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.

The Power of Choice

Artwork by C2C Student

The girls we support at C2C come from extremely difficult backgrounds. They often live in poverty, have limited access to school, and are victims of abuse, child labor, and child marriage. Many of the girls have been orphaned after the loss of one or both parents. Some are forced to beg on the streets for money and food. In these abject circumstances, the girls rarely have a say about their lives.

One of C2C’s main goals is to give every one of these girls the tools to reclaim their power of choice. We believe that having the ability to make decisions about their future strengthens all areas of girls’ lives and identities. By using a curriculum that emphasizes the 4Cs—confidence, creativity, communication, and critical thinking—along with STEM education and holistic support, C2C empowers girls to learn how to make life choices that will drive their autonomy and independence.

A recent initiative through one of our partner centers proves the importance of choice and the impact of C2C in girls’ lives. Udayan Care runs a popular pan-India program designed to give at-risk girls financial support, personal development, and practical skills through workshops, internships, and apprenticeships.

As part of this program, Udayan recently launched a new fellowship initiative to provide girls with coaching in a variety of professional industries, such as IT programming, radiology, nursing, etc. The program administrators then work with recruiters to attain a goal of employing 100% of the girls. The program is beneficial to all parties involved—the girls gain both practical training and employable skills, and the companies gain employees from an already-trained workforce. 

At C2C, we sought to open up further opportunities for our students by connecting them with this new program. All of the girls interested in the program pre-qualified through a highly competitive process, and several C2C students applied for an Udayan fellowship. 

However, despite the program’s strong credentials, only two out of 11 eligible girls eventually chose to accept the fellowship. Of those two girls, one is genuinely interested in pursuing a career in nursing and healthcare, and the second girl is seeking admission into a master’s program in the US. Both of these young women believe the fellowship is an excellent fit for their future aspirations.

The nine girls who declined the new initiative were already enrolled in the programs of their choice and wished to continue studying in their own disciplines. Several of the girls are also pursuing more academic, rather than professional, areas of study.

After coming from circumstances in which they had little or no choice, these girls learned through C2C’s life-skills training and education how to make decisions that directly impact their individual futures. Whether they accepted or declined the fellowship, the girls chose the option that was best for them. They have developed confidence in their choices and understand how to think critically about decisions, pursue their interests, and further develop their abilities.

The C2C curriculum continues to emphasize the importance of choice in shaping the path of one’s life. Since inception, we have provided girls with STEM curriculums, sponsorships, and holistic support, in addition to workshops and mentoring on career development and professional training.

We encourage girls as students to pursue their passions, and once they graduate, we continue to assist them in charting out their career path. C2C’s support and focus on the 4Cs gives all of our students the power to critically consider their options and ultimately make confident, empowering decisions about their own futures. 

Uplifting Girls in Gujarat with Support from the Guru Krupa Foundation

With generous support from the Guru Krupa Foundation, C2C continues to help an increased number of at-risk girls succeed in their education and personal lives. The Guru Krupa Foundation’s funding has allowed us to support disenfranchised students at the Eklavya School run by Muni Seva Ashram for the last two years. With additional support, we have been able to expand this summer to a second residential campus that will serve almost 200 vulnerable girls in total.

Located in Gujarat, the Eklavya School is unique in that it is a joint venture between the local state government and the school with the goal of serving largely tribal populations from nearby villages. This arrangement helps to solve a problem faced by many people in tribal areas of Gujarat where several villages must share one K-5 school which are often located in peripheral areas, lacking infrastructure and security. Therefore, school enrollment for girls post-5th grade is lower in these regions compared to the national standards in India. 

Serving grades 6-12, the girls who attend the Eklavya School are generally first-generation learners in their families and come from the tribal and poverty-stricken communities of the Vadodara region. In alignment with the C2C curriculum and with support from the Guru Krupa Foundation, we have hired residential teachers and implemented intensive teacher training and other curriculum delivery support for C2C Techlab, English, and Vedic Mathematics courses. The goal is to give students the opportunity to develop strong reading, writing, and computer skills as well as to learn important life skills like confidence, creativity, communication, and critical thinking.

The success of our programs and the Guru Krupa Foundation’s support is evident in the graduation rates of the students. For the school year ending in April 2022, the girls in both grades 10 and 12 achieved a 100% passing rate on their board exams. Additionally, three of the C2C girls were admitted into locally well-known undergraduate institutions offering BAMS, BDS, and computer engineering programs. Another Class 12 girl secured admission into a nationally known university – the National Institute of Technology in Surat. All of the other students chose to pursue undergraduate programs across various STEM areas such as physics, chemistry, biology, and nursing. 

Both the students and the principal at Eklavya School attribute their success to the knowledge and skills acquired through the C2C Techlab, English, and Vedic Math programs. 

Sarekaben, a recent high school graduate and current nursing school student, reports that “C2C programs help me in hospital computer management with proper communication with others. Thanks to C2C for training me in the right direction. Enjoyed classes and now missing those beautiful days of school life.”

Kolcha, a 9th class student in the Eklavya School, reports that despite a number of family difficulties that have made it challenging for her to study properly, she is determined to continue her education and help her family. 

Kolcha wants to become a doctor or a cardiologist one day. “C2C provide me so much knowledge in the subject of Computer and English,” Kolcha says. “After joining computer class, I am able to work with computer; my fear got away, and my English is now at a stage from where I can understand the content which I read or someone describe me.”

The students’ successes intensify our determination to continue our work and mission. With the help of supporters like the Guru Krupa Foundation, we will continue to expand both our physical campuses and our comprehensive curriculum so that girls like Serakaben and Kolcha can achieve their lifelong dreams.

Diamond and Star

Although the severity of COVID-19 has eased across India, the post-pandemic period brought new challenges to light. The transition from remote learning back to in-person classes created difficulties for young people in terms of both social interactions and academic performance. In addressing these new challenges, C2C and our partner institution CSS focused on how to utilize the “Power of Her” in order to help girls simultaneously reestablish strong social ties and improve learning.

This approach resulted in an innovative new program called Diamond and Star, which was designed to accomplish three goals. First, we sought to rebuild socio-economic support among the girls to enhance their resilience and maintain their sense of community and camaraderie. Second, after an assessment of the current teaching pedagogy, we discovered that the girls required curriculum follow-up and consistent timetable planning to ensure learning continuity. Third, many of the girls had developed a dependence on technology during the pandemic and needed a reinforcement of basic reading and writing skills to engage them again with in-person, full-time learning.

When implementing the Diamond and Star program, we relied on the “Power of Her”—that is, we found ways the girls could learn from and support each other as they improved their academic performance, self-confidence, and social engagement. In terms of academics, the CSS girls spanned the range from high to low achievers. Many of the girls also lived in the same nearby neighborhood and often interacted with each other after school hours. These were key factors in establishing a way in which “The Power of Her” would benefit the girls on academic, social, and personal levels.

The Diamond and Star program paired high-achieving girls with one or more low-achieving girls, with reward incentives offered for homework completion and test scores. For example, each group that completed their homework on time was awarded a diamond, and each group that scored more than 50% or more on the unit test was awarded a star. At the end of the academic year, the group with the most diamonds and stars would be awarded a special gift.

By relying on a peer-learning model and the “Power of Her,” we had great success with the Diamond and Star program. We implemented it at CSS in late November 2021, and by January 2022, we began to see many positive changes in both academics and the school environment. Most prominently, we found a much higher engagement among both the higher and lower-achieving girls, with the latter exhibiting a decrease in fear and anxiety and a marked increase in confidence. This confidence came through especially in writing, a key skill that the girls had almost forgotten during the pandemic.

With the notable success of C2C’s Diamond and Star, the administrators at CSS expanded the program to other classes. One of the teachers, Mrs. Janaki, remarked, “Needless to say, the other subject teachers, particularly math and science teachers teaching grades eight and nine, benefited the most from this program.” This attests to the benefits of the program across all disciplines.  

The Diamond and Star program has been so successful that 67 students will receive awards at the end of the year. Also significantly, the curriculums that were initially sluggish at the beginning of the term have gained a great deal of momentum and interest. Due to these positive results, we plan to continue the Diamond and Star program at CSS next year.

The program strongly attests to the importance of the “Power of Her” and the ways in which girls can learn and grow by working and interacting with each other. Through Diamond and Star, girls lacking self-confidence or dealing with anxiety issues have found both strength and support from their fellow students. They have learned new talents, regained forgotten skills, and discovered that the “Power of Her” can help shape their lives and future.

Never Stop Dreaming. Never Stop Asking.

"Times are changing and people are changing," says 22-year-old Gayathri, a graduate student who overcame immense obstacles in her childhood with the help of C2C and partner CSS (Center for Social Services). We first shared Gayathri’s story on our blog in January 2021, and since then, she has made extraordinary strides in the fulfillment of her life goals.

Gayathri is proof of C2C’s belief in ““The Power of Her,” as she is using the education and life skills she gained through C2C and CSS programs to create her own future and to make positive changes in the world. After a difficult childhood and the loss of her parents, Gayathri is now earning her master's degree in Computer Science at Wright State University in Ohio. She pinpoints her enrollment at CSS in 6th standard as the moment when she began to concentrate on her education and to realize that she could have goals for herself. 

Gayathri recalls that her math teacher helped her both define her dreams and establish a way to achieve them. The teacher was also Gayathri's favorite because she explained the issues girls are facing in the current world, motivating Gayathri in ways beyond academics. Gayathri continues to be influenced by this lesson. While she once dreamed of becoming an astronaut, she has now focused her knowledge on an idea for a computer app intended to help girls with insecurity issues. She is currently thinking about and making plans for developing this app.

From her personal situations as a child, Gayathri has firsthand experience with the barriers girls face in obtaining an education. She recalls that girls were always expected to do household work or were forced into early marriages rather than being allowed to go to school. "The thought that...girls are meant only to do household chores needs to be removed," she says. "That is the main thing, the main barrier...that can be removed only when (girls) become strong. Whenever we are strong, we can remove that hurdle."

Gayathri says such biases and barriers to education can only be broken when people establish equality and work cooperatively together. "If society thinks that men and women are equal, then I think that is a safer… society," she says. "This can be achieved only by working together."

Gayathri has not only discovered her own strength, she has conquered all barriers to her education and success. Her journey is one of immense fortitude, as there was a time when her life seemed hopeless. "After the death of my parents, my life collapsed," she says. "I didn't know what to do. Everything in a second was vanished. I was in a traumatic situation. For days, I was not able to speak even with my sisters."

After further difficulties with her relatives, Gayathri's uncle helped her enroll at CSS, where she gained friends, mentors and role models. "CSS has become a major part of my life," she says. "What I am able to achieve today is because of CSS...and until my graduation, my education was supported by C2C. These are the opportunities God has given me. Because of that, I could achieve more and more and more things."

Gayathri learned how to overcome difficult situations from the founders of CSS, whom she counts as her personal role models. "(They) would always tell us one thing—never stop dreaming," she says. "Never stop asking. I'm never stopping to dream." For her, self-confidence and belief in oneself are qualities necessary for success. 

Because she has benefited from positive mentors and influences, Gayathri is committed to giving back to both her own community and society as a whole. In this way and many others, she further epitomizes C2C’s belief in “The Power of Her,” which focuses on empowering young women with the practical knowledge, confidence, and determination to break down barriers and chart their own future. 

"I want to help my younger sisters at CSS to achieve their goals," Gayathri says. "I want to become like a role model for them...I want to give back to society in whatever way I can." 

International Women's Day - Breaking Biases and Barriers

Celebrated every year on March 8, International Women’s Day honors women’s social, cultural and political achievements while calling for an end to gender inequality. The 2022 theme, Break the Bias, speaks to the heart of C2C’s mission to empower girls with the knowledge needed not only to break down societal barriers but to chart their own future.

International Women’s Day celebrates the power of women as leaders and change-makers, which in turn elevates the status of women everywhere. C2C’s direct, hands-on approach to educating girls fulfills this same goal. By giving girls practical tools through STEM training and life skills development, C2C sets them on the path to leadership and self-autonomy.

C2C’s success is most evident in the stories of the girls who have benefited from our classes and programs. Girls like Bindu and Gayathri came to C2C’s partner schools from impoverished backgrounds in which education was not feasible. After excelling in their studies, learning life skills such as critical thinking and problem-solving, and discovering the depths of their own abilities, both Bindu and Gayathri continue to pursue their goal of becoming engineers. Women have often confronted barriers to success in the STEM industry, but when equipped with the right skills and training, girls like Bindu and Gayathri know they have the power to overcome those obstacles and to pursue their own choice of career.

C2C also emphasizes the importance of creativity, another key component of International Women’s Day. Creative pursuits such as art, poetry, and journal-writing are powerful media for change. Through our Journaling program in which girls write and/or draw their personal thoughts and feelings, C2C encourages them to strengthen their self-awareness and to relate their feelings to the world around them–a first step in becoming an agent of social change.

Women from underserved communities often confront barriers in the forms of language and technology. Without access to phones, computers, or internet connections, many girls and women throughout the world don’t have the resources to become informed or to make their voices heard. C2C seeks to rectify this imbalance by providing girls with English skills and practical training on internet use, cybersecurity, typing, and computer literacy. Through the COVID-19 pandemic, we also provided girls and their families with technology and Wi-Fi connectivity to allow them to continue their education and stay informed.

C2C supports International Women’s Day mission to “Break the Bias” and to amplify women’s voices and power on a global scale. As they gain both a comprehensive education and practical knowledge through C2C programs, girls learn how to use all the tools they possess to break down both biases and barriers.

STEM Learning and the Power of Choice

C2C empowers girls with the skills and knowledge necessary for a successful, fulfilling future. Our mission includes an emphasis on STEM programming, which is especially pertinent in the wake of the pandemic as the worldwide demand for technology and digitization has risen dramatically. As a result, the tech industry in India provides increasingly advantageous opportunities for our proactive, engaged students. 

In strengthening the C2C curriculums, we have expanded our programs to address current IT issues, teach hands-on tasks, and encourage creativity. By combining tech programs with our life-skills training, we provide girls with the essential tools for gainful employment, personal safety and security, critical thinking, and overall well-being.

Cyber Security Workshop

On every level of society–from individuals to corporations–cyber security is a complex, ongoing concern. In late 2021, C2C provided our teenage students with a series of Powerpoint and video webinars to raise awareness about the ways in which their online activities–and areas of their personal lives–can be compromised. We addressed issues such as password and social media management, phishing, identity theft risks, and online payment methods. 

By knowing how to take necessary precautions while online, girls are better able to protect themselves from malicious cyberattacks. In addition to increasing their confidence in the digital world, this proactive awareness encourages the girls to use problem-solving and critical-thinking skills. 

Anatomy of PC systems

In December 2021, C2C provided girls aged 13-16 with workshops on assembling and disassembling PC-based computer systems, including the CPU. This activity is often used in computer labs across India as a training tool. By taking apart and putting together the computer, girls learned about the different components of the system and worked with specific tools and technical equipment. They also learned about software applications, such as how to install the Windows 10 operating system in PCs. This understanding of how systematic computer operations work adds yet another building block to the C2C girls’ educational and practical skills foundation.

Learning Programming via Gamification

Learning programming via gamification, an ongoing activity in C2C’s Techlab curriculum, strongly encourages the expression of ideas and creativity. Students employ Scratch, a free, easy-to-use, block-based programming tool. Used in many school systems throughout the world, Scratch is often a novel and innovative learning tool for the underprivileged girls served by C2C. Scratch users can create interactive stories, games, and animations, then share their favorite creations with a vibrant, global online community. 

By using Scratch, C2C girls learn to think creatively, reason systematically, and work collaboratively—all essential skills for the 21st century. To streamline the learning process, C2C provides notes, interactive projects, worksheets, and assignments for different levels. C2C girls use Scratch in a wide range of activities involving space, time, trigonometry, geometry, loops, conditional sequencing of tasks, etc. By understanding the intricacies of programming, girls develop a greater interest in technology-related careers.

C2C’s fusion of technology with life-skills training provides girls with both the knowledge and confidence necessary to pursue their future careers. C2C’s programs also align with the employment needs of the country, opening up a world of opportunities for girls and giving them the power to choose their own life’s path.

Prioritizing Life Skills Development

The term “life skills” is often used to describe certain abilities necessary for a person’s overall independence and well-being, but it can be challenging to pin down the specifics. What, exactly, are “life skills?” Why are they important? Why and how should we teach them to children and adolescents?

Life skills are defined as adaptive and positive behaviors that enable people to deal effectively with the demands and challenges of life. Such abilities include problem-solving, decision-making, conflict resolution, self-reflection, communication, critical and creative thinking, financial literacy, and building healthy interpersonal relationships. 

While people of all ages and on all socioeconomic levels need these abilities for productive, healthy lives, it is especially important for at-risk youth to develop life skills as they transition into adulthood. The benefits of life-skills training for adolescents are immeasurable, including greater self-esteem, enhanced personal and social success, a decrease in negative behaviors like drug and alcohol abuse, and stronger social networks.

Yet throughout the world, many girls in particular are hindered by a lack of life skills knowledge, which creates another obstacle on their path to self-autonomy. A large study commissioned by the Malala Foundation determined that 74% of girls living in middle-income countries like India are missing necessary life skills. The impoverished girls C2C serves often come from backgrounds where life skills are not prioritized. 

At C2C, we believe that life skills are an integral part of educating and empowering girls. Life skills development not only allows girls to put their knowledge to practical use, it strengthens their confidence, promotes their personal and social development, and builds a strong foundation for their future wellness, stability, and success. 

But a textbook or formal curriculum can’t fully teach a student how to understand or apply such abilities as self-reflection or conflict resolution. Rather, life skills are best learned through firsthand experiences and examples, personal interactions, and practical application. To help our students develop these skills, C2C incorporates the 4Cs—Confidence, Creativity, Communication, and Critical Thinking—into all of our team-based programs.

Each One Teach One

Life skills activities in Gujarat, India

The Each One, Teach One initiative began in 2020 during the COVID-19 pandemic and provides an experiential-based method of learning life skills. Through the program, C2C girls volunteer to teach grammar, sentence construction, and use of diction to local children whose schools have been shut down. Not only does the initiative teach the girls about character, volunteerism, and community outreach—all important life skills—it also enhances their confidence and fluency in the spoken English language.

C2C promotes self-reflection through our Journaling program in which girls are encouraged to write and/or draw their personal thoughts and feelings. The act of writing serves as a mindfulness tool to anchor writers in the present, making them more confident in themselves and their surroundings. As the girls engage with their thoughts, they strengthen their self-awareness, which in turn allows them to develop an understanding of their own feelings and behaviors both internally and in relation to others. 

This video highlights the creative power of the girls’ journaling practice:

The Youth4Goals program activates young people to help achieve the United Nations’ Sustainable Development Goals (SDGs) for the creation of a better world. The goals are related to global issues such as poverty, gender equality, sustainable cities, clean water, and quality education. Through C2C’s TechLab program, C2C girls contribute to SDGs by proposing innovative and scalable IT solutions to tackle social issues. Some project examples include an app to help people donate goods and services locally, and an app to provide information about menstruation—all in local dialects. Through this exercise, the girls learn to delegate, work as a team, and tackle complex problems while also reinforcing their empowerment as global citizens.

There is statistical proof that girls benefit greatly from the incorporation of life-skills training in an educational setting. Girls who engage in life-skills development have lower dropout rates, improved social and emotional support, and a greater interest in their future. By incorporating critical life-skills training into all areas of our programming, C2C seeks to equip girls with the tools and abilities necessary for agency, well-being, and the strength to overcome challenges as they chart their life’s path.

References:

https://voxdev.org/topic/labour-markets-migration/impact-school-based-life-skills-classes-adolescent-girls-india

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6776953/

https://www.issuelab.org/resources/2459/2459.pdf

In solidarity with girls around the world on this International Day of the Girl

In 2011, the United Nations established the International Day of the Girl as a way to both amplify the voices of girls throughout the world and to underscore the critical obstacles they face in the pursuit of education, gender equality, healthcare, and socio-economic prosperity. Numerous reports prove that educating girls leads to stronger, healthier, and more resilient societies. Yet many countries either fail to make education for girls a national priority, or they seek to ban it altogether, often through methods of violence and terror.

            Right now, the threat to girls’ education is most devastatingly apparent in Afghanistan, where the return of the Taliban to power has already suppressed the hard-won educational advances that girls and young women have earned. Over the past twenty years, Afghani women have obtained university degrees and pursued careers in medicine, law, science, and business.

            Now that crucial progress is at risk as the Taliban has ordered many women to stop working and attending school. The government has also begun imposing severe restrictions on girls’ schools, dress, classroom segregation, and curriculum, thereby forcing many teachers and students across the country to flee or go into hiding. Women and girls fear for their physical safety, especially in districts where the Taliban is still fighting for control.

            Yet despite their fears and uncertain future, Afghani girls continue to advocate for themselves and their right to an education. “If men can fight the Taliban by guns and artillery,” says eighteen-year-old Behishta, who dreams of becoming an English translator, “we women can defend ourselves through our thinking — and not give in.” A fourteen-year-old girl in Kabul says, “It’s our choice and our right to go to school, to get an education. It’s important to give yourself hopes and dreams.”

            This is the very premise upon which C2C programs are based. In our support of Indian and South Asian girls, we endorse the truth that girls in every country in the world have the right to a comprehensive education that will put them on a path to self-autonomy. We stand with Afghani girls and their advocates as they confront the threat of governmental suppression and the outright ban of their education. Barring girls from schools and universities, and forcing them into repressive, constricting roles, will have disastrous consequences for all levels of society and the economy.

            Educating girls means giving them the power to shape their own lives while simultaneously investing in the country’s future. Our C2C students are proof of how education can change society for the better. Dhara and Rakshaben, students from a C2C partner school, are now fulfilling their goals of becoming doctors and have plans to help impoverished people in the rural villages where they once lived. Over 4,500 girls whom C2C has served, have gained the education and skills needed to establish professional careers that will allow them to support themselves, their families, and their communities.

            The International Day of the Girl gives the world an opportunity to shine a much-needed spotlight on the barriers that many girls confront as they seek an education. However, the struggle has been ongoing for years and, as we see in Afghanistan, a return to oppressive rule can threaten and reverse positive advances all too rapidly.

            At C2C, we will continue our programs with the ideology that supporting education for girls must be a continuous initiative on a global scale. All governments must recognize that providing girls with practical tools and knowledge will lead to positive, sustainable change. All counties must also take action when the right to education is severely threatened. “Don’t avert your eyes,” says Shabana Basij-Rasikh, a teacher who escaped Kabul with 250 students and staff after the Taliban’s return to power. “See those girls.”

https://time.com/6078072/afghanistan-withdrawal-taliban-girls-education/

https://www.nytimes.com/2021/09/20/world/asia/afghan-girls-schools-taliban.html

https://www.rescue.org/article/millions-afghan-girls-may-not-go-back-school-september             

https://www.theguardian.com/global-development/2021/aug/25/afghanistan-teachers-defend-girls-education-taliban-international-aid

Young Women Pursue Medical Degrees, Empowered by C2C

Dhara, currently a pre-med student.

In a rural area of Gujarat on India’s west coast, nearly 200 adolescent girls are enrolled in Eklavya Model Residential School of Muni Seva Ashram (MSA), a C2C partner that serves poverty-stricken tribal communities. At MSA, nearly 100 girls participate in English language classes and C2C’s TECHLAB program, which is made possible by our donors and generous grant funding from the Guru Krupa Foundation. In these classes, students have the opportunity to develop strong reading, writing, and computer skills as well as to learn important life skills like confidence, creativity, communication, and critical thinking.

Dhara Rathva, 18, enrolled in MSA when she was eleven years old. After seven years at MSA, she is now on track to become a medical student, pursuing her MBBS (Bachelor of Medicine degree, equivalent to a pre-med major in the United States). Dhara aims to help disadvantaged people who live in rural villages, just as she once did. Her education with C2C empowered her to pursue her dreams and give back to her community. Like her parents, Dhara values education:

“It allows people to live their lives independently,” she says.  

With C2C’s assistance, young women at MSA step outside of their comfort zones. Seventeen-year-old Pragati Rathva participated in the Each One, Teach One program, where older girls teach and mentor younger students after school. Pragati initially found teaching younger students to be challenging, but ultimately it was incredibly rewarding and became her favorite of C2C’s programs. This community-driven approach is especially valuable because it allows younger students to see people like themselves succeeding and thriving. Pragati is grateful to C2C for uplifting her and other girls through education, saying, “[C2C] helps us and gives us a chance to shine.” She is now studying for the NEET, an admissions exam for medical school. 

Rakshaben Rathva has also chosen to pursue a medical school degree. Like Dhara and Pragati, she began classes at MSA when she was eleven years old. She enjoyed the English and computer classes, and she was especially excited to learn how to use the internet. She is grateful to her C2C teachers for teaching her good values and respect for her culture. She is also in university now, working toward her medical degree by pursuing a pre-med major.

Dhara, Pragati, and Rakshaben are three of many girls and young women who have had the opportunity to learn and thrive at MSA with C2C curriculums. All three of them are empowered to pursue higher education, with the hope of becoming doctors, and ultimately give back to their communities. 

“An educated girl has direction,” Pragati says. “She has hope. She will become a mentor to other girls.”