Gramin Vikas Samiti | NGO in Damoh

We Do For

Education & Child Protection

We’ve learned that the only way to make lasting change happen is to adopt what we call the ‘child-rights approach’ by looking at children’s issues in their entirety, rather than through the narrow prisms of education, health, child labor, child abuse, etc.
We are continuously working, advocating and generating awareness amongst the village peoples on the issue of child right which includes right to survival, right to protection, right to development and right to participation.
Organization approached to district administration to open Primary Schools in village Bhonpatha and Dalpatpur of Tendukheda block District Damoh to connect children with education. Through this approach the Primary Schools were established which covers approx 2000 population. Also, organization’s team has been participating in the government-run School Chalon campaign; cooperation was given in block Tendukheda and Jabera of district Damoh. The children whose names could not be registered in the school, those children were searched and presented in front of the senior officials of the district, attention was drawn and the admissions of the children were done. Children have been linked with education and provided hostels for destitute children. By identifying dropout out children, such children have been prevented from being deprived of education by getting them back in schools and classes. Girls have been motivated for higher education so that due to the efforts of the organization, girls struggling in the life of scarcity are also studying in colleges.

Building an effective education system for a world after Covid-19 needs to include a collaborative stakeholder engagement and customized solution for all target groups. It is pertinent to note the plethora of challenges that Covid-19 has brought to the fore since March 2020-- a digital divide, gender-digital divide, and quality of training. Even before Covid-19, India’s education sector was already trailing with an insufficient number of teachers, quality of teachers, and an ecosystem for training teachers, setting the ground for a digital education model. Students were at the receiving end of these sectoral issues.
A few challenges have been identified by a study conducted in slums of Damoh district. It revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties.
As a solution, organization have reached up to more than 5000 children for the development of children Physically, Mentally, and Intellectual and to build capacity we have organized capacity building sessions, provided life skill trainings. Through the various small group meetings we explained children about their growth from their birth, how your environment family, society, culture, institution etc. affects their life, what most significant things they should have, how they can achieve their goals, how imagination become true, what are the factors which may affect them more. Also aware children about the importance of education and explain how it plays a vital role in their life as well as more essential things.
We have organized life skills trainings for children group and adolescent group members and we have done the following activities such as follows: Initially we explained all things which covers children’s growths such as Physical growth, the growth of the body and its organs: physiological systems, pubertal changes, the appearance of physical signs of aging, the change in motor abilities etc. We also discuss about their cognitive growth, development of the child’s mental abilities such as perception, language, learning, memory, problem solving, and other mental processes. The third one is psychosocial development, development of personal and interpersonal aspects such as motives, emotions, personality trails, interpersonal skills and relationship, and roles played in the facility and the lager society. Awareness spread about Child Rights among the children such as rights to live, rights to education, and rights to participate etc. According to Child Centre Module spread awareness about Child Rights among the children and informed their parents to take care of their kids along with the information of their psychosocial wellbeing.