Incre ase in the percentage of children who can read fluently

AARAMBH

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B 76
Catalyze social and economic change in urban slum communities with focus on the rights of underprivileged children and empowerment of women

ABSTRACT
One of the most disadvantaged and vulnerable group are the millions of underprivileged children who live and work in the most inhumane situations for a number of reasons. Even though the Indian constitution guarantees free and compulsory education to all children to all children up to the age of 14, there are no schools that the poor can choose from. As Meaningful Journey as volunteers, we got the opportunity to work in care centres for underprivileged children, which are striving to provide a better life and better future for this most marginalized group. We got the opportunity to teach under privileged children in both non formal education programs being run by NGOs as well as formal schools where you would assist the teachers with interactive teaching . A household survey in Warlipada slum area consists of around 45-60 households shows that only just over half the children are in school. It also shows that a high over-age and dropout ratio exists among slum children. Some policy and practice amendments, such as collaboration with anganwadi, extension of subsidy for stationery, books etc., are recommended to improve admission, retention and completion of compulsory education. At the completion of 3 weeks of our initiative program, we find out that 88.55% of the children knew Hindi alphabets, 60.83% improvement on writing English word dictation, 55.40% of the children knew addition wholly, 53.60% of the children knew subtraction wholly, 53.20% of the children knew multiplication wholly, 33.33% overall improvement was seen in word meaning in writing and 82.60% overall improvement in Handwriting.

INTRODUCTION
The social, economic and cultural development of a nation is an achievement which rests largely on the educational attainment of its masses. Arambh (means a beginning) works with children in the slum colony in Turbhe stores, Navi Mumbai. The area lacks basic amenities like water, sanitation, education and healthcare. Arambh was started with a clear intention to work on the right to development - issue of education with children. Some of the activities initiated by Arambh towards achieving this have been by: Supportive education classes for the children. Establishing a good rapport with the community in Turbhe Stores. Receiving support and active participation from the Zilla Parishad school teachers in Arambh's activities.

RESULTS
Improvements after three weeks of The English Program:
Increase in the % of children who can read fluently
80 70 60 55 50 40 30 26 20 20 10 10 0 Std 1 Std 2 Std 3 Std 4 Std 5 Std 6 Std 7 Std 8 Std 9 18 40 30 50 45 38 40 PRE-TEST % POST-TEST % 50 63 59 55 68 70 60

RESULTS
Improvement after three weeks of The Mathematics program:
45 40 35 30 25 20 15 10 5 0 12 9 5 10.5 20 22 15 PRE-TEST % 14 POST-TEST % 32 40

RECOMMENDATIONS
From Socio-Economic survey: Infrastructure development at Warlipada Anganwadi School Transportation facility: Better marketing of the organization: Proper steps for women empowerment: Steps to drive the underprivileged children and drop-out to organization Construction of Public toilets From Education and Mentoring: Expansion of the literacy English Language Teaching Mathematics Teaching Educating about the importance of e-literacy Better Teachers Activities like Dancing and Drawing should be promoted

Decrease in the percentage of children who could not write anything after reading a text
70

Generalized test to assess the learning in three weeks of education:

Average Learning Rate of class for each subject

60 60 100.00% 50 40 40 30 50 Percentage (%) 49 80.00% 60.00% 40.00% 20.00% 0.00% 17 11 14 9

88.55%

87.71% 60.83% 55.40% 53.60% 53.20% 33.33%

82.60%

37 32

35 30 20 16 23 13 20 12

PRE-TEST % POST-TEST %

SURVEY AND EDUCATION METHODOLOGY

Survey Methodology: Household Questionnaire: The household questionnaire was collected to assess socio-economic and wealth asset. One household questionnaire will be completed per household. Auxiliary data: Old census data, social welfare records, municipal population registration were collected; these data was related to data obtained through a specifically designed sample household questionnaire. Informal discussion and Observation: Interactions with the community to have a clear picture of the slum and slum dwellers. We collected data through observation on the living condition of the slums, its sanitary and drainage facilities, unhygienic condition Education Methodology:  Segregation according to class and knowledge Two different programs namely The English Program and The Mathematics Program were taken by us. we focused on e-literacy Educational animation series e.g. Learn to write English and Hindi alphabets and Math Machine

20 10 0 Std 1 Std 2 Std 3

Std 4

Std 5

Std 6

Std 7

Std 8

Std 9

Subj ect Area

CONCLUSIONS
We tried to develop reading habit among children. Using Math Machine we tried to generate better mathematical/analytical skills among children. Achieved improvement in speaking / writing skills We tried to install better discipline among children. We enhanced creative skills through drawing competition Education of underprivileged children Education and Development of the girl child Rehabilitation of children in special circumstances

Our Organization

Students at the Center

REFERENCES
 http://www.ccs.in/ccsindia/downloads/intern-papers-08/Educationmapping-of-a-slum-area-201.pdf http://www.gujaratindia.com/pdf/ser0506.pdf http://planningcommission.nic.in/reports/sereport/ser/stdy_adolgirl.pdf

 

 http://www.researchersworld.com/vol1/Paper_14.pdf

Drawings made by children

Prize Distribution By Our Mentor Ms. Shobha Murthy

 http://www.unescap.org/huset/women/reports/india.pdf

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