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

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. 

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.

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.

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.”

Fostering Creativity with the Scratch App

Creativity. It’s that buzzword many employers are looking for in prospective hires. But how can someone demonstrate they are creative? Furthermore, how can they acquire this skill in a school setting?

It feels contradictory to pair creativity with education. For many of us, we entered school with flourishing imaginations and got bogged down with rules and instructions. We left school “educated,” able to color within the lines.  

For C2C, this issue is even more challenging within the educational structures in place for the girls we work with in India. In a society where numerous families perceive their daughter’s potential in terms of her marriageability, how can she explore her creative potential?

Girls in C2C not only have access to computer learning skills in TechLab, but they also are given free range to explore their technological and creative prowess through apps. The free app, Scratch, allows users to create music, videos, and games while also learning coding.

When using Scratch, the girls have used the app in imaginative and inspiring ways. During one class, the instructor assigned the students the task to upload a music file and remix it in order to practice playing with the different effects of sound. While everyone got to work, one girl decided to go a different route—using her own voice. She recorded herself singing a song and uploaded it to the app. Using Scratch’s features, she remixed her voice and published the song. The tutor was so amazed that she showed the song to Kuber Sharma, executive director of C2C in India. Needless to say, he was floored. “We didn’t know that was possible!” he exclaimed. 

Another student used Scratch as a storytelling platform. She drew a character, uploaded it into Scratch, and then began writing a story to go along with her creation. The story may have initially been inspired by an example project, but as the narrative progressed it became abundantly clear that this was a story all its own, birthed from her imagination.

Creativity is crucial to an adolescent’s development and yet there are no parameters for how to teach this skill. But when providing our girls with helpful technological tools, we witness them be more daring, ready to try new things, and problem-solve any difficulties. Our students have created songs, stories, animations and other media because we provide them the instruction that they don’t need to simply color inside the lines. 

The Power of an Interdisciplinary Education

The 11th grade girls file into the Techlab classroom and each take a seat at a computer. As class commences, the instructor assigns a task: working in pairs, the students must create an animation where a ball bounces down a flight of stairs, being sure to bounce once on every step as it descends. 

This particular class is made up of rural village girls in Gujarat, India. They have already received primers introducing them to computer programming, a curriculum they have progressed through over the year. Now with their partner, they are immersed in conversation, deliberating and testing methods to complete the task. 

In their formal education in India, most of these girls attend classes divided by subject. They acquire information through memorization. But as many educators already know, this archaic form of education is not the most effective way for students to learn deeply. Consider this with your own schooling. Do you recall the information from the Chemistry test you crammed for? Or do you remember the class days where the teacher assigned you an activity you had to complete? Chances are that you hold memories of the latter.

C2C addresses the educational aspect of the girls’ lives by implementing task-based assignments that focus on student interaction and engagement. In the TechLab activity, these students rely on their knowledge of a range of subjects: trigonometry, geometry, physics. Along with this, the students must practice soft skills: communication, problem-solving analysis, and teamwork. This reliance on multiple subjects is known as an interdisciplinary approach to education. Through this, students move out of the boundaries of single-subject learning and identify connections across disciplines.

In taking the driver’s seat in their learning, students have more confidence in themselves and behave more assertively. Students do not fear making a mistake. Instead, they experiment and embrace failure, giving them the drive to persist. These are the kinds of behaviors that cannot simply be taught in the standard school system. They must be nurtured and practiced with the right educational environment.

While it is obvious these girls require a solid education in STEM subjects in order to enter a career in technology, their competency in practicing soft skills will give them a leg up in adapting to the ever-changing economic landscape. They can demonstrate an ability to connect ideas across subjects. Creativity is not only for the arts. Problem-solving is not specifically for a math question.

By the end of the ball animation lesson approximately 80% of the students have achieved the task. They have used different strategies, some of them more efficient than others, but they have demonstrated their ability to face a task and devise a course of action.

At the end of class, the girls are abuzz with excitement at what they have achieved. Student Hetalben Mohaniya says it best: “Everyday I learn new things in computer lab.”

COVID-19 Updates

Three months ago, the COVID pandemic sent most of the world into lockdown. While many countries are opening businesses to reinvigorate the economy, this school year has come to an early end. But while we at C2C continue to follow the guidelines of social distancing, our concern is for the health and safety of our young girls in India and finding ways for them to forge ahead in their education while remaining vigilant against this pandemic.

In India, the lockdown has been called one of the harshest in the world, shutting down travel along with businesses, factories, and schools. Starting on March 25th, the orphanage and rescue homes where C2C operates have remained closed until early June. Most of the young women in our program remain onsite and C2C continues to provide critical support for basic necessities like accommodation, food, and clothing. As an economic downturn looms over the horizon, we are working closely with our partners as we expect to see a growing need for essential items.

With school closed during the pandemic, the C2C staff have improvised effective short-term solutions. We are working with the orphanage administrators to mitigate the effects of missed learning on the girls’ future academic performance, graduation rates, and employment prospects. Because of unreliable internet service, virtual learning is not consistently effective in India. In lieu of this, we are engaging the girls in independent learning through worksheets and activities accessible without technology, including some lessons that can be conducted via free telephonic service. Some technological learning has been made available through apps and programs like Mindspark-Maths for STEM subjects and Bolo for English and language skills. We continue regular, virtual trainings for our teachers and we are actively designing lesson plans for the coming year, focusing on any educational gaps caused by the pause in schooling.

Like the rest of us, the girls are doing their best to cope with the quarantine measures and relieve their anxiety over the risk of contracting the disease. From attending seminars about effective handwashing to practicing social distancing, the students have learned how to reduce the chances of contagion. Some of the girls with sewing skills have donated their time to making protective masks for the local hospitals.

These are challenging times that represent an unprecedented risk for girls’ education worldwide. At C2C, our commitment to girls’ education and empowerment remains strong. We will weather this health and economic crisis. We hope you will continue to support us during this difficult time. Rest assured that once this quarantine lifts, C2C will be ready to resume at full speed, providing holistic educational services to the most vulnerable of girls.