Partner Spotlight - Empowering Girls at Centre for Social Services

Girls in the C2C TechLab

At Commit-2-Change, we believe empowerment begins with access to quality education, guidance and mentorship. Nowhere is this more evident than in our partnership with Nimmagadda Anandamma Memorial (NAM) Girls School, operated by CSS in Telangana. Over the past year, C2C programs have supported approximately 400 girls from Grades 3–9 at NAM, with an impactful mix of classroom instruction, after-school sessions, and one-on-one counseling.

A Look Inside the Program

With a dedicated junior and senior Techlab tutor onsite and two additional senior remote teachers, students at NAM received over 1,400 hours of theoretical instruction and 520 hours of hands-on tech training per grade. Our programs spanned Vedic and Abacus Math, college and career counseling, and a full Techlab curriculum that included coding, robotics, and app development.

Thanks to our supporters, including Triveni Turbines, NAM’s 30-PC computer lab now boasts a dedicated 100Mbps broadband connection and a smart classroom solution (K-Yan), enabling our girls to access real-time, interactive digital learning.

Measurable Impact

·  100% of C2C Grade 10 girls are on track to pass their board exams this year.

·  Enrollment at NAM increased by 30%.

·  Girls built 50 microsites, created 4 mobile apps, and completed 65+ digital literacy practicals.

·  C2C girls outperformed district averages on math and digital literacy benchmarks by over 50%.

·  Soft skills flourished too: confidence up 50%, creativity 60%, problem-solving 65%, and coding skills by 54%.

·  Higher Education: Over 98% of students have now enrolled in colleges and universities of decent stature, rather than dropping out or turning to short-term vocational tracks.

·  21st Century Jobs: One of our graduates was recently selected to work in the life sciences industry in Bangalore by Celegence, a leading US-based company, a testament to the real-world pathways C2C girls are accessing.

Also inspiring, we’re seeing more girls opt for STEM-related paths after Grade 10, with a 9% increase in non-medical track selection and a 5% bump in medical track interest.

Why It Matters

In a district where only 47% of government school students in Grades 3–5 can perform basic arithmetic, girls at NAM are doing mental math, mastering MS Office, and building tech projects that would make any engineer proud. This is the power of consistent support, capable teachers, and curriculum designed to ignite potential.

NAM Girls School is just one example of how our tailored interventions can create measurable, lasting change. With 13 other active partnerships across the region, the ripple effects are multiplying, and we’re just getting started. Stay tuned as we continue to share more stories from the field. Girls everywhere deserve the chance to control their futures, and together, we’re making that possible. 

Igniting Dreams Through Robotics

Girls in robotics class

Something exciting is happening In a small tribal village in Gujarat. More than 100 girls at EMRS school are stepping into a new world where technology isn't distant, but something they can command with their own hands. C2C’s STEMLab and newly added Robotics program are helping girls turn their curiosity into confidence and learning into leadership.The classrooms are filled with energy, discovery, and new possibilities.

Early in 2024, C2C expanded its STEMLab curriculum to include a hands-on robotics program, adding a powerful dimension to an already impactful initiative. With significant investments in curriculum development, teacher training, and equipment, girls are now doing more than just assembling and programming robots. They’re sharpening critical thinking skills, tackling real-world challenges, and learning to innovate with purpose. Through coding, robotics, and ethical tech lessons, they’re gaining essential 21st-century skills that remain out of reach for many students in rural, underserved communities in South Asia.

A New Way of Learning

Traditional education often separates theory from practice. But at EMRS, robotics is now bridging that gap. Approximately 105 girls from Grades 6 to 11 have been involved in the C2C STEMLab curriculum over the past several years. This coursework begins with basic computer operations and internet safety, and progresses to Scratch programming, AI and machine learning.

The arrival of robotics in the 2024 academic year took their experience to the next level. Girls assembled their first robots, programmed movements, understood the role of sensors, and watched their creations come to life. "When I saw the robot move because of the commands I gave, it felt like a dream!" shares Bhagyashri, a ninth grader. "I realized that technology is not just for watching, it’s for creating too."

Suddenly, Science and Math were no longer abstract subjects. They became tools for action and innovation. Academic scores at the school reflected this shift over the course of the year. Science scores improved by an average of 12% and math scores by nearly 15% among participating students.

More importantly, the girls experienced growth that goes beyond what can be measured on a report card. They built essential life skills like creativity, confidence, communication, and critical thinking, and resilience. Riya, another participant, reflected: "Earlier, Science was just a subject to memorize. Now, after robotics, I understand why we learn it."

The Robotics program not only improved academic performance, it also sparked a new interest in technology careers among participants, boosted critical thinking skills, and encouraged innovation. Students see mistakes not as failures, but as steps toward success. As Divya put it: “I learned that making mistakes is part of building something new. Every time my robot didn’t move the way I wanted, I found a new way. Now, I won’t give up easily. Not in class, not in life."

The Role of the Guru Krupa Foundation

This transformative experience has been made possible through the generous support of the Guru Krupa Foundation. The Foundation’s support has enabled C2C to not only continue to run but to expand its STEMLab program and introduce new dimensions like robotics. Their continued investment in initiatives like the STEMLab, English learning programs, and Vedic Math curricula ensures that tribal girls are not left behind, but are equipped with the tools, skills, and confidence to thrive in a technology-driven world.

A Future Built on Confidence

At C2C, we believe in the power of options and that the future belongs to those who can adapt, innovate, and lead with integrity. Integrating Robotics with our STEMLab curriculum is one way we hope to instill resilience and leadership in the girls we serve. 

The smiles of Bhagyashri, Riya, and Divya, offer some proof that with the right opportunities and support, anything is possible.

Meet Pragathi

Pragathi by her desk at Celegence

Abandoned as a baby and left on the steps of an NGO, Pragathi grew up considering it her home until the government shut it down due to serious allegations. Then, along with 17 other girls, she was sent to the Government State Home in Nimboliadda, Hyderabad, by the Women and Child Welfare Department, leaving her feeling abandoned for a second time and her future uncertain once again.

But everything changed in 2017 when C2C stepped in, providing Pragathi with access to education, mentorship, and ultimately a career opportunity that would secure her future. Relocated to a C2C partnership school in Hyderabad, Centre for Social Services, she found stability, care, and a renewed sense of family. Encouraged by the teachers and team on site, she began to envision a brighter future and embraced every opportunity to thrive, academically, personally, and professionally.

Pragathi excelled in her studies. At CSS NAM Girls High School, she achieved an impressive 8.5 GPA on her 10th-grade Board Exams. This success ignited her passion for science, motivating her to enroll in intermediate studies, where she continued to excel in her core subjects. Her dream of working in pharmacy, a field that would allow her to help others, began to take shape.

With continued guidance and support, Pragathi succeeded in the EAMCET exam, earning admission to the prestigious Sri Indu Institute of Pharmacy. During her college years, Pragathi’s research on CNS diseases earned her special recognition at a pharmaceutical exhibition, marking her as a rising talent in the field. Each milestone reinforced her belief that she could create meaningful change in the world.

As Pragathi approached graduation, C2C’s influence became even more critical. Understanding the importance of career placement, C2C leveraged its network to identify Celegence, a company interested in building an internship and employment pipeline for C2C graduates. Initially considered for an internship, Pragathi’s dedication and capabilities made such an impression that Celegence offered her a full-time position.

More than a job offer, this was the start of a brighter future. C2C continued to support Pragathi by sponsoring her travel to the new city and accommodation for six months, providing her with a stable foundation to begin her professional career.

“I am deeply grateful to both CSS and C2C for their support in helping me turn my dreams into reality.”

— Pragathi

From her difficult beginnings to her success as a pharmaceutical professional, Pragathi’s journey exemplifies the profound power of education and opportunity. She represents the very reason C2C remains committed to creating sustainable pathways that empower young women to rise, thrive, and give back.

Helping Girls Navigate the Digital World with Confidence

Cyberbullying Workshop held at C2C Partner site, MSA, in Gujarat

At C2C, education goes beyond books—it’s about equipping girls with the skills to navigate real-world challenges, including online safety. For many of the 1,130 girls who attended our recent cyberbullying workshops, this meant learning how to protect themselves online and reclaiming their confidence in the face of challenges that can feel overwhelming.

The importance of this work hit home for us in one particularly tough case. A young girl who was harassed online became so embarrassed and overwhelmed that she didn’t leave her house or go to school for three weeks. It was only through the intervention of C2C staff and her school administration that she was able to come back to her studies and start to feel safe again. This isn’t just a one-off story—it’s the kind of issue so many girls are facing today.

The girls we work with already deal with incredible obstacles. They are growing up in poverty, without access to consistent resources or opportunities. On top of that, the internet can become another source of stress and harm. But what we’ve learned is that with the right support and education, these girls can not only overcome those challenges but thrive.

That’s why these workshops are so important. Spread across six of our partner centers, the sessions covered everything from understanding cyberbullying to setting up two-factor authentication and talking to parents about online safety. It wasn’t just about giving lectures—it was interactive, practical, and focused on helping the girls build confidence in their ability to stay safe.

From a psychologist's perspective, the workshops were crucial in addressing the emotional and psychological challenges the girls may face in the digital space. As Ms. Arora, a psychologist at C2C, explains:

"These girls often lack access to the resources or guidance needed to navigate online platforms safely. Cyberbullying can lead to feelings of isolation, anxiety, and depression, which are amplified for those without adequate support systems. The workshop aimed to empower them with tools for recognizing, preventing, and responding to cyberbullying, fostering resilience and self-esteem. By equipping these girls with knowledge and coping strategies, the workshop not only promoted mental well-being but also aimed to build confidence and help them feel more secure in their online interactions."

The results? They’ve been amazing:

• 450 girls opened new bank accounts, a huge step toward managing their finances responsibly.

• 900 mobile devices secured, doubling the number of students applying what they learned about cybersecurity.

• 478 families educated on cyber risks, showing how these workshops are making an impact beyond the classroom.

• A 113% drop in unsafe online behaviors, which means these girls are applying what they learned to their daily lives.

These numbers represent real changes. Girls are not only taking charge of their own digital safety but are also becoming advocates for their families. They’re explaining cyber risks to their parents, teaching them about online scams, and creating a ripple effect of awareness and empowerment.

Students themselves have felt the transformation. Kavya, a 6th standard student shared, "After the cyberbullying workshop, I realized we shouldn't hurt others on the internet but keep everyone safe and happy."

Siddhi, a 9th Std student added, "Before the workshop, I didn't realize how serious cyberbullying could be. Now, I'm more aware of the potential dangers and I'm committed to being a responsible digital citizen."

At the end of the day, this work is about more than just keeping girls safe online. It’s about giving them the confidence to tackle challenges, take ownership of their futures, and know that they have the power to change their lives—and their communities—for the better.

Gaining Confidence: The Power of Financial Literacy for Girls

Financial literacy is not just about numbers–it’s about empowerment. For underprivileged girls, understanding the basics of money management can mean the difference between vulnerability and security in a world where financial scams and exploitation are all too common. This is why C2C has prioritized Financial Literacy workshops, providing girls with the skills and knowledge they need to build a better future for themselves and their families.

The financial literacy workshop not only simplified complex topics like banking, investments, and money management but also inspired me to pursue a career in commerce. I am grateful for the invaluable lessons that will guide my present and future endeavors!” said Vaishnvi from Class X who attended the workshops. This testimonial underscores how these sessions go beyond teaching financial concepts; they open doors to new aspirations and career paths.

The rise in unsafe lending practices, online scams, and financial traps disproportionately affects vulnerable communities. By equipping our students with practical financial knowledge, C2C gives girls a crucial layer of protection in a digital world, empowering them to identify and avoid scams, manage money effectively, make informed financial decisions, and plan for their future.

Led by experts Ms. Shivani and Mr. Kuber, who collectively bring over a decade of experience in money management and the BFSI (Banking, Financial Services, and Insurance) sector, the C2C Financial Literacy workshops were designed to be both comprehensive and engaging.

The workshops spanned a productive eight weeks in 2023, reaching approximately 950 girls across four centers. Each center covered four grades, ensuring students of a wide age range benefited from the program. With seven hours dedicated to each grade and a total of approximately 30 hours of workshop time per center, the sessions provided an in-depth financial education tailored to the needs of the students.

The results speak volumes about the impact of these workshops. Over the course of the program, the girls demonstrated remarkable improvement in their understanding of key financial concepts:

Table illustrating improvement across workshop topics

The C2C Financial Literacy workshops provide girls with the confidence to take charge of their financial futures, breaking cycles of dependency and vulnerability. By empowering young women with financial knowledge, we aim to ensure that every C2C student has the tools she needs to navigate the financial landscape with confidence and resilience.

Together, we’re building a future where knowledge is power—and where every girl has the opportunity to thrive.

Guru Krupa Foundation and C2C: Bridging Language Barriers for Girls in Gujarat

Gujarat, India - Girls in the English Language Learning Lab

Imagine being 12 years old, transitioning from a school where everything is taught in your mother tongue to an English-medium school, where every lesson, every word, feels unfamiliar. This is the reality for many girls from agricultural and tribal backgrounds who have completed their education in regional language schools up to the fifth standard. Suddenly, in the sixth grade, they are expected to navigate the complexities of a new language that feels overwhelming.

These girls, eager to learn but struggling to understand, need a solution that makes learning English approachable, fun, and engaging. Enter the English language lab software – an innovative tool that’s bridging the gap between their struggles and success.

A New Approach to Language Learning

Traditional methods of learning a language often involve memorizing vocabulary and grammar rules. But the girls in C2C’s Muni Seva Ashram program needed something more dynamic, something that would turn language learning into a joyful experience. While these girls attend regular English classes, the learning lab supplements their education by providing an innovative and engaging tool that makes learning English approachable and fun.

This software, which includes a headset for recording and listening, introduces English to the girls in a fun, step-by-step manner. It covers all essential language skills—listening, speaking, reading, and writing—through interactive exercises, games, and activities. “I love the animations and games after each session,” shares Preeti, one of the students. “They make it feel like play, not work.” With different modules designed for each grade level, the complexity increases gradually, ensuring that students build their skills at the right pace.

Whether it’s starting with basic vocabulary or diving into advanced comprehension, the learning journey is smooth and tailored to each learner’s needs. No longer confined to rote learning, the girls can learn at their own pace, gradually building their confidence.

Instead of viewing English as a difficult subject, they now approach it with curiosity and excitement. As Sejal, a student in the program, says, “I used to be scared when the teacher spoke in English. Now, I feel brave to talk in English too.”

Learning with Purpose and Passion

The language lab has transformed the way these girls utilize their time in school, and many step into the lab to ‘practice’ during non-class hours. Whether it’s listening to stories, recording their own voices, or completing fun reading exercises, each activity brings them closer to mastering the language.

One of the most exciting features of the software is its progress-tracking capability, allowing each student to monitor her growth across all four language skills—reading, writing, listening, and speaking. Through gamification, students learn pronunciation and intonation in a fun, game-like experience. This not only keeps them motivated but also provides teachers with valuable insights into areas where additional support may be needed. The system promotes individual progress, encourages self-reflection, and gives students a clear sense of accomplishment as they advance.

The Role of the Guru Krupa Foundation

This transformative program at Muni Seva Ashram has been made possible through five years of grant support from the Guru Krupa Foundation (GKF), which has grown annually to advance students’ learning. Their support has expanded programs like the STEMLab, Vedic math, and counseling services.

Guru Krupa Foundation (GKF) is a private foundation based in the State of New York (https:// www.guru-krupa.org).  The Foundation follows a holistic approach to charitable giving focusing on four broad categories: Social Welfare, Higher Education, Spirituality, Culture Arts and the Environment.

In 2024, their support enabled us to provide Techlab training to around 200 girls at 2 locations (ERMS and VUUBV), English training to 120 girls, and Vedic math training to around 90 girls. Systems such as the English language learning lab boost communication skills and confidence, furthering GKF’s commitment to empowering underprivileged girls through education in India.

The benefits to knowing English in India are manifold. English is the language of higher learning in India. Most high-paying white-collar office jobs also require a decent command of English, and proficiency in the language is a requisite for many government positions. Moreover, research shows that fluency in English can increase wages in India by 34% and 13% for those with partial English proficiency, underscoring its transformative potential for the girls in our programs (Harvard Political Review).

The Road to Lifelong Success

The long-term benefits of this program are far-reaching. By mastering English, these girls are being equipped with the communication skills that are crucial in today’s world. Whether they choose to pursue higher education or enter the workforce, their confidence in speaking and understanding English will give them an edge.

As one of the girls, Riya, enthusiastically shares, “I love how we get to play games to learn new words! It’s like I’m having fun and learning at the same time.”

This program isn’t just about teaching English; it’s about empowering underprivileged girls to believe in their potential and break free from limitations. Through the language lab, they are not only learning to communicate better—they are discovering the joy of learning, dreaming bigger, and preparing for a brighter future.

Celebrating the Impact of C2C Fellows on International Day of the Girl

C2C Fellowship recipient, tutoring younger girls in the community

As International Day of the Girl approaches on October 11, 2024, C2C is proud to celebrate the incredible accomplishments of our 2023–2024 fellows. Last year, we supported 22 remarkable young women as they navigated their college journeys. However, the impact of our fellowship program extended far beyond these individuals and reached nearly 165 girls across various communities. This success is a testament to the power of education and the commitment of our fellows to uplift others.

The young women in C2C’s fellowship program, who come from challenging backgrounds, have an extraordinary dedication not only to their studies but also to their communities. Their ability to balance college responsibilities while giving back highlights their resilience and determination. For example, Sapna, a C2C scholarship student, took the time to tutor and encourage FFLV 10th grade student Radhika in math. As a result of Sapna’s support, Radhika achieved strong grades. Similarly, after receiving English tutoring from C2C scholarship recipient Varsha, 10th grade FFLV student Gungun also excelled academically.

Through their volunteer efforts and advocacy, C2C fellowship students prove that education has the power to transform lives. 22 fellows received grants totaling ₹11,14,640 to cover college expenses. Another 142 girls benefited from our educational initiatives, including:

• Board Exam Support: 11 fellows helped their peers pass board exams, reaching an additional 11 girls in the process.

• Climate Change Awareness: 8 fellows trained 23 girls in climate change initiatives, empowering them with vital knowledge for a sustainable future.

• Digital Literacy: 10 fellows provided training to 28 girls, ensuring that they were equipped with essential digital skills.

• English Language Skills: 13 fellows worked with 69 girls, enhancing their English language proficiency, a critical tool for academic and professional success.

• School Enrollment: 11 fellows actively assisted 11 girls in re-enrolling in school, paving the way for brighter futures.

One of the most inspiring aspects of our program is that the fellows help girls who previously dropped out return to school, while also encouraging others to attend for the first time. The principal of FFLV recognizes the advocacy efforts of C2C fellow Bhawana. Through her persuasive efforts, Bhawana successfully encouraged the parents of Durga, a girl from a very poor background, to enroll her in school. Thanks to such support, girls like Durga are claiming their right to an education and future opportunities.

C2C Fellow, Bhawana

As we celebrate International Day of the Girl, C2C recognizes the hard work, commitment, and compassion of our fellows and each girl who benefited from our program. These young women embody the spirit of change and demonstrate the profound difference that educated girls can make in their communities. 

C2C remains dedicated to supporting and empowering young women. As we move forward, we continue to seek ways to enhance our fellowship program, providing even more girls with the resources they need to succeed. Together, we can continue to build a future where every girl has access to education and the opportunity to make a lasting impact.

On October 11, join us in honoring our 2023-2024 fellows and their incredible achievements. Together, we can amplify their voices and celebrate the transformative power of education for girls around the world.

Building Websites, Building Futures: A C2C Success Story

Radhika, FFLV Student

At C2C, we believe that education is a powerful tool to change lives. Our web development program, part of the STEBLab curriculum and introduced in 2022 at the Food for Life Vrindavan (FFLV) center, has helped students apply their technical skills in meaningful ways. One of the brightest examples of this is Radhika, an 11th-grade student who used her newly acquired web development skills to make a significant impact on her family’s livelihood.

Radhika’s Personal Journey

“Hi, I’m Radhika, and I’m a student at the FFLV center. My father works as a cab driver, and for a long time, he manually handled the logistics of his business. Managing bookings, pricing, and customer details was stressful, so I decided to use the web development skills I learned through C2C to help him streamline his cab service.

Inspired by my father’s hard work, I set out to create a website that would not only organize his business but also reach new customers online. Building the website was a challenge—I had to ensure the design was simple, easy to use, and mobile-friendly, as most customers would book rides through their phones.

One of the most difficult parts was creating a fare calculator that factored in distance and time, but I kept testing and refining it until it worked perfectly. Thanks to the training I received through C2C, I was able to overcome these challenges and build a site that improved my father’s business operations significantly. Now, he can receive bookings online, and we’ve seen new customers come in because it’s so much easier to book a ride.”

The C2C Impact

Radhika’s story is a perfect example of how our programs at C2C empower young women to support their families and communities. In her case, the web development classes allowed her to develop a website that not only organized her father’s cab business but also opened new opportunities through digital presence.

With a step-by-step approach, Radhika built the website using HTML for the structure, CSS for styling, and JavaScript for key features like booking forms and fare calculation. She also ensured that the website was mobile-responsive, making it accessible to users on all devices. Additionally, she explored search engine optimization (SEO) techniques to increase visibility, helping her father’s cab service reach a wider audience.

Looking Ahead

Radhika’s journey doesn’t end here. She plans to improve the site further by adding online payment options and a customer review section to build trust and expand her father’s client base. Her experience has not only helped her father’s business but also boosted her own confidence, inspiring her to continue learning and growing.

Advice to Other Students

Radhika encourages other students to trust in their abilities and take on projects, no matter how challenging they seem at first. “Completing this website has been an incredible journey for me. It’s helped my family in ways I hadn’t imagined—my father is more relaxed, and the business is running smoother. Personally, it means a lot to be able to apply what I’ve learned to help my family.”

Through her determination and the skills she gained, Radhika exemplifies how education can create real, lasting change. We are incredibly proud of her achievements and look forward to supporting even more students as they apply their knowledge to uplift themselves and their communities.

The website Radhika created can be viewed here.

Leveling Up C2C’s STEM Lab

C2C girls in Bangladesh

At C2C, we’re thrilled to announce new upgrades to our STEM lab! These cutting-edge technologies will empower our students to create and innovate while strengthening their skills in science, technology, engineering, and mathematics.

STEM skills and knowledge lead directly to future jobs, and by encouraging girls to pursue STEM education, we aim to help them break the cycle of poverty and take control of their futures. We’re proud to see our students seizing these opportunities. Just last month, one of our own secured a job in cybersecurity—a testament to the impact of STEM education on our students’ futures.

This success story is one of many and underscores the importance of our work at C2C. Through our upgraded STEM lab and dedication to empowering students, we’re helping to give girls the power of choice in their lives.

Here’s a sneak peek of how our enhanced STEM labs will support our mission.

C2C girls will explore and experiment with innovative technologies:

• With robotics kits featuring sensors, motors, and controllers, they’ll undertake hands-on projects to design and build their own robots.

• Utilizing software platforms like Next Education’s robotics programming interface, they’ll learn the coding skills required to control their robotic creations.

• They’ll engage with dynamic learning tools like interactive displays, augmented reality (AR) resources, and simulation software that makes abstract concepts come to life.

These technologies perfectly complement C2C’s mission of equipping girls for success:

• Next Education’s robotics technology blends key STEM fields like programming, electronics, and mechanical engineering.

• The robotics solutions have intuitive, user-friendly interfaces and a curriculum that aligns seamlessly with C2C’s educational goals.

• The interactive tools cater to different learning styles and encourage students’ active participation.

In addition to empowering our students, the new upgrades also provide valuable benefits to C2C teachers:

• Comprehensive training sessions led by Next Education experts will ensure teachers are well-equipped to maximize the potential of the upgraded STEM resources.

• Ongoing support, including workshops, webinars, and access to instructional materials, will give teachers the assistance they need to integrate new technologies into their classrooms.

• Mentoring programs and opportunities for peer collaboration will foster a culture of knowledge sharing and professional growth among our teaching staff.

Additionally, the girls will explore experiential projects and activities such as:

• Robotics Challenges: Students will participate in robotics competitions in which they design and program robots to complete specific challenges, such as maze navigation or object retrieval.

• Interdisciplinary Projects: Students will apply their robotics expertise to solve pressing real-world problems. Projects may range from crafting assistive technologies for individuals with disabilities to creating eco-friendly solutions for sustainability.

With these exciting new technologies, C2C and our partners anticipate the following outcomes for our students:

• Increased engagement and motivation, leading to greater academic achievement across STEM disciplines. Cultivation of C2C’s “Four Cs”—confidence, creativity, communication, and critical thinking—through immersive, project-based learning.

• Development of problem-solving and collaboration skills with team activities.

• Enhanced career readiness, with practical skills and knowledge applicable to fields such as robotics, engineering, and computer science.

C2C’s STEM labs have always aimed to provide girls with the tools and resources needed for their futures, and by implementing these cutting-edge technologies, we are taking that commitment to the next level. “These upgrades will not only enrich our curriculum,” says Ms. Trupti Shinde, Senior Tutor at C2C, “but also empower our students to become innovators and leaders in the fields of science and technology.

Empowering Dreams & Shaping Futures Through Emotional Support

As a core principle, Commit-2-Change focuses holistically on the girls we serve. We empower our students with education and STEM training, but we also recognize them as individuals deserving of emotional support. In early 2023, a founders’ visit to our partner centers led to the discovery that many of the girls suffered from a severe lack of self-confidence—which was attributed to a fear of learning, as well as little support outside of school hours. This deficiency in the girls’ lives was also affecting their academic progress and future goals.

In our drive to help the girls develop emotional and mental resilience, C2C implemented a counseling program in May 2023 that serves more than 200 girls in regular one-to-one, hour-long counseling sessions. The girls’ ages range from 11 to 15. The program, led by Ms. Resham Arora, is designed to provide a safe space for students to focus on healing past traumas, building inner strength and confidence, and reinforcing their academic and life skills.

Ms. Resham, a child therapist licensed by the Indian government, earned a bachelor’s degree in Psychology followed by a master’s degree in Clinical Psychology from Amity University. She is a counseling psychologist, a career and behavioral counselor, and a corporate trainer/consultant. Her father is also a well-known child psychologist, so she had firsthand experience with child psychology at a young age.

In the C2C counseling sessions, Resham meets with girls from very different social and family backgrounds. She takes a holistic approach with each girl—addressing their emotional needs, providing ways to improve their academic skills, and empowering them with communication and problem-solving techniques. In her wish for the girls to feel heard, Resham seeks to establish a sisterly bond with them so they feel as if they’re talking with a peer rather than a teacher. For her, the most rewarding part of the job is “being part of so many beautiful lives” and seeing the girls’ smiles at the end of a session.

The sessions are not always easy, as Resham knows many of the girls have experienced painful trauma in their young lives, and they are often hesitant to talk. Her first goal is to make sure each girl is comfortable with her so they can address other problems. She is careful about what she says, recognizing that a wrong word or phrase could trigger further emotional difficulties. She also encounters language and cultural barriers, which she overcomes by seeking support from local tutors and translators, especially in Nepal and Bangladesh.

Resham uses a variety of techniques in the sessions, including video lessons, games, and music. She says the girls love anything that makes them feel engaged. She purposefully keeps the sessions interactive and fun, letting the girls make their own routines and schedules. She helps them with time management and gives them useful ways, such as mnemonics, to approach their academic material. Resham also uses stories as a way to teach life skills, leaving the ending open for the girls to write. This enhances their interaction and creativity. To further develop her understanding of each girl, Resham talks to the other C2C teachers so she can learn more about the girls’ individual academic habits and processes.

The girls love the sessions with Resham. They say that she is exceptionally kind and patiently listens to anything they want to share. She helps solve their problems and gently explains things, and they appreciate that she asks about their goals, favorite things, family background, and likes and dislikes. Some of the girls have also found innovative ways to overcome the language barriers, including sign language, gestures, and Google Translate. The girls find the one-hour sessions with Resham to be a “source of relief, allowing them to breathe and relax.” All of the girls surveyed reported that they wanted to continue the sessions next year.

Over the course of the year, Resham has seen a beautiful growth in the girls. She reports that they have started accepting both their strengths and faults, leading to a higher level of self-confidence. As a result, their academic skills have also improved. They have stronger attention spans and are more self-directed and motivated. On Resham’s advice, they practice English and mathematics regularly. Resham also teaches them meditation and concentration techniques, which help them maintain both emotional and mental balance.

The counseling program has been a great success, and while Resham does not want to change anything about it at this time, she does hope to address the girls’ lack of time after school. Many of the girls have to work to earn money, so they have little time for themselves.

Resham understands that the girls she counsels have big dreams, but they don’t know where to start making them come true. In each session, she asks the girls to make five promises—self-love, learning to say “No,” prioritizing, self-awareness, and trying new things. This mantra enables the girls to accomplish small but achievable goals. For Resham and C2C, the goal of the counseling program is to help the girls become emotionally independent, vocal about their opinions, and self-confident, and to set them on the path to realizing their dreams.

From Struggle to Strength - Blog Post Series #3

As the holidays and new year approach, C2C is honored to present “From Struggle to Strength,” a series focusing on the personal stories of the girls we support. We invite you to celebrate these remarkable young women as they share their hopes, challenges, dreams, and accomplishments. Your support of our students and their limitless potential is deeply appreciated.

Archana

Archana is 13 years old and has been attending SPRJK for four years. Her family of six relies on her father’s inconsistent wages as a carpenter. Since she and her siblings are too young to work, she helps her mother with chores at home. Archana is grateful to C2C and SPRJK for providing them with a monthly ration and her education.

She loves drawing, dancing, singing, and participating in school taekwondo competitions. She is proud to be competing at the district level. “I think the skills that I acquire in taekwondo are skills that are helpful in life,” she says. “They teach me great morals between right and wrong.”

Archana wants to become a doctor and counts her father as the person she most admires. “I really admire my dad because he taught me to dream big,” she says. “He is doing so much hard work to fulfill our wishes. He’s my inspiration, my superhero, my everything.”

Archana appreciates the math and technology skills she has learned in C2C programs. “Because of computers, we learned many new topics as well as much information about the world and technology,” she says. “Vedic math taught us an easy way to…make math more interesting…now I love to do math. This knowledge will be helpful for my career path.” Science and computers are her favorite classes because she loves to experiment and to use technology. 

Archana now helps her father with online bill payments and forms using tools like Excel and Google Drive, a skill she learned through C2C classes. She is happy about his pride in her new abilities. She is also grateful to C2C for providing students with remote access and phones so she could continue her studies during the COVID-19 lockdown. She especially enjoyed learning Scratch.

“Thank you so much for supporting girls’ education,” Archana says. “If one girl will be educated, (then) society will be educated…Sharing and learning are what keep me alive and growing every single day. That’s why I’m grateful to have this opportunity to grow. Thank you, entire C2C team.”

From Struggle to Strength - Blog Post Series # 2

As the holidays and new year approach, C2C is honored to present “From Struggle to Strength,” a series focusing on the personal stories of the girls we support. We invite you to celebrate these remarkable young women as they share their hopes, challenges, dreams, and accomplishments. Your support of our students and their limitless potential is deeply appreciated.

Trisha

Trisha is 12 years old and has attended EMRS for a year. Her father is a tractor driver, and her mother works on a farm, but their income does not provide enough for their household needs. 

Having seen her parents work so hard for their family of five, Trisha is determined to make the most of her education. “I have seen my parents sacrifice so much to send me to school,” she says. “I have seen them cry and struggle and I will not disappoint them.”

Trisha loves to sing and play kabaddi, which is a contact sport between two teams. “It is a sport that increases blood circulation in our body,” she says. “Like any other game, it teaches us discipline and increases the sportsman spirit inside us.”

Inspired by her English teacher’s dedication and patience, Trisha wants to become a teacher herself one day. She likes making her teachers happy and is proud when she gives them correct answers. “It gives me motivation to work harder and become like them in the future,” she says. “I really like how teachers understand our problems and teach us with patience...They are always ready to help us.”

The C2C classes have also helped Trisha gain self-confidence and a belief in herself and her abilities. “I learned…to speak up and express my thoughts and opinions,” she says. “I learned how to work in a team, delegate tasks, and motivate others. I also learned how to identify problems and find creative solutions for them.”

Her education has also taught Trisha the importance of self-care. “Self-care is not selfish, but rather, it is an essential part of taking care of ourselves so that we can be better equipped to take care of others,” she says.

Although Trisha was homesick when she first arrived at school, she quickly made friends and has now started teaching her siblings about computers. “Today, girls should not think that they cannot be something,” she says. “So many of my teachers are women, and they tell me that I can do anything. C2C classes help me to achieve my dream.”

Because of the C2C classes, English is Trisha’s favorite subject, and she is especially proud of using her language skills to help her family, like when she was able to read English-language signs during a trip with her father.

“The joy I get when I am able to talk and understand the (English) chapter and even jokes sometimes, it is like a different new world where everything is new,” she says. “New stories, new movies, and new possibilities…I am looking forward to the day when I can use my education and skills to give back to my community. I hope to become a role model for other girls who may be facing similar challenges like me….As a girl from a poor background, there weren’t many opportunities for me pursuing my career and higher studies. C2C has blessed me with this opportunity of pursuing my dreams and becoming a successful person in life.”

Trisha has also learned a fundamental belief that she will carry into her future. “I have received many pieces of advice throughout my life,” she says, “but the best advice I have ever received is to never give up on my dreams. Despite the challenges and obstacles that I face on a daily basis, this advice has helped me to stay focused and motivated, and to keep pushing forward even when things seem impossible.”

Trisha encourages girls to believe in themselves and focus on their studies. “No matter what challenges you might face, there is always light,” she says. She also thanks people who support C2C because “they are not only changing the lives of these girls but also helping to create a more equal and just society. Their support can make a real difference in the lives of the girls in C2C and in this world as a whole.” 

From Struggle to Strength - Blog Post Series #1

As the holidays and new year approach, C2C is honored to present “From Struggle to Strength,” a series focusing on the personal stories of the girls we support. We invite you to celebrate these remarkable young women as they share their hopes, challenges, dreams, and accomplishments. Your support of our students and their limitless potential is deeply appreciated.

Tina

15-year-old Tina has been attending MSA for the past five years. She and her three sisters live with their parents and grandparents on a small plot of land where her father works as a farmer. Her mother is a homemaker but sometimes helps with the farming. Tina’s father is the family’s sole source of income, but the inconsistent income from farming makes it difficult to provide for basic needs. 

Tina enjoys reading and cooking. She greatly appreciates the book collection at the school library and likes reading motivational books. She counts her parents and teachers as the people she most admires since they support her and help her grow as a person. “Being a student at MSA school makes me proud,” she says, “and I’m excited to see what the future holds.”

Tina’s path to her education also had some challenges. She found it difficult to transition from a Gujarati-medium school to an English-medium school in sixth grade because of the change in language.

“I overcame this challenge by putting in a lot of hard work and dedication,” she says. In addition to practicing reading and writing in English every day, she sought help from her English teacher and fellow students whenever she needed clarification and guidance. 

Tina enjoys activities like drama, skits, speeches, quizzes, and games in English class. “Participating in speech and drama at our school has been one of my favorite memories,” she says. “It has allowed me to become a more confident and active participant, and I'm grateful for the experience.”

With aspirations to become a doctor and provide medical care to people in need, Tina says science is her favorite class. She is also grateful for the C2C Vedic math, English, and computer science classes.

“The C2C programs helped me develop new skills and become a more confident and well-rounded student,” she says. “...I’ve learned that with hard work and dedication, I can achieve my goals and become successful in life. I’m grateful to C2C for providing me with the opportunity to learn new skills and develop my talents. My special message is to encourage everyone to pursue their dreams and never give up on their goals. With the right mindset and support, anything is possible!”

Tina adds that her new skills have also improved her relationships with family, friends, and the community. “I’m better at expressing myself and sharing my thoughts and ideas with others, which has helped me build stronger connections with the people in my life,” she says. “…I would encourage (people) to support C2C’s mission to educate at-risk girls because it’s a great way to make a positive impact in the world and help others achieve their dreams.”

“One of the most valuable things I’ve learned in C2C programs so far is the importance of education and the power it has to change lives,” Tina concludes. “I believe that education is a fundamental human right, and I’m grateful to be part of a community that shares this belief and is working to make it a reality for people all over the world.”

C2C x Guru Krupa Foundation - Empowering Tribal Girls in Vadodara

In collaboration with the Guru Krupa Foundation (GKF) and Muni Seva Ashram (MSA), C2C has embarked on a transformative journey to empower vulnerable girls in the Vadodara region.

Since 2020, GKF has been a steadfast supporter of C2C, funding their TechLab, English and Vedic Math programs at the MSA, providing education and STEM opportunities to more than 100 underprivileged children.  In addition, C2C also received support from GKF to provide Covid-19 relief in 2020. The girls at MSA, hailing from agricultural and tribal backgrounds, face the unique challenges of growing up as girls in Gujarat while also grappling with the impacts of climate change. Despite these adversities, significant progress is being made in equipping these girls with the tools they need to thrive.

Building Resilience Amidst Challenges

The Vadodara region has experienced an unusual increase in rainfall, leading to frequent electrical outages. In response, C2C has implemented innovative solutions. Whenever electricity is restored, the girls are promptly directed to the computer labs to maximize their time on the PCs. Additionally, tutors have conducted classes via smartphones during unconventional hours to cover essential theoretical topics from the curriculum.

Despite these challenges, remarkable academic progress has been made over the past year, as reflected in the Annual Status of Education Report (ASER) results. Let's explore these results and see how C2C's programs in Computer Science, English, and Math are transforming the lives of these young girls.

ASER Results: A Testament to Transformation

In Gujarat, particularly where MSA is located, the educational landscape reveals significant disparities according to ASER data:

Computer Education: 

Shockingly, 38.6% of schools in the state lack a computer lab entirely. In contrast, with support from GKF and C2C, MSA boasts a fully equipped computer lab with modern facilities, including high-speed broadband and WIFI.

English Proficiency: 

The ASER report reveals a stark reality - only 52.4% of Grade VIII students across Gujarat can read simple English sentences (Grade II level text), with around 61% comprehending the meanings. In Vadodara district, where MSA operates, a mere 14.2% of students can read such sentences, with comprehension levels so low that they couldn't even be surveyed.

In sharp contrast, at MSA, 80% of students in Grades VIII can fluently read and comprehend English sentences. These girls are breaking barriers and defying regional trends, equipping themselves with a valuable skill that promises a brighter future.

Mathematics Mastery: 

Mathematics proficiency is another area where C2C girls excel. Across the state, only 31.8% of Grade VIII students can perform basic division problems. However, in Vadodara district, the figure drops significantly to a mere 5.3%.

Remarkably, approximately 85% of C2C girls at the same level exhibit competence in performing basic multiplication and division calculations involving decimals. These girls aren't just keeping pace; they're surging ahead.

Furthermore, a majority of grade 9 C2C girls demonstrate remarkable mathematical prowess, calculating squares and cubes of two digits effortlessly. Their proficiency extends to advanced calculations involving fractions, positioning them strongly for upcoming board examinations

A Promising Future

The ASER results underscore the transformative impact of C2C's educational initiatives on tribal girls in Vadodara. By providing access to tech labs with innovative computer science curriculums, Vedic math classes, and English education, C2C has empowered these girls to defy educational odds and build a brighter future. In the words of Damor, one of the C2C girls,

“There are many learnings that I have got from C2C whether it’s related to language proficiency, technical proficiency and mathematical proficiency. Thanks to C2C, I have gained invaluable knowledge and skills, helping me overcome societal barriers and work towards a brighter future.”

This year, C2C is expanding its programming to include college and career readiness and financial literacy. Additionally, the introduction of the C2C Fellows Initiative promises to further elevate these girls' educational journeys.

In the face of climate challenges and the everyday struggles of growing up as girls in Gujarat, these young tribal girls have exhibited unwavering resilience. The GKF and C2C's commitment to their education equips them not only with knowledge but also with the toolkit to confront whatever challenges come their way.

As we celebrate their achievements and look ahead to their promising futures, let us remember that education is the key to empowerment. These girls are not just rewriting their own destinies but also contributing to a brighter future for their communities and the world at large.

Empowering Rural Minds: Challenges for Girls and Their Teachers

 “A good education can change anyone. A good teacher can change everything.”

For many students, the declaration of summer vacation brightens up their faces. They embrace the thought of fun time with family and friends, playing hide-and-seek, badminton, video games, and chess. But opportunities do not come the same way for each one of us. Girls from agricultural families often face a unique set of challenges in their educational journey.

It has been said, “When you educate a girl, you educate the whole family, society, and the nation.” This is what inspired me to throw some light on the hardships faced by these girls and the challenges encountered by teachers when they are back in school after summer vacations. 

One of the primary obstacles these girls face is the prevalence of traditional gender roles and societal expectations within agricultural communities. 

The pressure to conform to traditional roles and responsibilities—where the girls are expected to assist their families in various household chores, contribute to agricultural activities, and work tirelessly in the fields under the scorching sun—often leaves them with little time and energy to focus on their academic pursuits. This hinders their educational progress and overall development. 

What unique challenges do both the girls and teachers face when returning to school after a long break?

Irregular Attendance: One of the primary challenges faced by teachers is irregular attendance after summer vacations. Girls from agricultural families often return late due to responsibilities at home, such as helping with harvest or tending to livestock. This irregular attendance can disrupt the flow of classroom instruction, making it difficult for teachers to ensure consistent learning for these students. 

Knowledge Gap: Extended breaks from school can lead to a knowledge gap among students, particularly in subjects that require continuous learning. Girls may have limited exposure to educational resources during their vacations, which can affect their academic progress upon returning to school. 

“As the school reopens after summer vacations, we need to put in a lot of effort in order to make the students recall and revise the previously taught content,” says Dhananjay Pathak, a C2C Tech Lab tutor. “We as teachers want our students to gain proficiency in what is taught. Especially for the students of agricultural family backgrounds, it becomes our responsibility to maintain the previous pace of learning to get back momentum after so long by coming up with a strategic schedule.”

Social and community problems, such as the pandemic, also affect the girls’ academic and extra-curricular continuity.  “Students will face lack of continuity in their routine,” reports Trupti Shine, a senior Tech Lab tutor. “Their school routine can be further disrupted if there begins another outbreak. These uncertainties will affect their education, both in the short term and long term. It will also destabilize extra-curricular activities. Children will become reluctant to participate in co-curricular activities.”

Limited Access to Learning Resources: In many rural areas, access to learning resources may be limited. Girls may not have access to textbooks, reference materials, or the internet during their vacations. As a result, they may lack exposure to new information or updates in their subjects. 

Socio-Cultural Pressures: Girls from agricultural backgrounds often face socio-cultural pressures that can affect their education. Traditional gender roles and expectations may discourage these girls from prioritizing their studies or pursuing higher education. “After this long gap, students may also find it difficult to get their socializing skills and rhythm back,” says Shine. “However, it is anticipated that with the passage of time, these difficulties and awkwardness will fade away. " 

Language and Communication Barriers: In some agricultural communities, English or the language of instruction may not be the primary language spoken at home. This can create language and communication barriers for girls when they return to school after vacations. 

By acknowledging and addressing these difficulties, teachers can create an inclusive and supportive learning environment for these students. Through effective communication, targeted remedial support, access to learning resources, challenging socio-cultural barriers, and addressing language barriers, educators can help girls from agricultural backgrounds thrive academically and unlock their full potential. 

By investing in their education, we empower these girls to become catalysts for change within their communities and contribute to the advancement of agricultural and rural development.

Written by guest blogger Anjali Dubey, C2C Teacher

The Basics: Climate Change and Girls’ Education

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On a global scale, educated women have an overwhelmingly positive impact on all aspects of society, from national economies to population growth, social equity, and healthcare. However, women also bear the heaviest burden when it comes to worldwide crises. At present, climate change is one of the most critical issues facing our planet, and it poses a significant and disproportionate challenge for women and girls.

At the same time, unsurprisingly, investing in girls’ education is one of the most powerful strategies in the fight against the global climate crisis. C2C understands this reality, which is one of the reasons we strive to empower girls with the education and skills they need to become agents of change on a worldwide level.

Global warming—the rise in the earth’s temperature as a result of industrial processes—generates extreme weather events, natural disasters, and resource scarcity, all of which disrupt girls’ access to education and hinder their ability to thrive. These crises often coincide with increased instances of child marriage, health issues stemming from water and sanitation problems, human trafficking, and domestic violence.

The impact of these disasters on the lives of women and girls is profound and far-reaching. If current trends continue, by 2025, climate change will be a factor in preventing over 12 million girls from completing their education. These consequences can be mitigated and even prevented by securing girls’ access to a full education, prioritizing their rights, providing a safe learning environment, and empowering them with knowledge and life skills.

With C2C’s STEM and 4-Cs programs, girls learn how to actively participate in decision-making processes, advocate for sustainable practices, and drive positive change within their communities. Their education:

• fosters an awareness and understanding of environmental issues, including the causes and impacts of climate change

• equips them with the tools to develop skills in areas like sustainable agriculture, renewable energy, and natural resource management

• contributes to lower fertility rates and a more stable population, which helps to alleviate pressure on natural resources and reduce carbon emissions

• breaks the cycle of poverty and reduces girls’ vulnerability to climate impacts

Educated girls lead to thriving societies and countries, and C2C remains committed to the belief that positive global change starts with girls. By investing in girls and their education, we can unlock their potential to create a more sustainable and climate-resilient world.

Websites referenced:

https://malala.org/newsroom/malala-fund-publishes-report-on-climate-change-and-girls-education

https://blogs.worldbank.org/climatechange/why-we-must-engage-adolescent-girls-climate-change-solutions

Hobbies and Hope

Cooking class at C2C Partner NGO

At C2C, we believe that every part of a girl’s life contributes to her self-confidence, autonomy, and overall well-being. Our curriculum of English language classes, Vedic math, Tech Lab, STEM courses, and life-skills training is designed to provide students with the tools necessary to transform their lives. In working with our partners, we focus on supporting all girls holistically to strengthen the four Cs—confidence, creativity, communication, and critical thinking.

We also believe in the importance of supporting the girls’ own individual interests and encouraging them to explore their talents. C2C girls have a vast range of talents and hobbies that they incorporate into their daily lives. These hobbies bring them joy and confidence, enhancing both their self-esteem and their desire to learn.

Tanvi, a fourteen-year-old student at C2C partner center FFLV, lives in a rental house with her family of five. They are in poor financial condition, as her father is unable to find steady work. 

Tanvi is extremely grateful for the C2C programs, which give her much-needed knowledge and training. “My father would have never been able to afford these courses,” she says, “but because of the C2C program, I’m getting this knowledge without paying a single rupee.”

Through C2C and with the inspiration of her teacher, Tanvi wants to become an IPS (Indian Police Service) officer. She says, “I want to eliminate corruption and discrimination from my country. And punish those who do harm to innocents. I want women to feel safe.”

On her path to her goal, Tanvi often turns to cooking as a way to both alleviate stress and provide for her family. “Cooking is my passion,” she says. “I enjoy cooking because it keeps me happy in my life. Whenever I feel sad or upset, cooking eases that for me in a big way. Every Sunday, I try to cook something special for my sister and my father.”

As she finds balance between her studies and her home life, Tanvi is focused on changing both her own future and that of her family. “I’ll study hard and I’ll achieve my dream,” she says. “I’ll make my father feel happy and proud of me. I’ll support my sister and my father, and I’ll give them a better life...free from struggle.”

All C2C girls come from difficult, often traumatic home lives. Twelve-year-old Sneha, a student at C2C partner The Small World, lost her parents at a very young age. Sneha still struggles with missing her parents, but is grateful for her education. “I’m proud to be a good learner in many activities,” she says. “I always try to give my 100% to learn those activities. Each and every activity teaches us new values, some knowledge, and some great skills too.”

Sneha credits C2C’s computer and English classes with giving her confidence and the determination to achieve her dream. She also incorporates her hobbies of playing sports as well as cultural activities like dancing and singing into her daily life. These hobbies keep her mind “busy and active” as she pursues her goal of becoming a civil engineer.

At C2C partner center SPRJK, ten-year-old Anjali also struggles with her family’s difficult situation, which is compounded by her parents’ troubles with finances, alcohol, abuse, and conflict. 

But Anjali finds both joy and escape through her favorite hobby of singing. “I love to sing my favorite songs and music,” she says. “It makes me happy and I really get into my own little bubble when I do. I express a lot of feelings through music, and I love that. I sing in the halls, in class, on the bus rides to school.”

Anjali credits C2C with giving her an interest in education and helping her learn valuable skills like English and computer technology. She has an admirable goal of wanting to become an army officer and “do something great for my nation.”

Tanvi, Sneha, and Anjali exemplify the C2C belief in holistic well-being. They have learned that engaging in their hobbies provides much-needed happiness, stress relief, and empowerment. By incorporating cooking, sports, dancing, and singing into their daily lives, they are also strengthening their confidence in their academic abilities.

As all the girls work to transform their lives, C2C both emphasizes and supports the importance of cultivating their interests, exploring their talents, and engaging in their favorite hobbies as they chart their paths to future success. 

Unlocking Potential: Empowering Girls Through English Language Education

C2C English classes at SPRJK Trust in Mumbai

English language classes are a vital part of the C2C curriculum, with programs implemented at five partner centers in India, Bangladesh, and Nepal. Both teachers and students recognize the importance of learning English due to its global use in business, trade, and commerce. C2C teachers believe that English shapes the way people see the world and that a solid command of English can increase their students’ job opportunities with multinational corporations. Additionally, they report that learning English is important because it is the language of education and libraries, as most reference books and internet websites are available mainly in English. 

The innovative C2C curriculum is composed of both traditional teaching methods and activity-based learning designed to facilitate English language fluency. The activities include audio-visual technology, compositions, special projects, and games—some of which are combined to increase comprehension and retention. 

For example, to teach vowels in a primary class, a teacher made a chart, wrote the vowels on students’ hands for recitation and recognition, and taught a poem about vowels in an audio-visual class. Teachers also introduce games—such as “pop sticks” in which students separate consonants and vowels into two containers—and provide worksheet coloring activities to help students visually remember the vowels. 

In addition, the teachers also set up drama performances so students can practice fluency through vocalization, facial expressions, tones, and body language. “Drama empowers children to communicate confidently,” says one C2C teacher, “and it is also an effective way of learning the English language.” Example HERE.

While C2C teachers have found both fun and effective ways of teaching English, they still encounter difficulties in the classroom. The girls are all learning English as a second language, and they often do not have language-learning support at home. As a result, the English lessons can require multiple repeated sessions before students retain the knowledge.

To solve such issues, the teachers seek to facilitate positive, uplifting environments that encourage students to learn. They arrange friendly competitions to make learning English interesting and to foster a sense of challenge. The audio-visual elements, such as music, movies, and animation, add a spirit of fun and provide a different route of comprehension. Teachers also encourage students to have conversations in English, which aids in both speaking and comprehension, and keep them on track through monthly motivational sessions.

This multidimensional approach helps C2C girls enhance their vocabulary, imagination, and memory. Through writing, reading, and speaking, they learn how to recognize and correct their mistakes so they can continue to improve. This continued fluency in English helps set the girls on a path to self-sufficiency and a wider range of opportunities. As one student reports, “By receiving knowledge through the C2C English program, we are enlightened and also motivated to pursue our goals in life.”

Painting pots for English grammar practice at CBS in Bangladesh

Empowering Girls with STEM

C2C TechLab in progress

Guest blogger and C2C supporter, Paulette Prentice, is a freelance writer who enjoys writing about female empowerment and women in STEM. She supports C2C because she also believes that girls are capable of anything they set their hearts and minds to, all they need is guidance and the resources to get them there.

INTRODUCTION

Women are making great strides in science, technology, engineering, and math (STEM) but are still underrepresented and undervalued in this field. Girls are often discouraged from enrolling in STEM courses, which can lead to a lack of confidence in their abilities and ultimately diminish their pursuit of STEM courses in the future. However, girls are vital to the STEM workforce now more than ever. According to a study from Frontiers in Psychology, increasing women’s visibility and power in male-dominated occupations will reduce gender discrimination and create a more welcoming environment for other women pursuing these jobs. As women enter these fields, a larger population of people will make great discoveries and contributions to the world. As such, empowering girls through STEM is key to changing the landscape for the better.

PARTICIPATION

One of the reasons girls may feel apprehensive about pursuing STEM is the lack of opportunities to learn about the field since early gender expectations hold them back. However, a study by the Universidad del Norte found that participation in STEM activities can maintain or improve motivation to study a STEM program, which is why girls should be encouraged to explore these subjects freely. STEM clubs, events, and activities will equip them with knowledge and nurture the skills that can keep them inspired to pursue a STEM path in the future. As covered in the C2C post on International Women’s Day, providing girls with these learning resources can also help develop and shape important life skills such as critical thinking and problem-solving.

REPRESENTATION

Girls interested in STEM subjects may not see themselves represented in the media. Moreover, they may lack a female role model or mentor in STEM who they can emulate as they pursue their education or career. Some progress is being made here as more women are highlighted in STEM-centric stories across all industries. Case in point, Jane Adamson presents inspiring women who have launched vegan healthcare products. Women such as Hannah Saunders, Miyoko Schinner, and Melissa Butler combined their business acumen with STEM know-how to provide the market with suitable vegan alternatives. There are so many inspiring women who are using STEM to change their communities, societies, and even the world. Allowing girls to see and learn from other powerful women in STEM can impress upon them that there is room for them in these industries too.

RECOGNITION

Despite the contributions of girls and women in STEM, they are not always acknowledged or celebrated for their accomplishments. There exists a “data gap” where male experiences are viewed as the universal standard on which societal norms are based, while female experiences are not considered. This gap, discussed by Caroline Criado Perez in Invisible Women, forces girls to navigate a world that can be hostile and biased against them. Unfortunately, the data gap is quite pronounced in STEM fields. If girls are acknowledged for their work and feel respected within the community, they will be able to achieve bigger and better things. NASA’s human computers like Katherine Johnson were hugely important in getting man to the moon, but their work was often unacknowledged. She and the other women working there only got recognition in recent years, but have inspired many women and girls to pursue STEM.

C2C believes that girls deserve the proper resources to develop and keep their passion for STEM alive. Empowerment should start early on, and we are committed to guiding girls on the paths they choose for themselves and to providing access, representation, and recognition where we can. If you are interested in helping us support girls in STEM, check out more of our website to find out how you can get involved.

Resources
Thanks to the Internet, access to resources about women in STEM has been made more available, for example through: Smithsonian Science Education Center, Women@NASA, and Physics Girl.