket and chess. He also enjoys surfing the net and making electronic gadgets like electronic stethoscope, water level indicators, LED displays etc. He wants to become an astronaut and undertake space exploration. Santokh likes learning new things.

Mathematics and Physics are his favorite subjects. He also writes poems on various topics and things that inspire him. He also wants to become an aeronautical engineer. About the Braille printer, he recalls a problem with the roller while modifying the printer.. There was not enough friction on the roller to catch the rubber tube so he and his friends used it as football for a while, which made its surface rough and thereafter it started giving desired results.

11. Electronic purse with paired watch

Phamnya Konyak, class 9, Konjong Higher Secondary School, Mon, Nagaland

Password protected purse and an electronically paired watch, which alerts if user gets away from these or someone steals the purse. Phamnya is the first student winner from Nagaland and comes from a rural area. She thought about the idea after hearing many stories of theft and when one of her own friend lost his purse to pickpockets. Idolising Mahatma Gandhi, she likes reading story books and occasionally writes stories. She wants to become a doctor and serve the people.

12. Step-lock system in bus

R Santhosh, class 11, J Rajasekar, class 10, A Nivashini, class 10, K Rathna, class 10, Govt Girls Higher Secondary School, Tiruvarur, Tamil Nadu

Mechanism, which would not allow the bus to move if people are standing on its stairs, thereby preventing accidents. A often observed problem in our country unfortunately. Santhosh thought about this idea while commuting from his village to his school. He finds physics quite easy and wants to pursue aeronautical engineering and take up space research. Nivashini likes reading story books and wants to become a doctor. Rajasekar likes outdoor sports, participates in NCC and would like to become an IPS officer while Rathna, who also likes reading books wants to become a teacher.

13. Indicator for ‘dead’ landline phones

Nidhi Gupta, class 10, Kendriya Vidyalaya SAC, Ahmedabad, Gujarat

Light/ sound alert that informs user when the landline phone becomes ‘dead’. A physics enthusiast, Nidhi came up with this idea once when she missed an important communication due to their ‘dead’ phone. Apart from her great interest in science, she likes painting, dancing and swimming. She is also fond of adventure and likes to play challenging computer games apart from basketball and cricket.. With the support of her family, she wants to become a good engineer.

14. Reminding the owner if keys are forgotten in the vehicle

Chandramouly K Kandachar, class 12, RV PU College, Bangalore, Karnataka

A system in vehicle, which intimates the driver through a phone call if the keys have been forgotten in the vehicle; also prevents theft. Chandramouly’s sister often forgot the keys in the car itself. He read about incidents where owner by mistake left the keys in the car, which got stolen subsequently; hence this idea. Chandramouly like to listen to music especially carnatik music and also western genre like metal and rap. All technology enthusiasts, he and his friends, have started a technology blog where they post all the news about latest gadgets and technologies. He has received recognition for his scientific acumen and aspires to become an electronics or computer engineer.

15. Hilly terrain cart

Vidya Ramesh, class 12, Greenwood High International School, Bangalore, Karnataka

Three equidistant wheels on a single axle attached to two similar sets in different planes, allowing flexibility in movement with respect to each other. Noting the difficulty people in mountainous regions face in transporting goods, in Vidya tried to modify the design of traditional hill cart.

16. Mobile phone with inbuilt charger

Siddharthanan K, class 11, & Karan Kumar, class 12, TKV Katapadi, Vellore, Tamil Nadu

A wearable device that alerts if user falls suddenly; useful for old people, and those suffering from fits, convulsions, seizures etc. This will help keep an electronic eye (if integrated with mobile) on one’s loved ones to track if they were okay or not. The idea struck Soumya Ranjan when one of his friends getting an epileptic attack and fell down. He wondered, what if she wasn’t around ?
He likes to play cricket and wants to become a mechanical engineer.

17. Posture correcting chair

Kulsoom Rizavi, class 5, La Martiniere Girls College, Lucknow 
Tarun Anand, class 10, Ch. Chhabil Das Public School, Ghaziabad, UP

A chair with sensors at appropriate places, which alerts the user sitting in a wrong posture. Both conceived this idea independently after being regularly scolded by their mothers for using a bad posture. Little Kulsoom thought that while it may not be possible to be reminded again and again by someone for not sitting properly, this task can be done by the chair itself. She likes gardening, arts
and crafts, writing stories and poems. Infact she plans to get her own book published soon and grow up to become an entrepreneur selling hi-tech machines in an automated shop.

Tarun wants to have such a chair to escape his mother’s scolding. He has an interest in electronics and likes to know about new and
emerging technologies apart from playing cricket in his free time.

18. Puncturing mechanism for water bottles

Shibajyoti Choudhury, 5, Christ Church Boys SSS Rajashree Choudhary, 6, Christ Church Girls SSS, Jabalpur, Madhya Pradesh

A stay-tab like opening mechanism, similar to the one in juice cans, at the bottom of water bottle to puncture it to make it unusable and prevent refilling/ misuse. This idea came to the brother-sister duo while travelling in a train and seeing some children selling refilled used water bottles. Both of them are nature lovers and have won numerous accolades, nationally and  internationally, in poem writing, arts, sports and other activities. They promote green, healthy and sustainable living through their creative  expressions in various forms. While Rajashree wishes to be a green campaign crusader, Shibajyoti wants to become a cricketer and bring home the World Cup. He has even predicted the year for that, 2023!

19. Air conditioning system in scooter /motorcycle

Masira bi Hanif Patel, class 8, MI Teli English Medium School, Jalgaon, Maharashtra

A small modified AC connected to engine, which circulates cool air through tubes woven into a wearable jacket. Once while riding on his father’s motorcycle during summer, Masira noticed her father’s discomfort. Later, she saw a car with an AC, which prompted her to think, why not two wheelers could have ACs of their own!

A nature lover and cleanliness freak, Masira likes gardening a lot. She wants to become a pediatrician so that she can bring back smiles on the faces of ill children.

20. Reduction of AC energy wastage through clamp meter

Aman Venkateshwaran, Mihiraan Singh, Udai Singh, Varun Shriram, class 12, The Shri Ram School, Moulsari, Gurgaon, Haryana

Clamp meter connected to an AC monitors the current flow and indicates usage (range) through green, orange and red colour codes. The four friends had learnt about capacitor and its use in many electronic appliances in their physics class. Ageing of these, leads to lesser efficiency of the appliance. To identify when are these devices ageing and thus need replacement, they thought of adding a clamp meter in the circuit.

Mihiraan likes playing cricket and basketball and aspires to become an engineer while Aman is a musician (plays guitar) and a mathematician and enjoys good food, movies and cricket. Varun, apart from swimming and playing basketball, has been involved in dance and theater since he was quite young. Udai, on the other hand, loves trekking but now spends much time volunteering at local schools and teaching science to young students. He has developed a ‘Discover Science’ book and kit for the same, and has documented all his experiences online on his blog.

21. Modified hand-cart with steering and brakes

Md. Usman Hanif Patel, class 3, MI Teli English Medium School, Jalgaon, maharashtra
Nidhi Kumari Gupta, class 8, School dropout, Muzaffarpur, Bihar
Pavithra R, class 7, SRC Memorial Matriculation School, Erode, Tamil Nadu
Vidya Ramesh, class 12, Greenwood High International School, Bangalore, Karnataka

The idea is to incorporate easy steering mechanism and brakes to make turning hand carts easy and arrest slide on inclines.

Young Usman saw a street vendor struggling with his hand cart while negotiating a turn on an incline, which triggering this idea. He also thought of adding a folding seat to the cart. Nidhi, a school dropout, saw her father facing problems negotiating turns while selling ‘petha’ (kind of sweet) on his hand cart.

Vidya suggested incorporating gears and bicycle styled steering mechanism in hand-carts. She likes reading books, engaging herself in outdoor activities and is still looking for a challenging ambition to chase. Trained Bharatanatyam dancer, Pavithra, aspires to become a doctor and serve the society. She likes to keep abreast of all the happenings around her. She has won a number of awards in essay writing and speeches and plans to make a library of her own with more than 1000 books.

22. Sensor to correct body posture /regulate viewing distance

Sunvi Agarwal, class 10, Carmel Convent School, Chandigarh

Light/touch sensors integrated in a seat. When a user bends forward or takes ergonomically bad posture, the sensors detects the motion and puts the TV on standby. Sunvi realized the need for this when she often reclined or assumed bad posture while watching television. She loves to write- articles, stories and poems. She participates in debates, panel discussions, plays badminton and is now learning photography. She wants to take up such a job when she grows up which does not restrict her to
a table and a chair; Indian armed services is one of her choices.

23. Automatic spike system near traffic signal

S. Siva Mahima, class 9, Kendriya Vidyalaya, RK Puram, New Delhi
Shameet Badarla, class 11, Kendriya Vidyalaya No. 1, Uppal, Hyderabad, Andhra Pradesh

Retractable spikes before the zebra crossing that come out when the traffic signal is red to prevent signal jumping by vehicles. Siva Mahima was quite concerned with the poor traffic sense of commuters specially when they disregard lanes, jump signals and break other traffic rules, and thus came up with this idea. She loves animals, likes reading about wildlife and wants to become a veterinary doctor. Her hobbies include singing, origami and other craft work.

Losing a dear friend in an accident caused due to signal jumping by a truck made Shameet seriously think about this idea. He likes playing table and foot ball in his free time. With great interest in computer programming, he wants to grow up and be a robotics engineer with specialization in artificial intelligence. He would like to reduce agricultural costs and bring more benefit to the farmers.

24. Device to indicate sudden fall or onset of convulsions /seizures

Soumya Ranjan Behera, 7, BTTS Upper Primary School, Jagatisinghpur, Odisha

A wearable device that alerts if user falls suddenly; useful for old people, and those suffering from fits, convulsions, seizures etc. This will help keep an electronic eye (if integrated with mobile) on one’s loved ones to track if they were okay or not. The idea struck Soumya Ranjan when one of his friends getting an epileptic attack and fell down. He wondered, what if she wasn’t around?
He likes to play cricket and wants to become a mechanical engineer.

25. Device to cool down anger

Shweta Sharma, class 11, Police DAV, Jallandhar, Punjab

A head worn device that cools down our nerves within a quick time after wearing. Believing that getting angry frequently may lead to unnecessary stress and hyper tension, Shweta has started thinking about developing a head gear, which when worn by an angry person can immediately cool him/her down. Shweta likes studying chemistry and physics, and watching cricket and wants to become a scientist.

26. Keeping students fresh while reading

Mahirah Akhter and Morifat Wani, class 10, Maryam Memorial Institute, Kupwara, Jammu & Kashmir

An ink or a paper (for books), which emits certain radiations keeping reader fresh and fatigue free. Seeing her elder brother getting tired after long studying hours, Mahira thought of having such a book. She wants to become a teacher as she believes that a good teacher can reform the society. Morifat has been a brilliant student since childhood and conceived this idea while studying Rutherford’s model of atoms. She has been conducting the morning assembly of her school for many years and campaigning for environment cleanliness. She wants to become a doctor and serve the people of her village.

Do you also have exciting ideas like these? Or know any school students who do? National Innovation Foundation – India has started inviting entries for the IGNITE contest this year. You can go through the details here.

The submissions for the contest can be made through the following means-

1. Email the details at ignite14@nifindia.org
2.Submit online at http://nif.org.in/ignite/
3. Mail them at the following address (directly/through the Principal)-

IGNITE 2014
National Innovation Foundation – India
Satellite Complex, Premchand Nagar Road,
Jodhpur Tekra, Satellite
Ahmedabad 380 015, Gujarat

When we talk about the growth of the country, we take various factors into consideration and education is one of them. While urban schools are getting the best of infrastructure, facilities and teachers, schools in rural areas are still struggling for facilities as basic as toilets. Lack of teaching staff and motivation among students are two of the major reasons behind poor education quality in rural schools. 85% of the government schools are in villages, and do not get the benefit of quality education.

Started by Satish Viswanathan and Venkat Sriraman, eVidyaloka is a not-for-profit organization that aims to improve the quality of education in remote regions of India through digital classrooms. The primary purpose that the organization strives to drive is creating a knowledgeable and empowered rural India through quality education.

eVidyaloka has already reached out to over 650 students so far through digital classrooms across

13 schools in Jharkhand, Andhra Pradesh and Tamilnadu, with help of around 100 volunteers across 33 cities in 11 countries, and delivered over 2500 online classes that translates to more than 50,000 child learning hours.

“We want to look for practical solutions to the problem. The idea is to enhance the learning outcome of the students by bringing learning modules, students and technology together,” says Ramkumar Vankatraman, member of board/trustee of eVidyaloka.

The team believes that India should take advantage of those digitally aware people who are willing to teach. While there are multiple efforts to solve the education problem in India including driving volunteer teachers, the challenge still is in assimilating the skills and resources required and building teacher networks in remote locations.

“eVidyaloka is looking to support the education cause through innovatively using the digital classroom model and connecting passionate teacher volunteers – which can truly be scalable, and also create a great impact to support the Government’s initiative in rural education,” says Venkatraman.

3 teachers (from Hyderabad, Pune and Rewari) walk in to the class room in Tikratoli Village, Jharkhand and say hello and gear up to teach those lovely children.

How does it work?

The digital classroom has a 32” LCD screen with a high-power camera and a conference mic. The classes are taken by teaching volunteers based across the globe through Skype. The eVidyaloka team arranges for the class timings and centres depending upon the batch size and availability of the teaching volunteers. The teachers include housewives, working professionals, and even senior volunteers who have retired from various careers including the defense forces.

The focus is Government schools and Local NGOs and partners located in these villages play a very critical role in the delivery model. In addition to identifying the schools and active engagement with the local regulatory authorities,the local partners actively take care of the classroom setup and sustained children attendance levels.  The target students are of the age group 11-14 and are taught Mathematics, Science and English with the same syllabus as prescribed by the local State Board.

“These subjects are more useful and practical in regular life for these students and are thus our priority at present,” says Ventakraman.

To avoid reinvention of ideas, eVidyaloka is partnering with non-commercial organizations that are working in the same sector.

The challenge

The biggest challenge is also the opportunity that eVidyaloka is seeking to tap. While India has a shortage of 1.2 million teachers, we also have more than 40 million people who graduated in the last 20 years who could be a ready source to tap into. “Effectively attracting, engaging and maximizing this pool of volunteers to evolve social teaching is the most important building block”says Ramkumar.

Rural areas always have connectivity challenges with more frequent power cuts, hindering the regular teaching process. Part of the digital classroom infrastructure hence also include power back ups for emergencies. In places without power supply, eVidyaloka works with alternate power supplies like Solar.

Also, identifying students who are open to learning through this type of classroom model took some time. eVidyaloka partnered with various local NGOs as they would know best about their particular conditions.

While language is perceived to be a barrier, the eVidyaloka team has been fairly successful in overcoming this through an active content management that enables volunteers to adapt teaching in the local language, which is typically their mother tongue – even though it was not their own medium of instruction during school days! eVidyaloka classes are taught everyday by volunteers cutting across 11 countries from the US to Australia, reaching to children in remote rural corners of India in Hindi, Tamil and Telugu.

A class in action. An employee of Headrun took a break from work, taught english, from the Cafetaria and got back to work!

The future

eVidyaloka plans to reach over 1300 children across 28 centers, with over 200 digitally connected teachers this academic year.  The team believes that this fabric created by connecting global pool of teaching resources with rural children has enormous potential to address the core issue of quality education.

Lessons learnt

The journey so far for the eVidyaloka has been very enriching and emotionally rewarding. When 2 girl children from Thenur, the first center that eVidyaloka began its operations 3 years back in Tamilnadu excitingly reported that they have scored more than 90% in their 10^th exams this year, the team felt the results of the many hours of investment by its volunteers have begun to bear fruit. Even while the eVidyaloka classes are considered to supplement the school education, the team is highly committed to have a very thorough student progress assessment, to track and measure the impact.

“The biggest lessons we have learnt is that quality education is the most important thing today. If we provide it to even one child, he or she becomes empowered and lights the whole village,” Venkatraman says.

Interestingly, some of the centers that eVidyaloka today reach out to include remote locations in forest reserves of Tamilnadu, distant villages in Jharkhand that are rated to have high security concerns and also deeply interior villages in the Krishna river belt of Andhra. Most of these villages have only have middle schools that teach up-to 8^th standard, and the child usually has to step out of his village to pursue studies in a high school to a neighboring town.

“When the child develops the confidence and the interest to pursue his studies, that in itself is the first symptom of what could be a life changing decision for the child.If we provide it to even one child, he becomes empowered and lights the whole village.” Ramkumar says.

The team also believes that you have to be patient as coordinating with so many people at the same time is a challenge and only spontaneous thinking can solve the issue.

How can you help eVidyaloka?

eVidyaloka strives to connect the willing volunteer with the yearning child. You can support eVidyaloka in various ways. You could become a teaching volunteer with them and teach the students in remote villages digitally, without actually travelling to these villages.

You could also help the team to develop the standard study programme and help them create an IT support system. In case you want to visit these centres, you can be a volunteer to administer back-end class operations.

Apart from that, you can donate, spend some time, share the joy or just simply spread the word.  A sum of just Rs.10,000 can fund the annual education of 3 children. Your contribution can help them reach out to more children across more villages.

Want to get in touch with the organization? Contact- talktosomeone@evidyaloka.org, visit their website or call +919731213531

Like this story? Or have something to share? Write to us: contact@thebetterindia.com, or connect with us on Facebook and Twitter (@thebetterindia).

There are many students in the country who give up on their dreams due to lack of financial support. Even though they are academically brilliant, and have come as far as college on their merit, they are forced to drop out at this stage and find odd jobs. Foundation For Excellence helps these students achieve what they deserve by giving them financial and other assistance. Read about their journey so far and how they do what they do.

“I lost my dad when I was six, we had no financial support and my uncle took care of us. I wanted to study so that I could support my family in the future. But, I was very poor in communication and other skills. I couldn’t even think of getting a decent job. Then I got to know about FFE scholarship. They helped me financially to pursue my higher studies, gain a lot of confidence and improve my communication skills,” says Pragati K, an FFE scholar.

Pragati is not the only student who has gained a lot from Foundation For Excellence, a non-profit organization that provides funds for higher education to students in India who are academically gifted and from very low-income families.

Started in 1994 by Prabhu Goel, an Indian entrepreneur settled in the US and his wife Poonam Goel, FFE has given over 20,000 scholarships across 25 states in India to deserving students. Over 40 percent of these scholarships have been given to girls. The couple believe in the power of education and have faith that the educated young can change India in a great way. Here’s the story of another FFE scholar, Rajeshwari, who lives in a slum in Bangalore and has gained tremendously with the scholarship:

“My schoolmates, some of the girls have got married, others had taken Commerce and are continuing with B.Com. Some of them had chosen Science along with me, and are doing B.Sc. I’m proud to say that I’m the only girl from my batch who’s doing Engineering.”

How the model works?

FFE identifies deserving and academically good students from families with a poor economic background. The scholarship programme provides them financial and other assistance for higher studies. The major focus is to help students to set up a career in Engineering, Technology or Medicine.

Students are eligible to apply when they are in the first year of a professional degree course with a minimum of 70% marks in their high school boards. These students belong to the top 15% of their class.

The students who are given aid belong to families with gross income of less than Rs.1,20,000 per year.  Most of these youngsters are the first in their families to have the opportunity to pursue higher education. Each scholarship recipient from FFE makes a pledge to support at least two more students once he/she has the capacity to do so.

Scholars with the donor at FFE Bangalore

The impact

The organization has managed to provide more than Rs. 48 crores as funds with the help of various donors and 500 volunteers.

Uma KD is an example of a student who had immense interest in Science but her father insisted on her taking up Arts as they could not afford to pay the fees for an Engineering degree. “As my family’s financial condition was very poor I cannot pursue higher studies and I need to get a job,” she says.

“My teacher told me about the FFE scholarship and I managed to get that. FFE has changed my life. It is the only reason I could take up Engineering, otherwise I would be doing some small odd jobs,” Uma says. She is now pursuing her B.Tech and aims to help other FFE students once she gets a job.

FFE has managed to help thousands of students like Uma who dream big but are unable to achieve their dreams due to their financial restrictions.

The Challenges

“The biggest challenge is engaging with the alumni as they are our only source to keep a track on the impact FFE  has created,” says Sudha Kidao, Managing Trustee, FFE Bangalore.

FFE’s idea is to bring together all their graduate students so that they can help other scholars in their respective fields. Also, identifying the right students and passionate volunteers takes time.

The Future

FFE wants to expand and go beyond just financial help. They are coming up with a programme where FFE scholars would be mentored by experts in the industry. For this, they have partnered with big corporates like Microsoft. The mentorship programme would require a corporate employee to be a mentor of an FFE scholar and give 2 hours every week to help the student. The students also get an opportunity to intern at these big corporate houses and if their work is impressive they can be made permanent too.

“This programme will help students a lot as they will automatically have an edge over other freshers in this industry,” Kidao says.

How you can help FFE

The kids who are selected by FFE have already overcome a whole lot of obstacles in their personal lives and circumstances to reach the stage at which they are and to perform as well as they do in academics. They deserve to get that little bit of help to realise their dreams of becoming doctors, engineers and computer scientists. You could help the FFE team by volunteering with them or by sponsoring one of their brilliant scholars.

Like this story? Or have something to share? Write to us: contact@thebetterindia.com, or connect with us on Facebook and Twitter (@thebetterindia).

Overcoming all obstacles to bring a change in the lives of others not only requires the zeal to do so but also the determination of not giving up mid-way. Kamlesh Zapadiya exemplifies this statement truly. A man living on a farm with almost no access to electricity has managed to build a website for students to engage them into studies in a fun-filled way. Read more to know how.

“Education is the biggest gift one can give to the country,” believes Kamlesh Zapadiya, a primary school teacher who travels 20 kms everyday from his village to a cybercafé in a nearby town to make education more interesting for his students.

Hailing from Rajkot, Gujarat, this 35-year old man was very unhappy with the way he saw children studying. He always believed that studies should be fun and students should understand and enjoy what they learn. After much thinking he came up with an idea to convert the entire syllabus from classes 1 to 10 into a quiz format.

Kamlesh Zapadiya

“It is like Kaun banega Crorepati,” Zapadiya says. He, along with his friends, has developed a website called Edusafar where they upload the entire syllabus. The format has also been recognized by Indian Institute of Management – Ahmedabad. The syllabus can also be downloaded free of cost from the website.

“The quiz format module and the syllabus are ready to be used. They just need a final proofreading and we are waiting for that to officially launch the books,” Zapadiya says.

Edusafar was started by Zapadiya and his friends after reading and researching many articles on educational aids, tutorials and tools.

“While I was researching, I learnt a lot of interesting things and I wanted to share them with the public. Hence, Edusafar has all the study materials and information that one needs related to primary and secondary education,” says Zapadiya.

“The idea is to make education simpler and easy to understand. Being a teacher, I understand the troubles faced by students and this site is expected to act as a tool for simpler learning alternatives,” says Zapadiya. The website is managed by a team of 6 members who are all teachers in various schools of Gujarat.

The Challenges

“The biggest challenge is electricity. I live in a wadi (orchard) to take care of the farm with my family so whenever I have to do something I have to travel very far to get the laptop and phone connected,” Zapadiya says.

Another challenge is communicating with the other members. As there are very limited modes of communication in the village, it is very hard to get everyone available at the same time.

The future

Zapadiya plans to develop an app for those who are preparing for competitive exams. The app will have various general knowledge and current affairs questions from which a user can learn with just a click.

“There are no such apps or books in Gujarati. For those who don’t understand English and still want to crack these exams, this app could come in handy,” he says.

“The idea was to make students interested in the subject rather than forcing them to cram the letters in the book. I think this will really help the current education system which is theory- and book-based,” Zapadiya says.

Zapadia was among 100 teachers who were felicitated by the Gujarat Innovative Education Council and the Gujarat Council of Educational Research and Training, for their innovative ideas in education.

It is people like Zapadiya who inspire each one of us to take a stand and bring a change no matter how tough the situation is. In spite of the biggest obstacle of lack of electricity, Zapadiya has managed to produce something that could change the lives of thousands of people.

Story Courtesy: Ankit Vyas, Educational Innovation Bank, IIM-Ahmedabad, who is doing some great work in researching and documenting stories of innovative teachers in Gujarat.

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A government school teacher who went an extra mile to provide a mobile library to students who could not afford it. From a well-maintained reading corner to monthly circulation of books, Priti Gandhi makes sure that every child who loves to read gets a book in his or her hand. Read her inspiring story and how she did it.

Teaching is probably one of the oldest professions in India. From the old Gurukuls to the modern times’ international schools, one thing that remains common between then and now is the teacher.

No matter how much technology advances, we will still need teachers to guide us. They share a unique bond with their students which go much beyond just the academic walls.

There are some teachers who fulfill their duty perfectly – teach students, give them grades and go home. Then there are those who give their heart and soul to this profession. Teaching is not just a source of income to them but an opportunity to bring a change. And, when such people come forward for a larger good, we see the impact.

Priti Gandhi

Priti Gandhi, principal of Kalol Primari School, Gandhinagar, Gujarat is among those few who go an extra mile to impart knowledge and wisdom to the young minds.

She started an initiative to inculcate a reading habit among the students of a government school by starting a home library and a ‘reading corner’ project for those who can’t afford to buy books.

“I always wanted to do something which could benefit kids at large and, with great support from my husband Yogesh Acharya, I managed to take forward the initiative,” she says.

Making best friends out of books

“Reading is a great habit, it not only gives you good knowledge but also gives you a sense of language, improves your vocabulary and enhances your imagination. Children should enjoy reading,” she says.

Gandhi  did a survey of the Kalol taluk and found that there was not a single library for kids. The students she used to work with belonged to a very economically weak community that could not afford to buy new books.

She decided to give a book kit to the students. She purchased an aluminum bag and put 20 books in that. The books covered various topics and subjects, and then she gave that bag to a student for a month. Once the student is done reading the books from the bag, he or she would return it at the end of the month.

“We used the aluminum bag as the living condition in the houses of these kids is not very good. So, rats and other creatures might spoil the books,” Gandhi  says.

Slowly the idea picked up and she started it as a regular activity. She now has around 54 such kits which she distributes to the students on a monthly basis. Various donors have come forward to help Gandhi with this initiative and funded the project.

A bag contains 20 books on various topics.

She also converted a waste land into a reading corner.

“I saw a corner of the land being misused by some people so I thought to use it for a better purpose. I got it cleaned and put some chairs and reading tables. Now a lot of children come there everyday after school to read and spend time,” she says.

She decorated the space by colouring the walls and putting up posters and involved the students in the decoration. She also organized books according to levels and keep them in the reading corner for students to pick up freely. In the end, the students’ progress was tracked through tests.

The impact

Gandhi has seen a lot of changes in the students since the time they started reading. “The kids have started taking an interest in the classes as they already know most of the things through the books they read. Their vocabulary has also improved,” she says.

Priti Gandhi with her mobile library kits

The future

Currently Gandhi has supported 150 students through her books. She wants to greatly increase the number in the future.

“Currently we don’t have enough resources to distribute bags and kits to every student. I would like to expand this initiative and make the materials available to all the students,” she says.

Gandhi was also included in the list of 100 teachers as part of “Teachers as Transformers: Innovations In Gujarat’s State Schools”

Want to know more about Gandhi and her work? Get in touch with her at- kalolprimaryschoolno9@gmail.com

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Millions of families in India are cut off from information that can help children grow up healthy, happy, and ready to learn. Read how the Galli Galli Sim Sim radiophone project is using radio as a medium to reach out to and educate students in some of the remotest areas of India.

Shaheen, a lively schoolgirl in Mewat, Haryana, suddenly stopped attending school. It was the family’s decision even though she was keen to continue her studies. However she was unable to voice her opinion. But one day she got an opportunity to reach out via Radio Mewat (a community radio station located in Mewat) and air her predicament.

The radio station was airing an episode- Kahani Sunao- and the radio jockey was urging listeners to share their stories. Shaheen used her phone to call the station and narrated her story of wanting to study further. Her father heard this over the radio and, realizing his mistake, put Shaheen back in school.

This is just one of the many cases where children like Shaheen, and others within the community living in remote areas, have gained from information and changed their lives for the better through the  Galli Galli Sim Sim Radiophone Project by Sesame Workshop India .

In a country where  millions of families are cut off from information that can help children grow up healthy, happy, and ready to learn, the Radiophone Project shows how technology and story-telling can bring about change.

This project was based on the reality that phones are ubiquitous and radios more common than televisions. According to their research data, the number of listeners in India has increased from approximately 230 million in 2003 to 250 million in 2013.

While the urban populace adopt new technologies, people living in remote areas, especially marginalized communities, remain heavily dependent on older technologies. In fact, some of them have traditionally been hard to reach and consequently under-served.

“Migrant families top this list. Children in migrant families do not have access to continuous schooling, as they are seldom in the same place for long enough to establish a routine. But they remain part of a community, albeit a mobile one,” says Sashwati Banerjee, managing director, Sesame Workshop India.

What is the Galli Galli Sim Sim Radiophone Project?

Sesame Workshop India has merged old and new technologies in the Galli Galli Sim Sim Radiophone Project which brings educational content to children and communities who might otherwise have none. It is a combination of community radio and telephone-based systems to deliver literacy, numeracy and healthy habits content through Galli Galli Sim Sim (the Indian adaptation of Sesame Street) radio episodes.

The Radiophone Project offers families the option to access GGSS programming wherever they are, at any time of night or day, providing ongoing access to content that is both engaging and educational. The content is culturally, linguistically and contextually relevant to migrant and disenfranchised populations, to help children prepare for school and life.

As part of this project, 90 GGSS radio episodes in Hindi were broadcast across 10 community radio stations in Haryana, Madhya Pradesh, Uttarakhand, and Uttar Pradesh. Each of these episodes had messages around language and literacy, math and reasoning, health and nutrition, environmental awareness, social and emotional health.

The initiative that completely runs on grants is operated from Delhi and has a team of 35 professionals from diverse backgrounds that include early education specialists, researches, creative, program management and research people.

The impact

The Radiophone Project has managed to reach out to a million and half listeners. Ideosync Media Combine (IMC), conducted research  on the impact at each stage of the project, and it was heartening to notethat the project impacted both communities and children. For instance, people stopped using tobacco; took their children to get inoculated; spent more time with their children; developed better waste-management systems; started using soap; saving money and going to school.

Apart from that, 34 percent children showed changes in learning levels, 30 percent stories showed changes in quality of life in listeners including three times improvement in vocabulary and storytelling ability in children exposed to GGSS content.

“While a radio show cannot change societal norms overnight, there is no doubt that this one had a significant impact in places where children and their families had little or no agency to affect this information,” Banerjee says.

Creative use of technology, excellent content creation & planning and sustained community engagement & involvement has given exciting and lasting results.

“The response has been phenomenal for us. More community and commercial radio stations have approached Sesame Workshop India and have expressed interest. One parent has started listening more to his children, a child was able to convince her father to allow her to continue studying, children started brushing their teeth and some others have started using dustbins to throw garbage,” she says.

The radio program continued to be broadcast on most community stations even beyond the project period, reaching over 0.5 million listeners through various broadcasts.

The challenge

The most challenging aspect was to convert visual medium into voice and sound-based system, and then include local content to produce relatable content.

Each episode gives messages related to language and literacy, maths and reasoning, health and nutrition, environmental awareness, social and emotional health in an innovative manner. “For example: we needed a narrative that could engage children, as in this case, lack of visual cues meant our narrator had to play a pivotal role,” Banerjee says.

To increase community participation in local issues, the program design required all community radio stations to organize further community events after the launch.

CR stations brought together local leaders, key opinion leaders, regular listeners of the GGSSradioprogram and other members of the community to discuss issues of local relevance that had been identified through the program. The 10 CR stations held 60 events.

These events were designed to raise awareness around issues, such as various schemes announced by the Government of India to increase children’s attendance in schools, information under the Right to Education Act, the need to improve sanitation and environmental conditions in the community, improving access to education for girls, and others.

These events provided an advocacy platform to the CR stations, and brought the communities in direct contact with the stations, thereby increasing engagement and interaction.

The future

Sesame Workshop India has already partnered with various organizations in order to scale up and expand the initiative.

“We would like to expand the initiative, while preserving the local empowerment component, which is its defining characteristic. The project has brought to light the need for creating and broadcasting chidlren’s content across community media platforms. There is a very huge requirement for capacity building of community radio stations to create quality children’s content and having a dedicated space for such content,” Banerjee says. 

Sashwati Banerjee, MD, Sesame Workshop India.

Apart from the Radiophone Project, the team also takes care of other initiatives like Learn to Read, Read to Learn in Bihar to increase Hindi comprehension and reading levels in early grades, Play ‘n’ Learn to improve literacy and numeracy levels with the use of digital games and apps.

“We have implemented large scale programs in partnership with the government, to improve quality of early childhood education in government run-preschool centers,” she says.

In addition,  in a project supported by the IDFC Foundation, Sesame Workshop India are reaching over 1,20,000 children through 6000 Anganwaadi centers in Uttarkahand. Furthermore,  with support from the Michael & Susan Dell Foundation, they reached out to over one million children through the Mobile Community Viewing and in-AWCs (Anganwadi Centres) interventions.

“Our biggest lesson has been the reinforcement of the belief which Malcolm Gladwell rightly pointed out in his book The Tipping Point ‘Sesame Street was built about a single, breakthrough insight: that if you can hold the attention of children, you can educate them’,” Banerjee says.

Though education is the future of any country, there are many remote areas which are deprived of this basic right and necessity. The Galli Galli Sim SimRadiophone Project comes as an interesting solution to one of the biggest problems of the country. Watch the video to understand the project better.

Want to know more about the project? Mail them at- shobha.kapoor@sesame.org

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The much-awaited Nalanda University started its academic session on September 1, 2014 with 15 applicants from across the globe. NU was once one of the greatest universities in the world before it was destroyed by Turkish leader Bakhtiyar Khilji. Known for the great library and strong construction which took over three months to burn down, Nalanda University is once again ready to train scholars from across the world. Know more about the latest developments and its fascinating history. 

The ancient Nalanda University started its academic session on Monday, September 1 in the newly established campus in Rajgir city of Bihar.

The much awaited University shortlisted 15 applicants out of 1,000 who applied for various courses. The students include five women, a Bhutan University dean and a postgraduate in Buddhist studies from Japan.

The applications for the first session have been received from the United States, Russia, England, Spain, Germany, Japan, Myanmar, Austria, Sri Lanka and west and south-east Asian countries.

Nalanda University was one of the first universities in the world.

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“We started classes on Monday morning with 12 students and six faculty members. The number of students and faculty will go up by the end of September as process to enroll students and select faculty is still on,” University Vice Chancellor Gopa Sabhrawal said.

The university has started with only two schools for now – School of Historical Sciences and School of Environment and Ecology, and proposes to start seven schools for postgraduate and research students before 2020. The ancient seat of learning was reopened on a small scale to give students and teachers a chance to settle down. The event also fulfilled the idea proposed by former President APJ Abdul Kalam in a joint session of Bihar Legislative Assembly and Legislative Council in 2006.

The campus of the newly built university will be spread over 455 acres and its construction is in progress around 12 km from the site of the ancient university, which was originally established during the Gupta period in the 6th century AD by Gupta Kings.

Ruins of the Nalanda University.

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The Rise

For over 800 years NU was one of the best universities in the world. Students from across the globe came here to study in one of the greatest libraries in the world. It was spread over three buildings: Ratnasagara, Ratnadadhi and Ratnaranjaka. Each building was nine stories high and had an enormous collection of books that covered various subjects ranging from religion, literature, astrology, astronomy, medicine and much more.

At the height of it’s glory, Nalanda University was devoted to not only Buddhist studies, but also trained students in fine arts, medicine, mathematics, astronomy, politics and the art of war.

The entrance procedure at the Nalanda Univesity was considered to be very rigid and difficult. Students had to go through three levels of tests to prove their ability. The unmatched discipline and rules were considered necessary in the University. It is believed that the great astronomer and mathematician Aryabhatt was the head of the university.

Before it was destroyed scholars and teachers from places as far as Korea, Japan, Persia, Tibet, China, Greece, and Greater Iran were part of the University. The notable scholars who studied in NU included Harshavardhana, Vasubandhu, Dharmapal, Suvishnu, Asanga, Dharmakirti, Shantarakhsita, Nagarjuna, Aryadeva, Padmasambhava, Xuanzang and Hwui Li.

The premises of the University were so huge that they accommodated over 10,000 students and 2,000 teachers. It was considered as an architectural masterpiece, and was marked by a tall wall and a strong gate.

The fall of Nalanda University

According to the records Nalanda University was destroyed three times by invaders, but rebuilt only twice. The first destruction was caused by the Huns under Mihirakula during the reign of Skandagupta (455–467 AD). But Skanda’s successors restored the library and improved it with an even bigger building.

The second destruction came in the early 7th century by the Gaudas. This time, the Buddhist king Harshavardhana (606–648 AD) restored the university.

The third and most destructive attack came when the ancient Nalanda University was destroyed by the Muslim army led by the Turkish leader Bakhtiyar Khilji in 1193. It is believed that Buddhism as a major religion in India had a setback for hundreds of years due to the loss of the religious texts during the attack. And, since then, the NU has not been restored until the recent developments.

Nalanda University reopened on September 1, 2014 with 15 students.

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The lesser known story

It is said that Bakhtiyar Khilji had fallen sick and doctors in his court failed to cure him. Then, someone advised him to get himself cured by Rahul Sri Bhadra, the principal of Nalanda University.

Khilji was too proud of his Islamic culture and refused to get himself treated by a person outside his religion. But his health worsened and he was left with no other option but to invite Bhadra from Nalanda.

But Khilji put a condition and asked Bhadra to cure him without any medicines. Bhadra then asked Khilji to read some pages from the Koran as a remedy to his illness and to everyone’s surprise Khilji was cured.

Disturbed by the fact that an Indian scholar and teacher knew more than the doctors of his court, Khilji decided to destroy the roots of knowledge, Buddhism and Ayurveda, from the country. He set fire to the great library of Nalanda and burned down nearly 9 million manuscripts.

The library was so vast and strong that it took three months to completely destroy it. The Turkish invaders also murdered monks and scholars in the university.

The new start

The new campus will have a huge lake and a library is proposed to be located in the middle of it. The government of India has sanctioned Rs. 2,700 crore for a period of 10 years for the university.

Apart from that, Singapore has pledged around US $5 million, China US $1 million, while the Thailand Ambassador to India donated US $1,00,000 for the restoration of the building. Also, Australia will be providing AUD 1 million for a chair at the School of Ecology and Environment studies for three years.

The University came into existence by the Nalanda University Act passed by Parliament. Economist Amartya Sen is the Chairman of the Governing Body of the university and renowned teachers from various countries are its members. The university plans to keep a faculty to student ratio of 1:8.

Construction work on the campus is expected to start from February 2015 and classes will be shifted from Rajgir Convention Centre to a makeshift building in a month.

It is a new beginning for one of the greatest universities in the world. We welcome the recent developments and hope it reaches new heights over the period of time.

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Did you know that you can get a degree in pet grooming or puppetry? Or that you could earn a whopping amount by tasting tea? Or that hacking pays? There are a lot of interesting career options you can consider after school and Indian colleges are now offering you some unique courses.

So, before applying for your favourite college, have a look at the list of 13 such courses you can choose after high school:

1. Bachelor of Rural Studies

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If your heart lies in Indian villages and you want to do much more than just go as a tourist and click pictures, this course is for you. The course gives you an opportunity to engage in various rural and community development activities. It covers topics like animal husbandry, forestry, farm management, child development, agriculture, environment management, community development, etc.

After completing the course you can apply for jobs at various government, public and private organizations that work for rural issues. You can also get an opportunity to work with several NGOs.

Where to apply?

Some colleges in Gujarat, Rajasthan and Uttar Pradesh  offer the course. Bhavnagar University in Gujarat offers Bachelor and Masters in Rural Studies. You can check out other options here.

2. Ethical hacking

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For all those who hack friends’ social networking accounts for “fun”, for those who are good at cracking passwords and unlocking a locked system, those who spend a majority of their time experimenting with various codes – this is a great way to put those grey cells to a good use. You can breach the security of computer systems and get paid for it!

Many big companies look for ethical hackers for various security purposes. You need to have a good knowledge of coding in different programming languages. You can start your career by interning for an organization and then convert it to a permanent job. The average salary ranges between Rs.2-5 lakhs for a fresher, and after an experience of five to six years, you can easily command a salary of Rs. 10-12 lakhs annually, depending upon your skills.

Where to apply?

Institutes like Indian School of Ethical Hacking and Institute of Information Security offer various courses in ethical hacking. There is a short course of 15 days offered by Arizona Infotech in Pune. It is important that you don’t have any criminal record because the course is all about trust and companies wouldn’t like to leave their security in the hands of someone who can’t be trusted.

3. Spa management

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A good spa relaxes your body and takes you to a different world. Spa management and training is something we haven’t heard many people doing. So, where do Spa companies get these awesome masseurs and therapists? A spa training institute will teach you everything you need to know about a good spa and how you can make a career at it.

A masseur or therapist can earn around Rs.10,000 as a fresher, and the income increases as you gain more experience. When you have a degree or a proper training, the pay scale can be higher than those without a certificate.

Where to apply?

Ananda spa institute in Hyderabad is a good option to go for. The institute teaches you seven types of courses and offers an eight month diploma course.  Orient Spa Academy in Jaipur has a tie up with a spa academy in Bangkok and it offers students a chance to do a couple of weeks’ course in Thailand. There are several other spa academies in Mumbai, Delhi, Mangalore and other cities that will offer you interesting courses to opt for.

Annabel Spa Institute in Kerala is offering  a Diploma in Spa Management course for selected students, free of charge. The course is recognized by the Government of India. You can visit their website for further details.

4. Puppetry

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One of the oldest forms of entertainment, puppetry is much more than just playing with the puppets. It is also an important medium of education and many schools and institutes use puppets to teach students about various topics. Several stage shows and performances have helped in putting the spotlight on puppetry. Over a period of time, this art, which was in danger of getting lost, is again gaining recognition and appreciation.

Where to apply?

Mumbai University offers a Certificate Course in Puppetry. The course is conducted by renowned theatre personality and puppeteer, Meena Naik. Calcutta Puppet Theatre will also soon start a puppet academy which will cover all theoretical and practical aspects of the art.

5. Tea tasting

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What could be better than tasting awesome teas and getting paid for it? Working as a tea sommelier can be high paying if you get the right opportunity. You can get a starting salary of Rs.50,000 per month in a five star hotel. The sommelier not only tastes the tea but also gives advice, does branding, and has a good knowledge of cultivation and manufacturing.

Where to apply?

There are many colleges that offer degree and diploma courses in tea management. Some of them are- Birla Institute of Futuristic Studies, Dipras Institue of Professional Studies, Assam Agricultural University, Indian Institute of Plantation Management, The Tea Research Association, The Tea Tasters Academy. Indian Institute of Plantation Management Bangalore also offers a certificate course in Tea Tasting and Marketing.

6. Public Health Entomology

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It is a study focused on insects and arthropods that impact human health. The job also includes research on behaviour and ecology of various such species. A person in this field gets a good chance to meet and connect with local and state officials. Many universities, government agencies and chemical companies look for people to hire in this field.

Where to apply?

Vector Control Research Centre (VCRC) at Pondicherry University offers a two year Post-Graduate Degree course in this field. You can also check out Guru Gobind Singh Indraprastha University, Delhi.

7. Habitat Policy and Practice

Those who have an interest in habitat related issues and have a bachelor’s degree in Engineering, Architecture, Management, Physics, Geography, Planning, Law or Social Science can apply to this course. The course will include the study of  livelihood activities, social composition and rights of the inhabitants, as well as resources, infrastructure and services needed by inhabitants.

Where to apply?

Tata Institute of Social Sciences offers M.A. and M.Sc. programmes in Habitat Policy and Practice. 

8. Photonics

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This course is a mix of optical technology and electronics. The study deals with photons, the elementary particles of light, and helps you master the techniques of emission, detection, transmission and modulation of light. Those who have an immense interest in science and are curious to know more about it are best suited for this course. A photonist can work as an engineer, scientist, researcher and professional officer in many companies and government offices. The work will also give you an opportunity to design photonic equipments. Due to lack of specialists in this field, photonics specialists are in great demand globally.

Where to apply?

Some of the colleges that offer courses in Photonics are- International School of Photonics, Cochin; University of Science and Technology (CUSAT), Cochin; Indian Institute of Technology (IIT), New Delhi and Chennai; Manipal Institute of Technology, Manipal; Periyar EVR College, Tiruchirappalli; Department of Photonics, Rajarshi Shahu Mahavidyalaya, Latur, Maharashtra; and Central Electronics Engineering Research Institute (CEERI), Pilani. 

9. Gerontology

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It is the study of the social, psychological and biological aspects of aging. It focuses on physical, mental and social changes in people as they grow old. A person interested in this field can start his or her career by volunteering or working with NGOs or community service agencies to know more about this field and the people working in it.  Many private companies, healthcare agencies, old age homes and nursing homes look for specialists in this field. The starting salary might not be very high but with experience you can earn a lot more.

Where to apply?

TISS offers a diploma course in Gerontology. Apart from this, Institute of Home Economics, New Delhi and Ramnarain Ruia College, Mumbai offer courses in this field. Calcutta Metropolitan Institute of Gerontology also offers a one year postgraduate diploma course in Gerontology and Age Management.

10. Food Flavorist/Flavor Chemist

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These people add flavours to the food and make it taste good. The job will require mixing of various ingredients to make a unique flavour and not just this the responsibilities also require you to have a good knowledge of aroma chemicals, essential oils, plant extracts etc. This career is closely related to chemistry and those who have a background in chemistry are best suited for this. A Flavourist has job opportunities in various sectors like food & beverages, cosmetics, fragrance, toothpaste, etc. Salary for a fresher is around Rs.15, 000 which will increase as per the experience.

Where to apply?

Some of the colleges that offer a course in this field are – Indian Institute of Hospitatlity and Management, Mumbai; SRM University: Department of Food Process Engineering, Ghaziabad, UP and Central Food Technological Research Institute, Mysore.

11. Museology/Museum Studies

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As the name suggests, it is the study of museums and their role in society. It offers you the knowledge of managing museums and museum collections. The course is connected to Archaeology and one needs to have a good knowledge of history and culture to opt for this profession. How interesting it could be to know the rarest of facts about the country, right? For all the curious minds, check out this course now.

Where to apply?

National Museum Institute of History of Art, Conservation and Museology, New Delhi offers various courses in this field. University of Calcutta also offers MA and MSc courses in Museology.

12. Pet Grooming

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If animals make you weak in the knees and you cannot help falling in love with them everyday, here is a course for you that will give you an opportunity to work closely with them. This profession will require you to enhance a pet’s hygiene and appearance. From bathing to taking care of them to noticing any health issue, a pet groomer knows it all about the animal. You can take it as a part time job or a full time depending upon your passion and fondness for the pets that mostly include dogs, cats and horses. A new concept in India, this field is gradually picking up.

Where to apply?

Whiskers & Tails Franchise & Pet Grooming Academy, Mumbai provides Certification in pet grooming. Fuzzy Wuzzy Professional Pet Grooming School also is a good option to train yourself in pet grooming.

13. Carpet Technology

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This interesting career will help change the future of Indian carpet industry. If you want to know the art and history of carpets and want to make creative contribution to this field, you are the perfect fit for the course.

Where to apply?

Indian Institute of Carpet Technology, Bhadohi, Uttar Pradesh offers you various degree and diploma courses in carpet Technology. It is one of its kind institute in Asia and will help you get good placements. You can also check out Indian Institute of Carpet Technology, Srinagar.

So, what are you waiting for? This year choose an interesting career that no one else has probably ever heard of. Know more such amazing, unique courses? Leave your suggestions in the comments below or write to us at- contact@thebetterindia.com

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From opening a library in every class to keeping his students updated with the latest news, Mukesh Lathiya is offering a holistic learning experience to his students. Not only this, he has used his personal savings to provide his students facilities that were not available at the government school. How often do we come across teachers as dedicated as him?  

We all have our favourite teachers. We remember them fondly as we talk about them and their extra efforts to impart much more than just “book-ish” knowledge. There are teachers who make sure that the syllabus is completed on time and students score good marks and then there are teachers who concentrate on imparting lessons which go beyond the course books.

Some teachers always have full attendance in class and are much loved.  Mukesh Kumar Lathiya is one such teacher. For him, teaching is not just a profession but an opportunity to build the future of hundreds of young minds.

This government school teacher from Dhamil village in Gujarat is creating “learning spaces” in the classroom and enhancing the learning environment. From enabling students to access the latest news and events from across the globe to creating a child-friendly classroom, Lathiya’s innovative approach to teaching has shown positive results.

Mukesh Lathiya

Keeping up with the world

Lathiya believes in being up-to-date with current happenings and events in the country and wants his students to inculcate the same habit. But in the village, the newspaper does not arrive till 2 or 3 in the afternoon.

So, he downloads the e-paper from the internet, takes the print-out and posts it on display board for students.

“I believe that students should know what is happening across the globe and this helps in their overall development,” Lathiya says.

The poor internet connection posed a challenge when it came to downloading the e-paper. But Lathiya didn’t give up and used his personal internet connection to do the work. Finally, the school has now got a good broadband connection which has made his task a lot easier.

Lathiya spent money from his own pocket to make learning experience better for the students.

Apart from the newspaper, Lathiya also puts up information on upcoming tests, birthdays, news and interesting facts on the notice board.

“This way, students get into the habit of reading and checking things on their own. They become responsible. They also feel happy when their photo is put up on the board for their birthdays or when they do something commendable,” Lathiya says.

Creating a holistic learning experience

Lathiya has created an open library in the school where students can go anytime and read books of their choice.  He has also set up a library corner in the classroom to make books more accessible to students.

“Some students feel shy to go to the library and ask for books. So the idea to set up a library in the class itself is helpful to those who hesitate in going to a bigger library,” says Lathiya.

The notice board has daily updates and news paper to keep students updated with latest news and events.

The ingenious teacher has also created subject-based corners in the classroom such as a bank corner, post corner, health centre, science corner etc. He keeps charts and information related to that particular subject in the subject corner.

Another interesting thing which he has done is to attach a nameplate with the name of student to each desk with a pen stand.

“This way the classrooms are more organized and students feel motivated to attend school when they see their name on the seats,” Lathiya says.

The impact

His various initiatives are helping over 150 students gain a holistic learning experience. Students are up to date with the current news and happenings around the world. They also want to know more and question more as they are well-read.

“This boosts their confidence and they no longer hesitate in discussing and talking about things,” Lathiya says.

Bad internet connection, lack of financial support and other similar challenges did not stop him from doing what he wanted to do for the kids. He used his personal savings to print out the newspaper, get the internet connection and maintain the notice board. Dividing classrooms in different sections according to the subject has led to a more conducive environment for education. Also, a child-friendly classroom encourages more constructive and organized thinking.

Every classroom has a separate library to make the books easily accessible.

Lathiyas’s efforts set an example for all the teachers who want to do something different to provide a better education and learning environment to the students.

The Two Cents

“It would be great if the government or other local bodies could help. There is a lot that can be done to improve the quality of education. Students are eager to learn and explore. They should be provided with opportunities equal to mainstream schools,” Lathiya says.

The efforts of Lathiya to improve the education system in one small school is a ray of hope and we are certain that if other teachers followed the same path, the gap between education in public and private schools, as well as urban and rural settings, will be bridged.

Get in touch with Mukesh Lathiya at- lathiyamukesh11@gmail.com

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There are very few teachers who go the extra mile to make sure that students are enjoying their classes. When Taslima Sheikh, a government school teacher in a small hamlet saw her students struggle while learning poems, she decided to make it fun for them by putting them to the tune of catchy music. Not only this, she uploaded the classroom videos on the internet so that students and teachers across the country could benefit from them. 

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires,” said William Arthur Ward, the renowned writer. This is the story of one such great teacher who is going the extra mile to make sure that her students get more interested in education – and the world of poems.

Taslima Sheikh, a primary school teacher in Diu, is giving a musical touch to the poems that her students have to learn, thus making them more enjoyable.

Taslima Sheikh is bringing melodies to the classrooms to make education more interesting and fun.

“When I started teaching here, I realized that students were facing problems in learning poems. So I thought of coming up with a idea that could make learning poems easier and more fun,” Sheikh says.

As per studies conducted by Stanford, it has been shown that people with a sense of music can easily detect small differences in word syllables as compared to people with a non-musical background. Also some knowledge of music helps the brain to distinguish very minute differences between rapidly changing sounds. This is also the premise behind Taslima’s idea. 

Sheikh is using the tools of music and multimedia to make her students understand poems easily and in a fun way. She uses various ragas and sets the poems to those tunes to improve the sense of music among students and also to help them enjoy the music. She makes an effort to first choose the ragas and then adapts them to the various poems. Not just this, she also incorporates actions with the poems to make the classes more entertaining.

What is even more amazing to see is the dedication of a teacher who herself takes the initiative of recording the videos and uploading them online for others to watch and learn from! In a place where technology and internet are still not easily accessible, Sheikh has shown immense initiative and resourcefulness.

Connecting to the students

“I sometimes use catchy tunes from movie songs to keep the classes interesting and get more people to participate,” says Sheikh.

The students not only learn the poems faster but also enjoy the classes more.

She first converts the poems of English, Hindi, Gujarati and Sanskrit into songs and sets them to the tunes of ragas. Then she demonstrates to the students how to sing these poems in the ragas and the students follow her instructions. Sheikh later takes a video recording of these classes and uploads the videos on Youtube to share the innovative concept with people across the country.

“The idea is to use multimedia elements and expand the impact by reaching out to other teachers and classrooms. I have had so far over 9,500 views on my Youtube channel and a lot of students and teachers from across the country have commented on how useful they find it. I have even shared these poem-songs to teachers in other schools in the district through pen drive and bluetooth when I met them at events,” she says.

Currently focusing on students of 6^th, 7^th and 8^th standard, Sheikh wants to take this initiative to other age groups as well. The students gain confidence and don’t hesitate in singing the poems once they are part of these interesting classes.

Getting recognition from IIM Ahmedabad’s Teachers as Transformers platform was a big boost for Taslima as she was trying to teach students in an innovative way which was not done by many teachers before.

“I also got a chance to meet Narendra Modi and received appreciation from him. It was a great moment for me as I was one of the 34 teachers who were selected from entire state of Gujarat,” Sheikh says.

The challenge

The initial challenge was to get students to sing the songs. Children would take time in getting a hang of the tunes and would feel shy to sing in class. But gradually, after regular practice, Sheikh’s students now are getting into the rhythm.

Also, it was hard to get videographers to film the sessions, so Sheikh started recording them on her mobile phone. “The professional videographers would charge excess money, so I did it myself on my phone,” Sheikh says.

The impact

The impact is clearly visible as the students who are unable to read or write in English can fluently sing English poems.

Watch this video of one of her sessions to see how the kids are picking up-

“Same is the case with Sanskrit. As students find English and Sanskrit hard to understand, they are unable to learn the poems in the regular way. But through these ragas and songs they easily learn to sing them flawlessly,” Sheikh says.

Sheikh’s innovative teaching idea is a refreshing change which the students love. They look forward to her classes and are much more focused and learning faster.

Using multimedia as a tool to spread this innovative teaching style across India, Sheikh has started a new revolution in the field of teaching. Currently working with students in Diu and Gujarat, Sheikh wants to expand this initiative to other parts of the country as well. She wants other teachers to replicate what she is doing in order to reach out to many more students. Experimenting with new ragas is also on her agenda.

It is teachers like her who are taking this profession to another level. You can watch various interesting videos from her classes’ here – https://www.youtube.com/user/taslimasheikh2012

Get in touch with Taslima Sheikh at- taslima.sheikh2012@gmail.com

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After having faced financial challenges as a student, Sandeep Mehto started an initiative called Bharat Calling which enables rural youth to pursue higher education courses of their choice. The initiative guides the students and links them to the right universities. Know more about his interesting project and also learn how you can help him reach out to and help a lot more students.

“Every day, the teachers would ask me to stand out of the class because I had not paid the school fee,” recalls Sandeep Mehto. He and his family had high hopes for his future but not enough financial cushioning to back it up.

In order to not compromise on the quality of education, they admitted Mehto into a private school whose high fees and expenditures were something Mehto’s family could ill afford. “After schooling, getting into a decent college was again an uphill task. These challenges can only be understood by someone who has faced financial restrictions,” says Mehto.

Sandeep Mehto

When Sandeep was in the final year of his graduation course, his father passed away due to a heart attack on the day of Diwali. His death further strengthened Sandeep’s resolve to work in the sector he wanted.

Somehow, Mehto managed to obtain his engineering degree from SATI Vidisha in Madhya Pradesh, and later completed his masters in social entrepreneurship from Tata Institute of Social Sciences (TISS), Mumbai. “When I first shifted to Mumbai, I got a culture shock. It took me a while to adjust to the big city and as it was the first time that I had moved out from my hometown, it was very difficult for me initially,” says Mehto.

Mehto, who once struggled for getting a decent education himself, is today helping thousands of young students to get access to quality education and decent job opportunities through his interesting initiative “Bharat Calling”.

“Because I have been through the same, I can understand the challenges and problems these students face. I can relate to them and that is why I thought of starting an initiative like this rather than going for a job that gave me a regular paycheck,” says Mehto.

The desire to change the fate of people from lesser advantaged communities inspired Mehto to launch this initiative in 2009 with one school and a batch of 50 students. Today, the project works in 932 villages with a team of five core members and 200 volunteers who have helped over 42,000 students on a regular basis.

Bharat Calling is a platform that gives students from economically and socially weaker backgrounds an opportunity to opt for the courses they wish to pursue, pushing their aspirations a notch higher.

Bharat calling connects deserving students to universities and courses of their choice.

“I believe that if you are bringing any kind of change, then you are destined to do so. I cannot think of doing anything else but this,” says Sandeep.

Bharat Calling conducts various awareness sessions at government schools in rural areas. They invite applications from interested students and organize summer camps to impart different skills and training to the rural youth. The initiative is currently funded and supported by Shri Ramesh Prakash Samajik Sansthan based in Pathrota village of Hoshangabad district of M.P. Sandeep is also looking for more funders to help his cause.

“80 percent students drop out of school even before completing their class 10th. The idea is to empower school dropouts, people belonging to SC/STs and other weaker communities to aspire big. We are seeking out talented youth and providing them a platform to fulfill their dreams,” says Mehto.

They approach 10-15 schools and only take genuinely interested candidates from there. After completion of the training, a follow-up is done to check their progress and provide any help they might require.

Mehto has collaborated with the government for conducting programmes in government schools. They give a 45-minutes awareness session in each school. Applications are collected from interested students and they are then assisted in applying to various universities as per their preferences.

Awareness sessions are organized regularly to keep the students informed

During a 45-days summer camp, Mehto and his team prepare students for various entrance exams. The students indulge in different extra-curricular activities which also build confidence in them. Several meetings, counselling sessions and gatherings are organized to help students cope with various academic and social issues.

Regular checks and follow-ups are done to ensure that students are following the required guidelines. Later on, these students are linked to various scholarships which help them afford the fees of universities and colleges.

“Even though at many places education is not taken seriously, there are students who also aim to become IAS officers or IIT engineers. We are making sure that they don’t give up on their dreams due to lack of financial and other support,” says Mehto

Mehto has started a fundraising campaign on Milaap to give shape to his plans of helping this lesser advantaged youth. He is raising a sum of Rs.5,00,000 which will be used to organize 20 summer camps in 150 schools in different parts of Madhya Pradesh. A sum of Rs.25,000 is allocated for every camp which will cover the entire cost of project including food, accommodation for volunteers, inviting applications, spreading awareness, providing the required skills, etc. These camps will benefit over 1,000 students to take admission in colleges of their own choice. In the future, he wants to expand his initiative and replicate this model in other states too.

Click here to donate to Mehto’s campaign and help over 1000 students to take admission in colleges of their choice.

You can contribute an amount as low as Rs.500. To know more, check out his campaign page and watch the video below. You can get in touch with Mehto at- mehto.sandeep@gmail.com

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Kani was forced to drop out of school when she was young. Today, she works as a domestic helper but is seeing a new ray of hope as her employer Gita is enabling her to read and write. Many women like Kani in Chennai are on their way to literacy, all thanks to their wonderful employers. Read about Kani and Gita’s life-changing journey.

It seems as if all the housework has been completed. The home looks spic and span with an almost gleaming finish to its ambience. As I walk in, I see that the clothes have been hung out, and the utensils are neatly stacked and left to dry under the mid-morning sun.

This looks like the average Indian household, I tell myself, not quite prepared for the surprise that was about to hit me a few minutes later. Somewhere from inside the house, I hear voices repeating basic spellings in English, interspersed by a few lines in Tamil by way of explanations for the meanings of some of the words.

Education has always been Kani’s dream. After Kani finishes with her work, Gita, her employer, sits down with her and they study together. (Credit: Kirthi Jayakumar\WFS)

As I make my way in, a heart warming scene unfolds before my eyes. The household helper, whose name I later learn is Kani, is poring over a notebook, pen in hand, while her employer, Gita, is teaching her. “Every day, after Kani finishes all the work, we sit down and study together. Education has always been her dream,” explains Gita.

Meanwhile, Kani is busy learning the vowels, pronouncing the many sounds they make and trying out new words for size. “I come from a village, and my family always believed that only boys should be educated. My sister and I were forced to drop out of school when we were barely in Class Six, while my brother is now on his way to becoming an engineer,” Kani reveals.

By teaching her basic English and Maths, with plans to include other subjects like Science, History and Geography later, Gita hopes to give Kani a shot at achieving her dreams.

“Of course, without a regular curriculum, one cannot quite expect to put her through the regular courses, although it is definitely achievable. I just hope to be able to bring her one step closer to being literate,” says Gita. She adds that if Kani is up to it, she would love to train her in using the computer and becoming tech-savvy, “This way, she could undertake some vocational training in time.”

The move sounds certainly inspiring and I am left with a feeling that there is definitely room to hope for change. Kani’s own story, though, reflects a rather painful undercurrent.

“Education in my village was almost a joke. We would go to a school where there were hardly any teachers. The few that were there wouldn’t show up – and when they did, we hardly learnt anything. I remember that if any of us in the class would so much as slightly annoy the teacher, she would drive us out and make us kneel down at the centre of the field outside under the noonday sun. The heat would singe our knees, and we’d often end up with wounds from the hard and uneven ground we were kneeling on,” she recalls.

Kani’s story reveals why many girls of her age end up with very low literacy skills despite having done some years of schooling. In the few instances where trained staff is shown on the payroll, they were not in actual attendance, with schools themselves sometimes remaining closed.

School education in India, especially for girls, has had its share of challenges. Through much of the country’s post-independence history, schooling was seen as a developmental goal rather than as a right. Things have changed over the last few years.

The Sarva Shiksha Abhiyan (education for all children at the elementary level) and programmes under the Right to Education Act have helped to achieve almost universal coverage of school education, but most of the enrolment seems to have taken place in private schools. This indicates a significant shift in attitudes – parents are now beginning to perceive a dividend in investing in their children’s education. But such a realisation has come too late for women like Kani.

To come back to her story, Kani was married when she was still quite young. She doesn’t know her actual age but she looks to be her early twenties. Marriage put an end to any hopes she may have had to continue her schooling.

“When I got married and moved to Chennai, people told me that there were opportunities to study in the city, sometimes for free. But that never happened. Between running the home and earning enough to keep home fires burning, I had no time to even find out if such opportunities existed,” says she.

Today, she feels the possibility of being able to read and write has been kindled anew. “Now, with a few minutes spent learning each day, it is becoming progressively easier to access education,” she smiles. Earlier, Kani would take her homework back home so that she was prepared for the next day’s studies.

But her husband got wind of what she was up to and expressed his displeasure. In fact, as Gita elaborates, Kani’s husband paid her a visit one afternoon to state that he was unhappy about his wife’s studies. “It first started with him asking me why I was sending her back home a little later than usual.When I told her that she was learning how to read and write, he challenged me in an instant and asked me why she would have to learn to do either,” Gita reveals.

According to Kani, her husband would mockingly ask her if she had any grand plans of “becoming an officer”. Given this reaction, Kani resolved to complete her homework in her employer’s home, and try and be as discreet as possible about her attempts to educate herself.

A look into Kani’s notebook. (Credit: Kirthi Jayakumar\WFS)

As time has gone by, however, there has been a change of attitude. Kani is now quite fluent in reading and writing, and can manage small sums of addition and subtraction. Her husband has realised the advantages this has for the family.

“When my husband saw how it made things easier for him since I could now deal with household finances and even read to him, he became less hostile about my studies. As for me, it felt so nice to be able to read and write – what were just shapes and symbols for me earlier, now actually made sense,” Kani explains.

Gita, it appears, is not the only one who has taken to such teaching; and there are many more Kanis too in the city of Chennai. Says Kani: “Once I was reciting my day’s lessons to myself while waiting for the water tanker to come to our neighbourhood, and one of my friends asked me what I was doing. When I revealed my experiences to her, I discovered that she too was taking lessons from her employer. Slowly we discovered that there were many more like us who were making full use of the opportunities to learn that came their way.”

These are young women who are discovering new pathways to the future for themselves, with some help from sympathetic employers willing to invest some time in their lives with, of course, some application of mind on their own part.

The “each one teach one” approach has indeed the potential to change many lives. Kani believes her future looks a lot brighter now and Gita is determined to help her reach the next rung in the ladder of change.

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Surya Prakash Rai started PRAYOG and created a library in a village in Bihar which has changed lives of over 400 students in many ways. From eliminating the caste system to encouraging students in taking education seriously, read how Surya’s efforts are improving the conditions and attitude in rural Bihar.

Vijay Kumar Chauhan is a Bihari youth, born to a landless daily-wage-worker family. He migrated to Ludhiana at the young age of 15 for a job. The petty salary he received was not enough to support even his basic necessities. Hence, he decided to come back and continue his studies. He knew the power of education and also encouraged other students by giving them free lessons. He met Surya Prakash Rai, a person with a motive to improve the education scenario in the villages of Bihar.

Since then, he has never looked back and has been actively participating in bringing a change with Surya. “I always wanted to give back to the society, and then I thought, what could be better than education? That is when I started PRAYOG,” says Surya.

During the start of the initiative – June 15th, 2013

PRAYOG (Professionals Alliance for Youths Growth) is a platform which is catering to the needs of children from lesser advantaged communities by filling the deficit of infrastructure, health and education facilities in villages. Set up in a remote village in Gopalganj district of Bihar, PRAYOG is serving more than 400 kids of 12 villages at present.

“I figured out that value based education is the key to bringing a change and that is why I opened a PRAYOG library,” says Surya.

Engaging Kids

The best way to reach out to kids was by offering them something which they had never experienced before. Hence, PRAYOG library was set up in a community open space in June 2013. The first day saw a mere five students walking in haltingly but within a year’s time, the library was a hit and saw a regular footfall of around 400 students.

The books covered a vast range. From newspapers to weekly and monthly magazines, the books were offered to the students according to their choice. Another initiative that helped Surya in grabbing people’s attention was exposure visits.

“We took around five students to Parivartan NGO for a 4-5 days exposure trip where kids learnt yoga, dancing, painting. This was a great confidence booster for the kids, and more students started getting connected with us,” he says.

A night class in progress with more than 100 children from different villages

The second exposure trip was organized with 15 students to Bhutan, which again was a big success. “We pick students who deserve to be part of this trip. Now, when students see the advantages of learning, they take part in various activities in order to get shortlisted for these trips,” says Surya.

The PRAYOG team also prepares kids for debates and motivates them to be socially aware.

“We gave them a topic ‘how to create a model village?’ and the kids were required to write on this. The way they expressed their feelings was tremendous. It is great to see that these kids are now taking part in the welfare of their village,” he says.

How did he do it?

Surya identified two major problems: education and electricity. “Most of the villagers were illiterate; they did not consider their children’s education as their priority. There was a serious lack of interest from parents’ and students’ side and we needed to change that,” he says.

Surya briefing children and community on Prayog and Global literacy project – June 18th, 2014

Apart from lack of awareness, a low teacher-student ratio was another challenge. “Kids were more willing to attend tuition classes than school,” Surya explains.

This problem was solved through an interesting initiative which involved older students mentoring the younger ones. Surya identified potential students of higher classes and asked them to adopt 4-5 younger kids. The extra attention helped these kids to a great extent and there was a significant change in the attendance in schools.

Another victory that came Surya’s way was when he noticed the caste system which was followed by every community in the village and decided to do something about it. One day when Surya came to the village, women of a backward community gathered around him and asked him, “Are our kids not entitled to attend your library?”

Surya was shocked and asked them what made them think so.

“The kids from higher communities do not allow our kids to enter the class,” said one of the ladies.

Surya immediately took all the students who wanted to attend the library with him and gave a lesson on history and caste system of India to all his students. He also explained to them how every individual should have access to equal rights.

Surya Prakash is looking for funds to provide solar lamps to the village children.

“Today, the same kids from all the communities stay together in the same room during exposure visits, hug each other, and share their food. It is a great achievement,” Surya says.

Apart from education, another challenge came with electricity. As there was no electricity in the village, students who wanted to study after school hours could not do so. To solve the issue, the PRAYOG team distributed 10 solar lamps to students who had won an essay writing competition. “We saw that those students were sharing lamps with other students too. And we thought that this could be a solution to the problem,” he says.

This inspired PRAYOG to start a fundraising campaign on Milaap to raise funds for purchasing 200 solar lamps. A basic solar study lamp costs Rs.450 and the entire project would need Rs.90,000 to become operational. He has managed to raise around Rs.30,000 so far and is hoping to get more help to reach his goal. The campaign will close in 12 days.

Girls exploring a tablet for the first time

The future

PRAYOG has a tie up with Prajnopaya Foundation, a Massachussetts Institute of Technology initiative where both the organizations will be supporting ‘Global Literacy Project’, whereby 100 children between 3-8 years of age would be using a tablet each to learn on their own. The programme is expected to kickstart by the end of November 2014.

Expanding the area of operations is yet another thing on PRAYOG’s agenda. They plan to reach out to 10 more villages and engage 2,000 students in their various initiatives.

Click here to donate so that 200 students in rural Bihar can get solar study lamps and be able to read in the nights without inhaling harmful fumes.

Want to know more about PRAYOG’s work? Contact Surya at – prayoginbihar@gmail.com or check out his blog.

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While we mostly hear of instances where RTE is not being implemented properly, there are several cases in which it has greatly benefited the marginalised sections of society. Here are examples of the significant positive changes this Act has brought into lives of poor children in Rajasthan. From better confidence to higher grades, the students benefiting from this are gradually coming at par with the mainstream students. Here is how it’s happening. 

In Dausa district, 55 kilometres east of Jaipur city, the state capital of Rajasthan, Akangsha More, 4, is registered in the nursery class of a local public school under the reserved quota. With her eyes tight shut, she sits to meditate along with her classmates on the terrace of their school, which is still under construction. Both her parents work as labourers in Jaipur and the little one stays with her grandparents, who are cobblers. Akangsha has got a shot at gaining good quality education thanks to a provision under the Right to Education (RTE) Act, 2009, which has sought 25 per cent reservation in private schools for children coming from impoverished homes.

Unlike Akangsha, her two sisters and brother were unable to utilise this scheme to their advantage because the elders simply didn’t know about it. “Even when we had gone for Akangsha’s admission, we had no idea of this policy. It was the school administration that told us that my granddaughter could gain entry into the institution and we wouldn’t have to pay the high fees,” says Ram Swarup, her grandfather, with a great sense of relief.

The Right to Education (RTE) makes it mandatory for all government/aided/and non-minority unaided schools to have 25 per cent reservation for those who belong to poor, disadvantaged groups and face psychological and financial barriers while seeking an education (Credit: Colros on Flickr under Creative Commons)

On her part, the child has not disappointed the family – in her, they see the hope of a brighter future for them all. Says Swarup proudly, “She is a focused and diligent child. When she comes home from school she gets down to completing home assignments and revising her class work. Only once that is done she has food or steps out to play.”

In a country where it’s not uncommon to find instances of discrimination against the weaker sections of society, the government, in a bid to offer equal opportunities to all, has enacted the Right of Children to Free and Compulsory Education Act, 2009, which, as is evident from the name itself, ensures free and compulsory education for children aged between 6 and 14 years. The RTE makes it mandatory for all government/aided/and non-minority unaided schools to have 25 per cent reservation for those who belong to poor, disadvantaged groups and face psychological and financial barriers while seeking an education. In Rajasthan, the scheme was launched in 2012-13 and uses the Sarva Shiksha Abhiyan (SSA) as the implementing vehicle with assistance from the UNICEF.

According to Sulagna Roy, Education and Child Protection Specialist at UNICEF, who has been overseeing RTE’s implementation in Jaipur district, “The government has enumerated six categories under the weaker sections of society for reservation. It is tailored to benefit the poorest of the poor at the entry level, which can be Lower Kindergarten (LKG) or Class One.”

Students like Akangsha have been enrolled due to the extensive advocacy efforts undertaken by officials from the Education Department as well as non-government organisations that have reached out to schools and the community, informing them about the provision. Till now 14,555 schools have been involved and 1,40,000 children have benefited from this move. Of these, 58.9 per cent are boys while 41.1 per cent are girls.

Headmaster Prem Ballab Khulve of the Government Upper Primary School in Jaipur’s Gopalpura Devri strongly believes that the reservation is helping children across Rajasthan’s 33 districts to realise their true potential. “It’s good for the child’s self-esteem. S/he can get greater exposure by interacting with students from different backgrounds. There was a time when poor parents couldn’t even dream of sending their children to an expensive private school. That’s not the case anymore,” he states.

Incidentally, the Act particularly provides for orphans, for whom the quota exceeds the 25 per cent limit. In Jaipur, Samarthan Sanstha has given a home to 27 girls and four boys, who, in the absence of family, used to work as domestic workers, garbage collectors, plastic sorters or beggars to survive. Nowadays, they all go to school. As Anand Acharya, a sadhvi (Hindu holy woman) who runs the facility shows off their notebooks with impeccable writing, shares, “Earlier, these children couldn’t afford to go to school but they are doing exceeding well in their studies.”

Indeed, the enforcement of this reservation is not bereft of challenges. Sunil Sharma, APC (RTE), Jaipur, talks about a basic problem they face, “In the cities, private schools have a high fee structure and the incentive of reimbursement from the state may not work for them. So there are higher chances of resistance on their part. Initially, the state used to reimburse Rs 9,000 per child per year. From 2014, the amount has increased to Rs 11,700.”

However, the difficulties don’t end there. Once these children are admitted, their teachers have to take on the mantle of finding ways of including them in the general fold. Amita Saraswat, who has been a nursery school teacher for the last three decades, says, “The children who come from poorer homes take a lot of time to adjust – their mannerisms and language are distinct from the rest. As their teacher it becomes my responsibility to ensure that they come up to speed with the rest. We get involved with parents, too. All this takes time but eventually the changes do become evident,“ she explains.

Sushil Sharma, secretary of Indian Cambridge School in Jaipur, agrees, “Teachers have to use different methods of communication with those who come from the reserved quota. With proper guidance though, the children soon come up to the level of the rest.” In order to mitigate the social differences schools like his adopt certain practices – “we don’t allow children to distribute or exchange gifts in class. Moreover, we often counsel parents so that they can keep their children motivated”.

In Rajasthan, till now 14,555 schools have been involved in the implementation of Right to Education and 1,40,000 children have benefited from the advocacy efforts undertaken by officials from the Education Department as well as non-government organisations. (Credit: Pamela Philipose\WFS)

With an idea to make educational services more accessible to schools and parents and, at the same time, keep the RTE figures in check as well as verify the data given by people to claim the special status, the state government started a portal in 2013. The recently retired Rampal Sharma, who was instrumental in the inception and the implementation of the Act in the state, says,

“We have come up with an excellent portal to monitor the RTE. After feedback from users, we have been able to plug most of the loopholes. Schools can easily feed their students’ data into the website. The online application is useful for parents too in case the school refuses to give application forms.”

A proper daily register of a child’s performance is maintained and the parents, who form a part of the School Management Committee (SMC), are kept updated through the website that is bilingual (Hindi and English). Till now, 35,000 private schools have been identified on it, of which officials have authenticated 26,686.

“Any state can replicate it. We have trained office staff at the state, block and district levels to handle their respective domains by verifying the information fed by schools. We have permitted schools to log in thrice in a year to update the profiles of the students. The best part is that the site can be accessed from a mobile phone or a cyber café so that it’s not system-dependent,” he shares.

Pooja Kumari, an LKG student of St Edmund’s School in Jaipur, comes from an impoverished home but has been making straight As in class, much like Anjali Kumari, who studies in Class Four in the same school. The girls mingle freely and are not afraid to ask or answer questions.

Dr Anoop Singh, director of the school, breaks into a smile when he sees them, “I’m happy to say the students we’ve admitted under the RTE provision are extremely hardworking and scoring good grades.” Divya Nair, a nursery teacher, concurs with Singh’s view, “The RTE concept is slowly working. We are thrilled with the progress we’ve made.”

Here is the RTE Anthem, launched by the Ministry of Human Resource Development –

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From providing quality schooling to enabling students to access world class facilities, PYDS is leaving no stone unturned in bridging the education gap. Providing grants, scholarships and extending help during the complex college admission process, PYDS is there at every step to help the rural community. 

Neeraj Dangwal’s life took a 360-degree-turn 14 years ago when he joined a small project that focused on empowering rural youth through mentoring and education to get prepared for a professional career. He was one of the first four students who believed in the idea of change. Coming from a Hindi medium school, Dangwal didn’t have high hopes from his career and he thought he would see the same fate as many people of his age who spend their life without realising their potential.

PYDS provides quality education to those who can’t afford it.

The initiative gave him a scholarship, got him admitted in a better school, improved his English and gave him the confidence he never had. Today, Dangwal holds an important position in the small initiative which has now grown into a bigger organization called Purkal Youth Development Society that reaches out to 35 villages with a population of more than 15,000.

You can sense the confidence in him as he talks fluently in English about the amazing work Purkal Society is doing. “I would have been doing any odd job like most of my peers. I now realise how that small project has changed my life,” he says.

Dangwal’s story of change is just one example out of hundreds of lives that have been changed by Purkal Youth Development Society (PYDS). Located in a small village along the foothills of the Himalayas, this registered society focuses on children with great academic potential from economically poor communities and provides them every kind of help needed to achieve their dreams.

The Start

When G.K. Swamy, an economist, retired from his job at the age of 60, he wanted to spend the rest of his life in a peaceful environment, which brought him to Dehradun from Mumbai.

“We began our new life in a very interesting manner. We decided we’d not have a phone, a car or anything beyond the essentials. We would also not employ any servants and would do with as little as possible. But now we do have a lot more than we ever envisaged and have been supported in our vision beyond words,” says Swamy.

His desire to improve the education quality in the region and provide better opportunities to the economically weaker section of the society made him start a small initiative with four students. He started by teaching these students with his wife’s help.

PYDS’s focus is on improving education quality for young minds, specially girls.

Gradually, a few students became many and soon his house did not have enough space to fit in so many students. In 2008, Swamy’s small initiative was finally registered as an organization and became a formal school for primary education. Today, after 14 years, the school is affiliated to the CBSE for classes up to 12.

What do they do?

PYDS aims at assisting the lesser advantaged to improve the circumstances of their lives. By empowering youth and women, they want reach out to the poorest of poor and enable them to get jobs that are as good as those available to mainstream privileged society, and not just odd jobs that somehow provide them a meagre livelihood.

“Our focus is on helping students, especially girls from socially and economically poor backgrounds, so that they get equal opportunity to get a good education and live a better life,” says Dangwal. Their Yuva Shakti Programme, identifies the deserving and bright students and assists them.

The school not only provides a good education but also makes sure that the students engage in extra-curricular activities. Students are divided into 10 groups as per their interests. Interesting courses like bakery, pottery, theatre, etc. are also offered which makes the school unique. From uniforms to books, medical services and four meals a day – everything is offered for free!

A regular session on current affairs keeps the students up to date with latest happenings.

For those who can’t attend the school due to lack of transport facilities, PYDS has provided two buses and one mini van that picks up and drops students from the remotest areas. To top this, students are also taken for adventure trips for better exposure.

Apart from this, sports and health hold an important position in this school. Regular Yoga classes are organized for students along with various outdoor games like basketball, trekking, mountaineering, etc.

“Our students won a Gold certificate from Tony Blair Foundation’s Faith to Face programme which conducts e-interactions through skype amongst children across various countries on topics of social and current relevance. This is the level of exposure that we wish our children to experience and have access to,” Dangwal says.

After completion of schooling, PYDS also assists these students to opt for higher education and university courses. The team provides help through grants, filling the forms, scholarships, etc. to help them pursue a course that would enable them to apply for a higher paying job and secure a better future.

“A girl from a very poor family who could not even read and write properly is today pursuing her higher education in U.S. This is the level of training and push we give to our students,” says Dangwal.

The challenges

“The biggest challenge was sustainability of our programmes. Lack of funds, unawareness among villagers and all such small reasons became an obstacle,” says Dangwal. Today, the programme completely runs on donations and sponsorship for the children.

Apart from education, PYDS also focuses on sports and extra curricular activities.

Another challenge came while bringing the students to the school. They lived in various locations and it was difficult to convince them to attend the school on a regular basis. “Also, child marriage in some cases was a problem. Though the situation is improving, it was an issue in the earlier stages,” says Dangwal.

The impact

PYDS has a campus that covers 10 kms of area. The team of 55 has engaged over 15,000 students so far. Gradually the situation is improving in these villages. “The biggest impact can be seen in the attitude of parents. They have started taking education seriously. They have also agreed to the holistic education model and extra-curricular activities for their children,” says Dangwal.

A large number of students have started going to better schools and applying for higher education due to PYDS’ intervention. The village now sees a larger number of people opting for professional careers. Also, PYDS has played an important role in sensitizing the people.

The students are also more concerned about the environment now, as PYDS has engaged the students and their families in various cleanliness, health and hygiene campaigns. Some students have formed a group called “waste warriors” which collects waste every Wednesday, segregates it and then sends it to the municipality.

Thanks to PYDS, many students have gone to a decent college for higher studies.

The Future

PYDS now wants to replicate this model to other communities and cities and engage more students in their initiatives. Opening a hostel facility is also in their plan.

“I was a student of PYDS’s first batch. And, I have seen the change in me. They assisted me in going to a better school, gave me scholarships and other assistance. It is because of PYDS’ support only that I manged to finish my graduation and now I hold an important position here,” says Dangwal.

Education, being the most important thing that builds a strong base for a child, should not be ignored. And PYDS, through its various amazing programmes, is helping the poorest of poor to follow their dreams and giving them a chance to come to par with the mainstream children. To know more about this initiative, contact PYDS at – Purkalsociety@hotmail.com

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Sita was kidnapped, raped and thrown on a railway track. Abandoned by her own mother, she found a new life in a school which is empowering disadvantaged girls like her to dream big and start a fresh chapter in their lives. 

Sitting on a wheelchair Sita, 20, is a picture of courage and determination. Looking at her bright, smiling face, one can never imagine that this simple girl from Fatehpura village in Chittorgarh district of Rajasthan has been to hell and back. Kidnapping, gang rape, physical disability and abandonment – the youngster has faced each of these horrific situations with fortitude and emerged a stronger person. Not one to be cowed down, she not only fought for justice and sent her violators to prison but today she is trying to rebuild her life from scratch.

Before her life went into a downward spiral Sita used to work as a labourer at a construction site near her home to help her widowed mother make ends meet. Once, she had a huge fight with a co-worker who threatened to teach the youngster a lesson. She wasn’t afraid of anything in those days too and so she dared him to trouble her.

Sita, 20, overcame her disability and a dreadful past to
turn to education and give a new lease to her life. (Credit: Annapurna
Jha\WFS)

Enraged by her defiant attitude, the man got together with a few of his cronies, one of whom was the sarpanch (village head) of Fatehpura, and abducted her one evening as she was heading back home from work. For Sita, this was just the beginning of her ordeals. The men didn’t stop at just kidnapping her; they raped her for a few hours in a moving vehicle. Then apprehensive that she would complain to the police, the culprits threw the unconscious girl on the railway tracks.

Sita would have died that night had it not been for an alert train driver, who saw her just in time, although not before her legs came under the engine wheels. The good samaritan even arranged for her be rushed to a hospital in neighbouring Udaipur right away where she received medical treatment for three months. Unfortunately, while her life was saved she lost her legs, as they had to be amputated. At the same time, a case was filed and the criminals were put behind bars. During this trying time, Sita’s mother looked after her and then took her back home once she was discharged.

Sadly, her mother’s love and good intentions couldn’t transcend the reality that Sita was now disabled and not just needed constant care but was of no real ‘use’ to her. She could no longer work to support her.

“It was difficult for me to come to terms with the fact that my mother’s concern for me was not unconditional. I had become a burden for her and all she was interested in was the money. She wanted to keep the entire compensation amount of two lakh rupees I had got from the authorities under her control. And because she felt that this was not enough money for her to sustain a physically challenged girl life-long, she was trying to strike a deal with those who had destroyed me in exchange for their release from jail. I refused to comply and take back my complaint so she decided to leave me,” shares Sita, her voice not once letting in on the pain she felt on being abandoned by her own mother.

Adversity teaches a person a lot and Sita decided to boldly face any challenge that came her way. Aware of her rights and not afraid to speak out, she filed a police complaint against her mother, too. However, there was one basic problem before her – she had nowhere to go. Since there was no shelter home available for a girl like her in Chittorgarh, the police brought her to Prayas, a non-government organisation working in the region to help disadvantaged communities secure their health rights. And that is how she landed up at the Adharshila Awasiya Vidyalaya, a residential school being run for poor tribal girls.

Many child brides have decided to come out of the clutches
of forced matrimony to pursue their dreams by educating themselves in
schools. (Credit: Annapurna Jha\WFS)

Being at Adharshila was the best thing to happen to her, as it introduced her to books, which are her constant companions today. In fact, having cleared her bridge course Sita has secured admission in Class Eight at the nearby government-run Kasturba Gandhi Balika Vidyalaya (KGBV).

“I am very happy when I am in school. I have many friends there. Every day, I am learning something new from my books. Besides this, I am also learning how to stitch clothes so that I can become independent later on. Yet, whenever there is holiday and the other girls excitedly go home I come to the hostel at Adharshila school… I do admit that there are times when I do miss my home but I have no regrets as I enjoy my time here as well,” she says.

Incidentally, inspired by her courage, a German journalist visiting the school has helped her in getting artificial limbs that have improved her mobility considerably.

Of course, Sita is not the only girl at Adharshila whose struggle is awe-inspiring. The school, which was set up in 2008 to improve the level of education among the scheduled tribe girls in the area – their literary rate at the time was just three per cent – has many who can easily give valuable life lessons to their counterparts in the city. Being at Adharshila has given each of them the hope for a better future.

“Prayas has started this school with hostel facilities to help young girls get used to studying in a formal classroom environment before they are sent to regular government school three years later to complete their schooling till Class Five. Thereafter, they get admission into the Kasturba Vidyalaya from where they pass out after Class 12,” informs Suman, warden at Adharshila hostel, which is presently housing 56 girls.

Apart from learning fundamental subjects such as Hindi, English and maths, the school also regularly conducts recreation activities to ensure their pupils’ all round development. But even greater than imparting knowledge is the fact that the school allows these girls to dream.

Arti Banbari, 10, whose father is in jail for murdering two persons after a drunken brawl, is working hard at school because she wants to join the police force when she grows up. Her two elder sisters, who were also at Adharshila, are studying at Kasturba Vidyalaya these days. Kesar, whose father died and mother left her to restart her life with another man, wants to become a teacher, as do Sheela, Mamta and Reena. Vijaylakshmi, 10, who has seen her mother blatantly choose between her brother and she, excels in sports and wants to become a nurse in order to be able to serve others.

All the young tribal girls enrolled at the Adharshila
Awasiya Vidyalaya in Chittorgarh have awe inspiring stories of
struggles and triumphs to share. (Credit: Annapurna Jha\WFS)

These may be simple ambitions in the eyes of most people, but for these children, who come from families where no member has ever sat in a classroom, it is definitely a big leap. If these determined youngsters do go ahead and become independent professionals it would work wonders to transform the attitudes and beliefs of the entire community – that still doesn’t see any point in sending girls to school and, in fact, staunchly adheres to adverse traditions like child marriage, which is rampant in the region.

Adharshila, too, has its share of child brides though they are obviously more fortunate than most. Pushpa, 9, was married when she was just a baby. She has been studying at Adharshila for last three years. While her husband, who is 15, is working in Ahmedabad, she hopes to be a game changer for everyone in her community by becoming a doctor. Then there’s Neeru, 11, who has managed to hold off going to her marital home with the support of her teachers, who have convinced her parents to wait till she can become “lady police”.

Truly, this is a school where hopes soar, dreams come true – and little girls learn to break free of their social shackles to become confident women.

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People in some of the remotest villages in Ladakh have never experienced electricity in their lives. This team of changemakers is giving a whole new meaning to tourism. They have constructed an advanced, technology-friendly E-base and have also set up three Solar DC Microgrids. Read more about the sustainable impact these “tourists” have created.

“I  never believed that I will see my house lit up in the darkness of night. Since independence, there has not been even a single bulb in my house,” said one of the oldest man in Sumda Chenmo village, Ladakh, with tears in his eyes.

The village houses had electricity after years, the kids started using Skype and other technology in E-Base to connect to people across the globe, and the entire village was transformed. And all of this was made possible by the “tourists”. Surprised? Most of us consider tourism as an activity that would take us to beautiful places, give us an opportunity to click some great pictures, and after some days of rejuvenation, would bring us back to our regular lives.

But these impact tourism evangelists are changing the definition of tourism. Global Himalayan Expedition aims at giving tourists a holistic Himalayan experience, stretching across pure adventure and cultural connect with the local communities. They also encourage the travelers in setting up sustainable energy and education based infrastructure in the remote Himalayan regions.

“Our main objective is to use tourism to impact the lives of remote and underprivileged communities across the Himalayan region. Tourism should be much more than just visiting a place; it should impact both the community’s life and your life,” says Paras Loomba, founder, GHE.

The tourists play a key rle in bringing the change.

The start

Son of an army officer, Loomba travelled extensively across India, stayed in 12 cities, changed around 15 schools and experienced some of the coldest places of India. While he initially thought of joining the army, Loomba’s desire to do something different kept him restless and he looked for ways he could explore different areas of work.

One day, he saw a TV report on Robert Swan, the first person to walk to both the North and South Poles. Loomba was really inspired by Swam’s feat and he joined an international expedition to Antarctica with Swan.

“That trip changed my life. I saw the effect climate can have on people’s lives and the troubles it can create so I thought of using technology to enable sustainable change in the remote regions of India,” Loomba says. After coming back from Antartica, Loomba gathered a bunch of his friends and planned to set up a school in Ladakh with the latest technologies and facilities.

Here is how the village looked before GHE’s intervention.

“We planned to set up something very creative and amazing. Like the school of Phunsuk Wangdu of 3 idiots movie,” he exclaims. Hence the idea to start GHE took shape.

From spending a few years of their lives in the Himalayas to visiting the region for Adventure treks to being born and raised at the foothill of the great mountain range – the team members have a very emotional connection with the Himalayas and Ladakh.

“The Himalayas have always been a force inspiring and guiding our humanity. Right from the early Hindu Gods to the many great Buddhist saints, all have drawn inspiration from these mountains,” the GHE team says.

The GHE expedition team is selected through a set process. Applications are invited across the globe and only pasionate people are selected. A maximum of 25 people go for the expedition at one time and they come from different countries. They currently conduct one expedition each year for a duration of about 12 days, but they hope to make double that frequency soon.

“Since we want to make it a global platform, the expedition team consists of people from several countries. 40 percent of the people are from India and the rest from other countries,” says Loomba.

Here is how the village looked after solar grid installation.

The technology friendly E-base

Loomba and his team went to Ladakh to construct a one-of-its-kind E-Base (Education Base) near Mahabodi school. The school hosts around 500 students from several nearby villages. He didn’t have any experience in this field. But it was his passion that drove him to the highest peak to bring a change. And it was his passion and his team’s hard work that helped him construct a Third Pole E-base, 3,500 meters above the sea level.

• The structure of the school was not like any other building. It was a double wall construction that kept the indoors warm even if it was freezing outside. “The solar-powered E-base was constructed using materials like rammed earth made of sand, earth, paper and husk,” explains Loomba.
• Not only this, the E-base also offered several tablets and laptops to the students with a good internet connection that helps them to connect with people across the globe. They also have a television and over 10 telescopes and several books according to the students’ interests.

And all of this at a location where there is almost no connectivity with the outer world. “When we first introduced the idea, we received over 300 applications within a month. This gave us the confidence that this can work. People from nine countries joined me and we started our work to construct this unique E-base in a land which was affected by cloud burst,” Loomba says.

• The E-Base is the third base in the world to run completely on solar. It also has Ladakh’s first sustainability curriculum and a Robotics Lab.
• Digital tools, documentaries and interactive sessions are used to engage kids, which makes it an unusual and interesting experience for the kids.

Bringing the light

Ladakh receives 300 days of bright sunlight every year, with the world’s maximum insulation level of upto 1200w/m2 energy. The E-Base team decided to tap into this advantage and utilize the sunlight for a better purpose. Apart from a very successful E-Base, the GHE team also set up 3 Solar DC Microgrids in Sumda Chenmo village which hosts around 100 houses and is 2 treks away from any nearby town.

“We figured that electricity was the biggest necessity in these areas. Livelihood and education will eventually follow if people are able to utilize the time which is wasted due to lack of power,” says Loomba.

A well-lit house, thanks to the GHE Team.

With support of Ladakh Renewable Energy Development Agency (LREDA) and Mrida, a social enterprise in Rural Electrification, GHE connected with the village heads of different blocks and identified the remotest village in the area for launching their development initiatives.

• “We used DC current so that even if, due to some reason, a person gets any shock, it won’t be that harmful. We had to consider all these factors as there was no proper healthcare facilities nearby,” says Loomba. With help from fellow tourists, 130 bulbs were connected in the houses and all of that was achieved within just 10 hours.
• The villagers will be paying Rs.100 for any repair, maintenance and installation of new solar grids in the future. Being an enthusiastic team, they found solutions to all the problems that harsh climate created. They used Yak skin to cover the battery and keep it warm in extreme cold conditions.

“Solar Lanterns typically last a year or two with a maximum supply of 3-4 hours of light, while a Solar DC Microgrid can light up houses with up to 10 hours of electricity backup per day and can run uninterrupted for 5 years,” says the team.

Three DC grids have been installed in the village.

The impact

• The small team of five has created a tangible impact in the lives of people in Ladakh. The installation of micro grid and use of solar energy completely eliminated the use of around 1,600 litres of Kerosene by the villagers.
• The solar lights have helped the villagers to increase their working hours by four hours per day which is very crucial for them as their main occupation is making handicraft products from brass and copper.
• GHE’s initiatives have also increased livelihood options and income opportunities as every year several tourists come here, and they not only spend time with the community but also find possible solutions to their problems.
• Students have started playing an active role in sustainable living practices.

“Apart from this, attendance in schools has increased. The idea is to empower kids to study and enable them to go to their villages and install solar grids themselves. We want to provide sustainable solutions,” says Loomba.

The future

Till date, around 400 students use the 100 percent solar powered E-Base. GHE wants to take this initiative to the next level by electrifying 20 more villages in Ladakh by next year and 50 villages in the next three years.

“We want to scale up and reach out to more people and villages. We will be definitely organizing more expeditions, more campaigns and more visits in the future,” Loomba says. The GHE team also wants to expand to other areas like Uttarakhand and Arunchal Pradesh.

The team at work.

Supported by many well-wishers and corporate sponsors, GHE is doing some amazing work in some of the most unexplored regions of India.

“I would like to tell people to travel responsibly. Avoid the use of plastic and connect with the community,” advices Loomba. Want to know more about GHE’s work? Contact Paras Loomba at – paras@ghe.co.in or check out their website.

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The students who had never even seen a lift in their lives now hold senior positions in corporate giants and get sizable paychecks. From providing internship opportunities to getting the best of professors on board, read how Pranjal Dubey’s Sant Singaji Institute of Science and Management is changing the lives of rural youth in Madhya Pradesh.

Here is a man who gave up everything he had to settle in a small village and improve the lives of the rural youth in India. Pranjal Dubey left his job as a programme manager in Bengaluru, sold his house, and with that money, started Sant Singaji Institute of Science and Management (SSISM) in a village in Madhya Pradesh.

His idea was to provide quality education and life skills to rural youth so that they can get job opportunities as good as mainstream students.

Pranjal Dubey left his well-paying job in Bengaluru to start a college for rural youth in Madhya Pradesh

“I chose to intervene at the middle layer because if I concentrated on primary education, I would have had to wait several years to make any impact or see the change,” Dubey says.

Today, Dubey’s intervention and dedication have helped thousands of youth. Some of them are placed in big MNCs and companies like Wipro, SAP, Future Group, etc. at good positions.

An incident that changed a life

A young man from a small village in Madhya Pradesh, which was also Dubey’s hometown, once asked him for a job. “You need to have a degree first to get a job,” Dubey told him. The guy sold his land and somehow managed to obtain a degree from that money but still could not get a job. Though he had a degree but he lacked the skills. Angry at Dubey for giving him “wrong” advice, he went to him and verbally abused him.

“It was then that I realised that rural youngsters were far behind their mainstream counterparts in terms of employable skills. Even if they had a degree, they could not land a job. Nor was that degree genuine in some cases,” says Dubey.

This made Dubey think of starting a college for rural students to provide them quality education, training and skills to get high paying jobs. “Whenever I used to visit the village I would see that the number of young people without jobs was increasing. They would get a degree but that was not of a good enough standard to get them a job,” Dubey says.

Both girls and boys are given equal opportunities to opt for courses of their choice.

After some research, he found that around 7,000 – 8,000 youth would drop out after 12th in Sandalpur, Madhya Pradesh and only 1,500 – 2,000 would opt for higher studies. Even after getting a degree, a majority of them would open small mobile shops or would settle with a meagre salary of Rs. 4,000 – Rs. 5,000.

Hence, the idea of opening a college formed in his mind and he went to Sandalpur in Madhya Pradesh to give shape to his ambitious dream. The college started operations in a small rented room in a Dharmshala in 2010. “My family thought I had gone mad. They did not believe that I was actually doing this. Now, when they see the impact, they are very happy and supportive,” he says.

What do they do?

“The problem today is that there is no curriculum designed for rural youth. They always play the catching up game and are never able to come at par with the mainstream students. My idea was to bridge that gap,” says Dubey.

SSISM offers various courses as per the students’ interests. The courses offered include BBA, B.com, BCA, Micro Biology, etc.

Sports forms a large part of the curriculum where every student is encouraged to participate.

Igniting the dreams

The first step is making the students aware of their dreams, setting up their goals and identifying their potential. For this, the students are taken on field visits to various companies to show them what kind of jobs they could get. They are exposed to the outer world to ignite the passion to dream big and not to settle down with something small.

“Some of these students have never stepped out of their village. It is a great exposure for them and also gives them the clarity on what exactly they should aim for and how much effort is required,” says Dubey.

Providing skills

The next step, and also the most difficult one, is imparting the right skills. Dubey, in partnership with various professors from IIM, provides the best of skills to the students. Various guest lectures organized at regular intervals gives them access to a quality of education which is as good as mainstream colleges.

Students are also provided internships at some of the most reputed companies at Bangalore and Indore.

“These internships are an eye-opener for them as they get hands-on experience of the job and get to see how things are done in big corporates,” says Dubey.

Apart from this, improving communication skills and attitude is another major aspect of the course.

Dubey provides employment opportunities to the students by giving them exposure to bigger companies.

Counselling the parents

In many villages, families are not comfortable in sending their kids, especially daughters, to other cities for jobs. In these cases, Dubey and his team counsel them and help them understand the concept of better jobs. “One time a girl was in a final HR round of a job interview and her father came and said, “This is the last step where she could go. I am not allowing her to go out and work.” These are the cases which shake the aim,” Dubey says.

Dubey has also opened a software development firm in the campus itself for those students, especially girls, who are not able to shift their base to different cities.

“Sometimes the parents don’t allow them to travel so I have provided them jobs here in the campus itself,” he says.

The impact

“The person who had never even seen a lift in his life now works in a huge IT giant at Bengaluru and earns Rs.25,000-Rs.30,000 every month. This is the impact we wished for and we actually got,” says Dubey.

Babita Panwar-B.A. II Year student following her dreams.

Also, there has been a change of attitude in both students and their families with regular intervention. Many students have managed to land good jobs in companies like Wipro, SAP, etc. “Students here are very focused as they take it more seriously and do not have any distractions,” Dubey says.

Dubey has also been encouraging organic farming and wants to make farming ‘fashionable': “Well, not everyone can get a fancy job in a big company. Farming has a great potential and I want students to understand that and follow innovative techniques.”

Dubey and his amazing college have reached out to over 1,200 students so far. The college, which started in a small rented room, now has a premise of its own which Dubey constructed from the money he got after mortgaging his house.

A small fee of Rs.16,500 is charged from students who can afford to pay, the rest of the college runs on a few donations. “Though funds are a big issue and we aren’t very financially stable, but we have managed to somehow float so far,” Dubey says.

The college runs 365 days a year where students can come anytime if they want to learn anything.

The future

Dubey wants to expand his initiative and track students at a young age so that quality education and skills are imparted from the beginning. He also wants to expand the organic farming initiative in the village and get more students involved in that. “Getting bigger brands to hire these students is yet another thing on our agenda,” says Dubey.

Watch this documentary to know more about the college –

How you can help?

• You can take up the volunteering programme and teach students here. The details of this programme are on their website.
• Sponsor a student. The list of students who require sponsorship is also mentioned on their website.
• “Connect us with like-minded people so that we can expand more. Or just a word of mouth will be enough,” says Dubey.

“I truly believe that if you actually want to bring a change, education is the best way to do it,” he says. Thanks to Dubey and his amazing initiative, thousands of rural youth see a brighter future now. Contact Pranjal Dubey to know more about SSISM’s work – pranjal@ssism.org. You can also check out their Website, Facebook and YouTube links for more details.

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From providing better study material and cultivating a scientific temperament to organizing various workshops and training for students and teachers, learn how the Eklavya team focuses on improving government schools and making sure that the students there get access to resources as good as the mainstream education system.

How often do we think if the books we read are enough to develop an intellectual mind or if the regular school hours impart the required wisdom into a child’s mind or whether all the children in a society are getting an equal opportunity to get a meaningful education? Eklavya, a non-profit organization, has given all this a thought, and has been working to improve mainstream education since 1982.

The organization focuses on innovative teaching techniques to encourage children to ask questions and understand  the subject rather than just memorise it. Eklavya believes in holistic development of the education system by changing teaching methodologies, classrooms practices, examination systems and the overall management of the schools.

An HSTP classroom is quite different from a regular one.

“There are two ways we can solve the problem in the education sector – by setting up our own chain of schools or by working with the government in mainstream education. The first solution is difficult to implement as it requires a lot of resources, training and preparation which is very hard to achieve. So the other solution is more practical – why not tap into already existing resources and work with the government?” says Rajesh Khindri, Executive Director, Eklavya Foundation.

The start

The history of this Hoshangabad-based NGO goes back to 1982 when a group of educationalists and social activists met to set up a centre for educational research and innovation in Madhya Pradesh. They named it the Hoshangabad Science Teaching Programme (HSTP), and involved the government of Madhya Pradesh and two other non profit organizations – Kishore Bharti and Friends Rural Centre.

It began as a pilot project in 16 schools. Dr. Anil Bharti, who started Kishore Bharti, had a science background so a lot of student engagement was focused around science which later got extended to other subjects as well.

Learning and teaching happens through practical experiments and not just text books

The team started a social science programme to strengthen the concepts among the students, who were expected to actively participate in the class and come up with their own views and experiences. The organization later on extended this methodology to other subjects including maths, language learning and child development.

They started the PRASHIKA programme which focused on the socio-economical and cultural background of the students. This programme was formally inducted into a state programme under the District Primary Education Programme DPEP of Rajiv Gandhi Prathamik Shiksha Mission (RGPSM) of Madhya Pradesh in 1995.

How it works?

The team of around 100 members works with schools and communities through publication and research. They have launched text books for children up to class 5 on all subjects and from classes 6 to 8 on science and social sciences.

The team regularly conducts training at various schools in Madhya Pradesh to familiarize them with the use of the material in their classrooms. They also organize regular health programmes for adolescent girls and community activities for students.

The teacher training program by Eklavya also has the teachers enthralled!

Eklavya has reached out to around 1,000 schools and 3,000 teachers so far, impacting around 1,00,000 students every year. They publish and distribute study materials through their publications that contain a wide range of books for children, activity materials, literature, educational classics, teachers’ manuals and much more.

They also bring out various magazines like Chakmak, Shikshanik Sandarbh and Srote for teachers and high school students. Their activity centre Pitara acts as a resource for study materials, books, magazines, toys and science experiment kits. Eklavya is running 20 Pitaras in 10 states of India. They are trying to address the challenges in the Indian education system with reforms in examination formats and teacher training, which has led to renewed efforts on updating text-books both at NCERT and SCERT level.

Hundreds of books created and distributed by Eklavya!

The NGO has been playing a key role in National Curriculum Framework and has also provided support to governments of Chhattisgarh , Bihar , Rajasthan and Andhra Pradesh in their curriculum and text book development.

The Challenges

“The biggest challenge is to work and coordinate with the government. It takes a lot of time to change their set pattern of working and influence them to try something new,” says Khindri. Another challenge is identifying the people who are interested in change and are ready to experiment with the teaching habits. “It cannot be a fast forward activity. It takes time to get the community engaged and build their trust,” he says.

Finding the right resources, volunteers and team is another challenge which almost every NGO faces.

A student trying to solve the mysteries of our world through a microscope

The Future

The Eklavya team wants to complete the public education system package and offer the holistic education experience to students of all classes. The organization is also planning to set up a policy advocacy at the Ministry Of Human Resource Development level where they will be suggesting a revised infrastructure and teacher orientation.

Lessons Learnt

“The most important lesson we have learnt in this journey is that while it is important to work with the state, it is equally important to work with the community and engage them regularly,” Khindri says.

Khimdri also advises to focus on the generation of human resources who are able to critically examine and are curious to learn and seek solutions.

Want to know more about Eklavya and the amazing contribution they are making to the current education system? Contact – info@eklavya.in

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Ritu Abbhi is proving that one does not need huge resources to bring a change. By conducting classes in her living room, she is transforming many lives in a simple way. Students not only understand the syllabus better but also get a chance to get quality education for free.

It’s 4:00 PM, and the gentle thrum of the day’s flurry settles down across the length and breadth of Noida. A group of children make their way into a house after their school hours, especially determined and enthusiastic about the day’s lessons. This is no trite school, mind you, but truly a home of learning. The kindly lady who lights these candles of enlightenment, Ritu Abbhi, settles these children down into the day’s class. The children gravitate towards her, undoubtedly, like a field full of sunflowers do to the sun.

In a matter of moments, it becomes clear why.

Every day after school hours, the students gather in Ritu’s living room for an interactive learning session.

Sprawled across her living room, these children are in the comfort of the house of their guru. Ritu is engrossed as she is laughing along with the children, encouraging them, teaching them, and all the while, being the wind beneath their sails.

In a day and age where quality education remains the privileged prerogative of a few, there is much to be said about initiatives like Ritu’s. Welcoming children of different ages, predominantly from underprivileged backgrounds, her classes help those that already go to school to study, in addition to helping those who do not have the luxury of going to school. Ritu’s initiative has its roots in her altruism.

I have always been inclined towards social work and helping those in need. I have made it a point to take up some kind of social work or the other in all the places I have lived in, whether it was in the North-Eastern part of the country or in the nation’s capital, Delhi. I am also associated with the Social and Development Research and Action Group (SADRAG), an NGO, and am a member of the eminent Lioness Club too. We regularly go to villages for our projects, where we work with people. While on these projects, I thought that I should start something for the village children who lived around where I live.

What started off as an idea soon took shape. Ritu spoke to some of the maids in the area, and educated them about basic cleanliness, literacy, banking and other things that helped them become self-sufficient. With time, she showed her eagerness to teach their children – for those that did go to school, there would be tuition, and for those that couldn’t afford school, Ritu’s home would turn into one. “The response was overwhelming – and from the very next day, children started pouring into my living room. I’ve bought books, stationery, registers and other supplies for them to use.”

Open to children aged from five until 14, the only criteria Ritu emphasises on is that the children must be from a background where access to education or supportive education is barred owing to financial constraints. “Some of the students do go to school but they can’t learn at home since the parents or guardians are illiterate and do not have time to attend to their children’s needs. I teach them all subjects being taught at schools according to the level they are each exposed to, which includes maths, language, science and social studies.”

Ritu focuses on students aged between five to fourteen.

Ritu asks children their preferences and needs, and helps them accordingly. “I help these children with their homework given at whichever school they go to, and prepare them for their exams. Some of the children do not go to school at all – and for them, I teach everything from scratch. Along with the regular educational curriculum, I teach the children how to remain clean and healthy.”

Sustaining interest, especially among children, is a challenge in its own right. “All work and no play is not a good thing. In order to keep their interest alive in their studies, I encourage them to play indoor games, take to doing a couple of paintings or even pastel colour drawings, get them to sing songs, recite poetry and also do a little show-and-tell where they can display their skills by presenting it to the group.”

The children are an energetic bunch. While the enthusiasm and energy is inherent in them owing to their age, to keep at pursuing their dreams with perseverance takes a lot of able support and moulding – which is what Ritu is, for them. “I have noticed that all the children are quite keen to learn – they need not be reminded to come for class, and I always find them present either on time or before time. Some students are very intelligent and just need guidance to shape their futures.”

Ritu Abbhi focuses on students who are unable to focus on studies due to financial constraints.

Give a man a fish, and he has a meal. Teach him to fish, and he’ll never go hungry again. What Ritu does today, will go a long way in the lives of these children.

“Education is the basic thing one gets and in most such cases right kind of education is not available for them to access. This has a series of consequences – mostly shortcomings – as they are forced to be confined to unfriendly and hostile environments that don’t help them evolve. Considering the experience I have in the social field and also the fact that I have stayed at different places in and outside India, I feel that a lot can be done for children from economically disadvantaged families.”

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