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COLLABORATION FOR CHANGE​

Ignis Careers

Ignis Careers works for quality education needs for and with children in low income vulnerable, those caught in the conflict zones and particularly underserved rural communities. 

Our role

We designed and delivered a participatory and joyful learning year-long curriculum to train Anganwadi teachers who are early childhood educators. We collaborated for Hyderabad, Mumbai and Pune region in the year 2022-23. More than 45 Anganwadi sevikas underwent training to impact 900 early childhood learners.

  • Introduce the idea of participatory development that integrates community resources and nurture importance of early childhood education.

  • Guide the sevikas systematically on thematic, multisensorial, play way-participatory learning approaches to engage every child who are part of the anganwadi center.  

  • Develop and encourage creativity in teaching methodologies through story, games, puppetry, art, craft and songs.

  •  Explore ways to engage mothers from community to utilise simple materials to impart continuous and build stimulating learning environment for young minds.

  • 45 Anganwadi sevikas transformed their understanding towards the importance of early childhood education beyond health care needs.

  • Learnt participatory teaching methods and innovated many learning materials with existing low-cost resources to make the learning joyful and purposeful for over 900 children.

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Shankar Foundation

Shankar Foundation strives for promoting and assuring quality rehabilitation services with a compassion to change the lives of people with special needs.Today Shankar Foundation is an answer for more than 300 parent’s concerns with a range of special needs. The foundation caters therapeutic, educational, vocational, employment, life skills and geriatric services from 3 years to till old age.

Our role

We designed and delivered participatory and joyful learning through a virtual platform (zoom). Guiding the students in presentation and quiz skills.

  • Various general knowledge topics were discussed.

  • Children were also guided on how to create these presentations and facilitate a quiz.

  • Enabling critical thinking skills and research skills in the children.

  • The children were able to create PPTs with the help of their teacher or parent and conduct these.

  • The teachers, parents and the children were able to see that no form of disability meant the child was any less intellectual.

  • Parents of the children with special needs shared that their child started asking questions about their environment ( as to the topics in the quiz).

Centre for Social Equity and Inclusion (CSEI)

CSEI is a people-centred organisation passionately committed to social equity and inclusion in their intervention models for the enrichment of socio-economic-cultural rights for socially excluded communities.

Our role:

We are knowledge partners to design a year-long curriculum for Girls Learning and leadership program. The 200 hours learning program is delivered through online and offline based model of intervention using technology effectively for remote teaching.  100 young adolescent girls from 3 locations are participating, they are from tribal area (Purnea in Bihar), rural dalit villages (Ambedkar Nagar, Chitrakoot, Shravasti (in UP) and those who are raised in urban slum communities in New Delhi.

  • This participatory learning curriculum focus on building Leadership qualities and gender awareness to understand the importance of educating girls for the progress and development of society.

  • Build a year-long Foundation skills for communicative English and understand the various discourses that is taught is class 10 and 12 levels.  

  • Promote peer to peer learning approaches in the community to practise Life skills in action.

  • 100 Young girls were trained and they in turn imparted their learning for peer learning groups within their communities to upskill 3000 school girls in schools.  This is a unique model which helps to support each other particularly girls without becoming dropouts. 

  • Effective use of zoom technology, Google classroom and WhatsApp has been applied in the learning process. 

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Testimonial

The girls had some level of comprehension but their language skills were not sufficient. So we discussed and further adapted the curriculum which i4 Connect had initially begun with. In the second phase, we have come to an adapted curriculum with the support of i4 Connect that is more relevant to adolescent girls from marginalized communities. 

 

I have seen a lot of change and progress in the girls through this process. Mainly, because these girls are getting the first time opportunity to engage in such a manner, actively in a participatory learning process. I don’t think they have this opportunity anywhere else. They are more confident now, taking up leadership responsibilities and building their language capacity. 

 

We are happy to continue the collaboration with i4 Connect Foundation for empowering girls.

Annie Namala
Founder of CSEI, Delhi

Testimonial

The focused initiative activities of I 4 connect with aim of inclusion played a pivotal role in shaping self esteem of each and every child participated. The integrated programs worked in all layers of learning externally as well as internally. They have gamut of programs to meet the need of all children, teachers and communities. We, management, staff and families at Shankar Foundation feel good about being part of I 4 Connect in facilitating smooth transaction in every child’s life with special needs.

Mrs. Sridevi Prasad
Founder of Shankar Foundation