Rohini Ghadiok Foundation

Bridging the Gap

'Bridging the Gap'(BtG) – an after school hours program is an initiative by the Rohini Ghadiok Foundation to enhance learning and skill levels of students from economically weaker sections (EWS) who are admitted in private schools under Right to Education (RTE) Act, 2009. Our aim is to empower children from disadvantaged communities by developing their potential through education and social skills and to mainstream them both academically and socially; to help them become self-reliant, responsible, confidant and motivated young adults. BtG is a multi-dimensional program that combines language strengthening, emotional support and social mindfulness.

Objectives of program

1 To increase learning and social skills of children ages 6-10 years;

2 To increase attendance and retention of children in school;

3 Increased confidence, motivation, communication & problem-solving skills

4 Improved attitude towards academics

5 Become socially integrated with classmates & peers

6 To enhance the responsiveness and participation of parents / community members.

Right to Education (RTE) Act

The RTE Act - 2009, is a landmark step by the government of India that mandates all private unaided schools to admit 25% students from the economically weaker sections (EWS); to provide every child the right to quality and equitable elementary education in a formal school.

Expecting EWS children to integrate with the mainstream is asking for the impossible, unless special efforts are made to help them in this process. India is reported to have the largest number of illiterate adults in the world at 37 per cent of the global total (2014) This is an indication of the disparity that exists with access to education and confirms that however well-meaning the RTE Act is, it has failed to target those who need it the most.

Poverty, availability, and accessibility are three big reasons why children drop out of school, says Soha Moitra of Child Rights and You (CRY). “When a family is not financially secure, prioritising a child’s education takes a backseat. Post-Class V, distance to school also tends to increase, and parents deem it unsafe for a child, especially girls, to travel far. You see this validated in dropout rates as well, which rise sharply after Class V.” Another reason why drop-rates rise after Class V is that this is the stage when a child reaches the age 10-11 years when it is considered suitable for induction into child labour.

- The Hindu Dec 2016

The Solution

RGF recognized this as a multifaceted issue and decided to initiate the program ‘Bridging the Gap’, a multidimensional response that combines language strengthening, emotional support and social mindfulness. BtG works on the holistic development of the EWS students to ensure that the student grow in a competitive environment where he or she has an incentive to study hard and perform better than his colleagues. This will instil the spirit of competition and the zeal for achievement at an early stage, which will play a vital role in shaping their careers.

Bridging the Gap

Understanding Program

Program

Conducted in the school premises after regular school hours
Classes are held twice a week for a period of 90 minutes each
The medium of instruction is strictly English
Personalised attention on a one-on-one basis is given to poor performing students
A high-protein vegetarian lunch is served before start of classes to each student
Awareness and counselling sessions are conducted with parents for community mobilization

Student Selection

Students selected are those admitted to school under the RTE Act, in the age group 6-10 years from Classes 2 to 5 identified by the school based on their poor academic performance and weak social skills and inability to participate in classroom activities.

Teaching

Teaching is conducted by a core group of volunteers who were initially trained by ‘Teach for India’ fellows and are supported by university students (from Lady Shri Ram College) and high school students. Few teachers are paid an honorarium. Workshops on Capacity Building for the teachers are conducted on a regular basis.

Learning Modules

Lessons are based on books sourced from National Council for Educational Research and Training (NCERT), Central Book Trust (CBT), Pratham and Katha
Worksheets on grammar exercises are prepared for each individual student
Emphasis is put on English reading, comprehension, writing and speaking
Teaching aids are used during the lessons

Monitoring

Baseline assessment & periodic assessments
1. English (writing, reading, comprehension, grammar and vocabulary)
2. Life Skills (self-awareness, self-management, social awareness, relationship management and thinking & cognitive skills).
Stakeholder meetings with school teachers and parents

Library

RGF has a large number of books and students are encouraged to borrow them to read and enhance their skills in the English language.

Get to know us

Priyanshi Kumari

Grade 3 Student

Aditi Kumari

Grade 4 Student

Vikash Jha

Grade 5 Student

Mr. & Mrs. Zoaib Akhtar

Parents Of Abdul

Mrs. Pavitra

Mother of Tanvi

Mrs. Saroja

Grandmother of Khushi

Averil

Shobha

Lavanya Verma

Support

Volunteer

Partner

Priyanshi Kumari

Grade 3

"Priyanshi is a diligent student and a team player. She is fond of reading, a slow writer but presents her work neatly. She is showing steady progress in varied parameters such as self-confidence, critical thinking and independence. She comes from a family of 6 siblings, a father who is an electrician by profession and a homemaker mother. Priyanshi has aspirations to become a teacher, and her family understands the importance of good education to overcoming all odds."

Aditi Kumari

Grade 4

"Aditi was a shy, under-confident child and afraid to ask questions in class. She has felt a tremendous change in herself after joining the BtG program. Her vocabulary has improved and so have her academic scores in school. In the last unit test, she ranked second in her class. She lives with her family in an urban slum; her father works in a document shop and her mother is a homemaker. She wants to be a doctor and says that she is ready to study hard for it."

Vikash Jha

Grade 5

"Vikash Jha is a very bright child and intelligent too, however initially it was really difficult for him to stay focused at anything. He got the support he was looking for and has made tremendous improvement in just few weeks. His interest level in studies has improved and now he has started to enjoy reading. His favorite book currently is Charlie and the chocolate factory. Though he aspires to be a football player but he also understands the importance of good education. His favorite football player is Cristiano Ronaldo."

Mr & Mrs Zoaib Akhtar

Parents Of Abdul

"We are grateful for the difference BtG has made. Despite getting admission in such a fine school, my son Abdul was finding it difficult to cope up with the standard of education here. But now with the help of teachers here he has improved a lot academically. He has learned to converse in English and likes to read. He has developed a keen interest in helping others too, now days he often help his younger sister in studies. We would like him to grow up to become an IAS officer though we will be happy with whatever he chooses to become."

Translated from conversation during parent-teacher meeting.

Mrs Pavitra

Mother of Tanvi

"It is important to me that Tanvi gets proper education and explores the areas of her interest. She just joined BtG program and I am glad to see her improve each day. She is happy to come to school and enjoys doing her lessons. Sometimes she even corrects me on how to pronounce some words. I am extremely happy that my child is getting better in studies with BtG help and I am sure she has a bright future. I feel really good when her teachers appreciate her, they even explain me on how i can further help and contribute to her studies."

Translated from conversation during parent-teacher meeting.

Mrs Saroja

Grandmother of Khushi

"We are really happy to see Khushi so confident and well-spoken. It’s been three years with BtG program and she has gained so much. She can converse in English, loves to read and her grades have improved too. She is sincere and does her homework probably that is why she is liked by all the teachers. The teachers here not only help her with studies but also instil good manners. I want Khushi to have proper education and become whatever she chooses to be."

Translated from conversation during parent-teacher meeting.

Averil

"I have been volunteering for the BtG Program since its inception three years ago. I am teaching Grade 3 and can say with confidence that it was a good decision to join as I find it very rewarding. Being an educationist I know how difficult it can be in the beginning for a child to adapt to an environment which is quite alien to him/her. At BtG we get to connect with children from different backgrounds and with a little handholding and emotional support, we can help them learn and love school"

Shobha

"I have been a school teacher for several years but the kind of difference that we can make in a child’s life through the BtG initiative is something i have always longed for. While we just interact with a single batch of students at a time, what we are actually doing is laying the foundation for social change. The long term objective is to empower these students and hope that this will become a catalyst for the family and community."

Lavanya Verma

"Lavanya Verma is pursuing her graduation in Lady Shri Ram College and aspires to do a master’s degree in social work. In her words “BtG is an eye-opening experience. For the first time, i realize how quality education, malnutrition and poverty are such closely related issues. BtG program is more of a learning platform for me as i get to experience practical solutions to very real scenarios that not only equip me to become a better person but it also helps in my analytical thinking."