07Oct

Savoring Democracy’s Essence Through Revitalizing School Elections

October 7, 2023 makkalajagriti 0

School parliament elections are not news to us. But it took a remarkable twist in the current academic year. Traditionally, teachers would handpick student representatives, but this year witnessed a groundbreaking change. Children themselves engaged in the democratic process by electing ministers through a formal election, infusing the proceedings with all the elements of a true democracy.

This transformation was made possible by Makkala Jagriti’s intervention in Government schools, aimed at fostering the well-rounded development of students through experiential learning. Their innovative approach revitalized the practice of democratic elections in schools, incorporating modern voting technology. Students from government schools participated by submitting nominations, engaging in campaigns, and utilizing voting apps to replicate the electronic voting systems used in real-world elections.

This initiative empowered the children with a profound understanding of their right to choose and the responsibilities that come with it. Transitioning from being appointed to earning their positions through the electoral process instilled a sense of purpose and a deeper comprehension of their roles and responsibilities. The experience not only made them accountable for their choices but also nurtured a greater appreciation for the democratic values that underpin our society.

07Oct

Empowering Young Voices through Creative Assemblies.

October 7, 2023 makkalajagriti 1

School assemblies are languished practices in many of the schools in Karnataka. Those who followed experienced it as a mundane routine that often went unnoticed.

With Makkala Jagriti’s intervention in government schools, assemblies have found their lost lustre for holistic development, not just for students but for teachers too. Every child, regardless of their background, deserves the chance to learn, express, and shine. Thus, assemblies have transformed into an exciting arena for creativity and leadership.

From 9:00 to 9:20 every morning, children gather in this dynamic space to showcase their talents and grow. Twice a week, students take the stage, performing songs, speeches, and mono acts, fostering an environment of expression and growth.

This transformation extends beyond students empowering teachers as well. Makkala Jagriti’s Teacher Empowerment Program equips educators with skills to guide and inspire children effectively.

The impact this practice has brought in the last year is remarkable. Hesitant individuals have become confident initiators of this daily energy boost. Assemblies are no longer treated as a routine. They are creative venues where ideas flourish and talents shine.

This year, the experience has been fine-tuned, building on the success of the past. It’s a movement towards fostering confidence, creativity, and camaraderie among students. It’s a journey from routine to vibrant, from mundane to fun, making every assembly a source of joyful learning.

07Oct

From Loss to Life: Crafting a Journey of Hope and Triumph.

October 7, 2023 makkalajagriti 0

Harish belongs to a poor family in Tamil Nadu and his life took an unexpected turn during a trip he took to Banglore. He was rescued by the Child Protection Force and was fostered at the Child Care Institution (CCI), Bangalore. Despite tracking down his family couldn’t ensure his release, since his parents couldn’t take him back with them due to the financial crisis they were undergoing.

The walls of CCI Home became his refuge from here after. Life had another blow set for him and he lost both of his parents during his stay at CCI. Yet within this storm, his spirit remained unbroken. A seed of talent stayed dormant within him waiting for the right moment. He resorted to the path of educating himself to pull himself out of the darkness. With his hard work and determination, he managed to skip grades and complete his 10th standard successfully and later he completed a diploma in Engineering. His story, however, was not just one of academics. In the world of sports and Taekwondo, Harish’s prowess shone brilliantly.

Today, Harish stands as a testament to the power of perseverance. A government servant, he serves not only his role but also as an embodiment of hope. His journey continues to ignite the flame of determination in others, proving that even amidst life’s harshest trials, the human spirit can emerge stronger, brighter, and capable of crafting its destiny.

07Oct

The True Visionary Behind a Learning Center at Balamandira.

October 7, 2023 makkalajagriti 0

The true visionary behind the inception of Makkala Jagriti’s Learning Center at the Government Childcare institution in Karnataka is an 11-year-old boy named Manoj in 2007. Manoj was outcasted by his own people owing to his association with theft, substance use, and his rogue nature. He was a school dropout at the UKG level, underwent emotional, physical, and sexual abuse at a very young age, and was exploited by a mafia group to steal. The trauma the kid had to undergo remains unfathomable.

Although he was curious to learn, his initial behavioural issues at the learning center at CCI home led to clashes with other children. He struggled to fit into school due to the ill-treatment of teachers towards him and any alternate option felt completely alien to him. After his involvement in criminal activities, he cycled through various institutions. Over time, Makkala Jagriti’s acceptance helped him change, engage, and learn, ultimately leading to personal growth and redefinition of his path.

It’s his suggestion to our founder to establish a learning center at CCI home has given wings to the innovation that is running successfully today. Although he despised being confined at the children’s home he liked the idea of having a learning centre at Balamandira. Manoj’s belief in helping these children aligned with MJ’s mission, leading to collaboration with the Department of Women and Child Development. Despite Manoj’s untimely passing, his vision endures in MJ’s work for vulnerable children.

07Oct

16-Year-Old Finding His Way Out of Struggles to Creative Triumphs

October 7, 2023 makkalajagriti 0

This is a boy of 16, who came to roam alone in Banglore and ended up in the Child Care Institution in Koramangala. The Maker’s Space sessions conducted by Makkala Jagriti are a space that gave him immense happiness. His interest in creating working models was evident from the beginning itself. He came up with innovative ideas and joined forces with other children and created amazing working models of Solar Water pumps, Speakers, and Hydraulic JCB among others.

16-Year-Old Finding His Way Out of Struggles to Creative Triumphs

Not only did he excel in developing innovative projects, but also emerged as a natural leader in the group. He took it upon himself to patiently explain the intricacies of materials and techniques to his friends. Driven by his thoughts and ideas, he began crafting models independently. A sensor automatic water machine, a Tattoo Machine, and much more sprang forth from his creative mind.

He was fostered in the CCI for one year and during the time of his release, he promised to make a big Bluetooth speaker and connect back through pictures and video calls to the facilitators. He leaves us with hope and reassurance, that the children we discovered in the depths of despair can rise once more. With the right care, attention, and support, they can overcome all odds stacked against them.

07Oct

Maralukunte Anganwadi Emerging from a Soft Slumber to Vibrant Laughter

October 7, 2023 makkalajagriti 0

In the heart of Marenahalli Panchayath lies Maralukunte Anganwadi, a quaint space basked in sunlight, but lacking the vibrancy it deserved. With dormant playgrounds, empty racks, and untouched storerooms, it yearned for transformation. Recognizing its untapped potential, our team at Makkala Jagriti intervened, breathing life into the spaces, creating a positive hub of learning. Laughter now fills the classrooms as children engage joyfully with newfound playgrounds and materials.

However, the real challenge was finding a teacher. A facilitator from MJ temporarily took on the role until a helper from another Anganwadi was promoted to the position. Through MJ’s training, she blossomed into a confident teacher, inspiring others with her dedication to learning and growth.

As the teacher flourished, so did the connection with the community, understanding the significance it made in the lives of children. Now it stands proudly as a model center in the region. This transformation reminds us that one person’s dedication can create ripples of change that resonate far and wide. Maralukunte Anganwadi is proof that with love and commitment, anything is possible.

07Oct

Asfiya’s Journey to Rewrite Her Destiny.

October 7, 2023 makkalajagriti 1

Asfiya Khanam is a young woman from Gopalpuram, who defied societal norms and embarked on an extraordinary journey of self-discovery and empowerment. At the age of 17, she was married and started a family, believing that her life was destined to revolve around her role as a wife and mother.

However, life took a significant turn when she stumbled upon the Yuva Jagriti Program by Makkala Jagriti. Little did she know this decision would mark a turning point in her life.

“I had to come out of my chains and be a changemaker” – She said.

Asfiya had a fire in her to learn again, which led her to restart her education after 7 years. The Yuva Cafe was a safe space to express herself and take up responsibilities nurturing the leadership qualities in her. Asfiya works as a facilitator and coordinator at Makkala Jagrit now.

Her journey exemplifies the power of self-belief, resilience, and the profound impact that education and empowerment can have on one’s life. Today she stands as a role model for many women in her community and inspires them to pursue their dreams.

17May

How empowering Anganwadi Teachers enhances Early Childhood Education

May 17, 2023 makkalajagriti 1

Every child deserves a fair start in life. Research shows that most of a child’s brain development happens in the first 6 years. This makes Early Childhood Education crucial for laying the foundation of a child’s learning, health, and overall success in life. In India, Anganwadis (government-run centers) are the primary institutions that provide basic nutrition, health, and pre-school education services to children under the age of 6 and their mothers. Hence, Anganwadi teachers play an important role in providing care and education to children. However, many of these teachers face challenges such as lack of training, resources, and support, which impact the quality of their services.

To address this issue, Makkala Jagriti has introduced the ECCE program, which promotes the holistic development of children across all developmental domains, with a focus on improving the learning levels and school readiness of children aged 3-6 years. Currently, Makkala Jagriti is working with 85 Anganwadis in both urban and rural districts of Bangalore to improve the quality of services provided to children.

Makkala Jagriti takes a sustainable approach by working with Anganwadi teachers and helpers to improve their facilitation skills through capacity building. Providing necessary support to teachers and helpers improves their effectiveness, and they can carry out their responsibilities more effectively. With better-equipped teachers, more engagement from parents, and improvements in the classroom, the quality of services provided by Anganwadis can be enhanced.

During a focus group discussion with Anganwadi teachers in Rajanakunte, Bangalore, several insights were gathered regarding the benefits of empowering these teachers. One of the primary advantages is that they develop a better understanding of what is needed for the development of children, beyond just teaching basic literacy and numeracy skills. One of the teachers said, “Initially, I thought that our job was only to feed the children, put them to sleep and at the most, teach them ABCs and a few basic nursery rhymes. But, after attending training sessions and online classes as a part of Makkala Jagriti’s ECCE program, I realized that there are so many other aspects that need to be covered for the holistic development of children.” The training has led to significant improvements in the classroom, with teachers now providing more engaging and diversified learning activities.

Another teacher shared, “Earlier, we only used to do rote learning, but now we focus on activities that promote learning through play. I learnt to incorporate songs, rhymes, and storytelling, which not only makes learning fun but also helps with cognitive and language development.” During the discussion, it became apparent that teachers are now more knowledgeable about the different domains of child development and how various activities can foster specific aspects of development. It is evident that this increased awareness is largely attributable to the ECCE program of Makkala Jagriti.

In India, there is a common misconception that Anganwadis only serve as daycare centers and not as places for preschool education. The intervention by Makkala Jagriti aims to change this narrative. A senior teacher shared, “Parents are now aware of the significance of the activity conducted by us and, as a result, they are now more engaged in their child’s learning process. Earlier they used to leave the child and walk away, however now they spend some time observing what is happening in the class.”

The empowerment of Anganwadi teachers has also resulted in significant changes in the centers. The use of low-cost materials and innovative teaching techniques has been helpful in attracting parents. One teacher shared, “Earlier, parents were skeptical about sending their children to the center. They didn’t believe that their children would learn anything here. But now, they can see the difference. They are very happy with the progress of their children.” It was noticed that this has led to more community involvement, with parents volunteering their time and resources to support the Anganwadi centers.

Additionally, this empowerment has led to professional growth and development of the Anganwadi teachers, exposing them to new ideas and methodologies that help them provide better-quality education to children. One teacher shared, “I feel proud to be a part of the Anganwadi center. Earlier, I used to feel that I am just an ordinary worker, but now I feel that I am doing something important for the community. People respect us and our work.”

The ECCE program by Makkala Jagriti has shown that providing teachers with the necessary tools, knowledge and skills can lead to significant improvements in the classroom, more engagement from parents, and better-equipped teachers. It is imperative that the government, policymakers, and society as a whole recognize the vital role that Anganwadi teachers play in shaping young minds and invest in their professional development, training and welfare. More efforts need to be made to empower Anganwadi teachers across India, so that every child has access to quality early childhood education.

22Dec

What makes MJ a Great place to work?

December 22, 2022 makkalajagriti 0

What makes Makkala Jagriti a Great Place to work

Makkala Jagriti has recently been certified as a Great Place to Work by Great Place to Work® Institute India.The Great Place to Work® Assessment is considered a ‘Gold Standard’ in workplace Culture assessment. The GPTW assessment measured various aspects such as Trust Index, credibility of management, pride, respect, fairness and camaraderie between team members and the organization scored highly on all these aspects.

MJ has always had a great work culture with freedom and trust at its core, and we are able to continue to foster the same over the years. This certification is a reflection of how all our team members feel about the work culture of the organization.

Makkala Jagriti sphere of work has human centredness at its core and therefore Trust is a core value that the organization not only believes in but puts into practice day in and day out. The Trust factor needs to be and is high between various stakeholders whether it is the employees and the management, between employees, employees and the communities that we work with or the organization and its stakeholders. The high trust factor allows a high degree of transparency and freedom while creating a safe and non-judgmental space between and among any of these actors. Some of the practices of the organization that contribute to making Makkala Jagriti a Great place to work are shared here.

Open House

Within the organization, we have created the process of Open House wherein all employees have the chance to ask questions to the Executive Leadership on any matter anonymously. This has been appreciated all around and while the Executive Leadership has always been accessible to all employees at all times, this has created a greater sense of approachability.

An extended leadership team

Democratic decision making is one of the values that we like to promote and standby in the organization. Towards this, there is a team called the Extended Leadership team that comprises managers representing all Programs and Departments of the organization. The Extended Leadership team meetings are forums to discuss and decide on organizational matters including policies an culture setting practices that are beyond day-to-day operational issues.

Investment in people’s development

People are central to Makkala Jagriti’s success as an organization and therefore investing in people’s development is a strong area of focus. When we say people’s development, it is not just capacity building on the technical skills that they have to bring to the workplace, but also the knowledge and awareness about themselves and how they can tap into it and be the best versions of themselves.

Autonomy and ownership at all levels

One of the unique features of our organization is that employees at all levels enjoy a good amount of autonomy, which stems from a sense of ownership that they feel towards the organization and its cause. This comes from her feeling a sense of transparency and trust in the organization over a period of time. It also comes from sufficient investment being done in ensuring that all employees understand the purpose and objectives of the organization and its various programs deeply.

05Nov

Micro-improvements towards transformative changes in ECCE

November 5, 2022 makkalajagriti 0

Micro-improvements – small steps towards transformative changes in early childhood care and education

Development sector overall is a complex ecosystem with multiple issues, multiple stakeholders and their perspectives, multiple power dynamics and challenges at all levels. In such a scenario, it is understandable that lasting change requires time and sustained multi-pronged efforts. We all want to see significant outcomes, but can easily be frustrated and overwhelmed by the complexity of it all.

This is where it makes sense to realize that changes are gradual and each step needs to be acknowledged and celebrated. The small changes can be empowering and they can also be more specifically defined than long term impact. Another word to describe them is Micro-improvements. And when we look at ‘change’ as a series or combination of interconnected micro-improvements, it helps us to stay motivated and committed to the cause and not be overwhelmed. As such, Micro-improvements can be defined as projects or undertakings with small goals that show immediate results. These in turn aid in establishing practices that can be repeated to create a journey of sustainable improvement.

We would like to thank and acknowledge ShikshaLokam who have helped us realize and explore the concept of Micro Improvements in the education space. To further understand the power and scope of Micro-improvements, let’s delve into what Makkala Jagriti, a Bangalore-based NGO working in the education sector has been doing in the space of Early Childhood Care and Education (ECCE).

It is well researched and understood that the early childhood years are among the most significant ones in an individual’s life in terms of growth and development. It is therefore that quality early childhood education has been rightly recognized by India’s National Education Policy (NEP-2020) as the greatest and the most powerful equalizer that can contribute to addressing social inequities. Achieving the vision of quality early education for all children in the country below the age of 6 years requires transformation at multiple levels – the most significant being at the Anganwadi ecosystem level since Anganwadis are the focal points of child development services for most children across the country.

Makkala Jagrit’s ECCE program focuses on bringing changes in the Anganwadi ecosystem by working with the Anganwadi teachers to equip and empower them with the knowledge and skills to deliver quality pre-school learning services to children enrolled in Anganwadis. We recognize that it is important to work with all the stakeholders to bring lasting change in the ecosystem and therefore we also engage with ICDS Supervisors, parents of children and the larger community.

While we acknowledge that large-scale sustainable change will require time and efforts of high magnitude, we also recognize what are the smaller changes or Micro-improvements that have taken place in our programs. Needless to add, it is an energizing exercise for us to look at these small wins in the program. We see how they can be a spark that leads to bigger changes.
Here are some stories of Micro-improvements from our ECCE program that have set the ball rolling for us to identify more.

An Anganwadi teacher creates a YouTube channel for Preschool Learning

As the world shut in 2020-21 because of the pandemic, Anganwadis across the country did too. With children stuck at home and having little or no means of learning, it was imperative that efforts needed to be made to reach out to Anganwadi teachers and parents with knowledge and instructions to engage children in pre-school learning activities. And while Makkala Jagrit tied with the government to send out bite-sized video content to Anganwadi teachers and parents, on a daily basis, there was a need for Anganwadi teachers also to step up and reach out to their communities in their own way.

Shobha, an Anganwadi teacher from rural Koppal was one of the thousands of recipients of the daily videos sent by Makkala Jagriti. Throughout the pandemic, she was an avid subscriber of our YouTube channel which was used to send the videos and constantly followed our work. Shobha was also an active participant on the WhatsApp groups that were created for the purpose of disseminating ECCE videos.

But she did not stop there. A highly motivated Shobha started her own YouTube channel to showcase the preschool activities that she did and shared with her colleagues. Now, that is something noteworthy for multiple reasons. Not only is her level of participation and commitment to preschool education exceeding expectations, but when an Anganwadi teacher takes responsibility and does something like this, it is much more relatable and inspiring for other Anganwadi teachers to learn and move forward. The steps taken by Shobha may look small in the information age where there are so many contributors, but they are significant for the community of Anganwadi teachers and a right step in the direction of the larger goal. We salute Shobha for her dedication and innovation. It is also an inspiration for other Anganwadi teachers to reach out to their communities and at the same time become updated with the use of technology. Here is a glimpse of Shobha and her work:

Bringing fathers to the forefront

Early childhood care, preschool activities or anything that involves children in their early years is traditionally seen as the domain and responsibility of the mother or women in general. And this perspective prevails irrespective of class or socioeconomic status. This is also reflected in the fact that Anganwadi teachers have been given guidelines to conduct ‘Mothers’ meetings’ in their Anganwadis and do not have any prescribed agenda of engagement with fathers. The potential role and contribution of fathers in early childhood development seems to be ignored.

Incidentally, various research studies have shown how important fathers play in the multi-area development of children.Fathers’ role in younger children’s development is something that has started being seen in the last two decades. At Makkala Jagriti as well, we have recently expanded the scope of our program implementation to engage with fathers on their role in early childhood care and education.

Recognizing that fathers’ participation in meetings requires overcoming deep societal conditioning, we have sensitized Anganwadi teachers and engaged with the community. We worked with the Anganwadi teachers to understand what timings suit fathers and also using techniques of peer-to-peer motivation. We have conducted different innovative activities including organizing group interactions with children. These are small steps in the large ECCE puzzle, but we firmly believe that fathers’ participation adds substance to the larger vision of quality early education for children. And we are seeing the results of persistence. In some Anganwadis, upto 70% attendance of fathers’ is seen in the meeting. We certainly hope that these small but focused initiatives can easily be replicated by others and eventually fathers’ participation in ECCE just becomes a way of life.

Making Preschool learning a priority in Supervisor meetings

The ICDS Supervisor plays an important role in the Anganwadi ecosystem. At the helm of a circle of Anganwadis, the Supervisor is responsible for monitoring various aspects of implementation of the ICDS (Integrated Child Development Scheme) objectives at the Anganwadi level that include health and nutrition as well as early childhood education aspects. The latter however has not required the attention it requires till recently. In fact there were no structured mechanisms or training for monitoring early childhood learning though ICDS has prescribed and mandated numerous formats and registers to collect various kinds of information and date.

The Supervisor meets the Anganwadi teachers twice every month to discuss the implementation of various provisions under ICDS. Empowered with understanding of the importance of early stimulation activities on young children, one Supervisor started with the small but impactful step of discussing the agenda, and the timetable of preschool learning happening in her circle of Anganwadis. This simple exercise put focus and demanded the need for the workers to conduct simple pre-school activities for the children. This would be the first step to building sustainable habits and practices. Come to think of it, this step is what every ICDS Supervisor needs to replicate and take up to transform the Anganwadi ecosystem into a space which delivers quality early childhood education. We certainly hope that more and more Supervisors take the cue and get started.

Everyone can contribute

What we see from the above examples is that Micro-improvements can be driven by anybody in the ecosystem and that leadership is not restricted to an organization or someone with large decision making powers. . Something specific can be taken up like a project with little or finite resources, and it can just be a simple incremental change that is seen as a result of it. What’s important to remember is that every one of them matters. And that’s how lasting change can be effected.

We are happy to note that the Department of School Education and Literacy has recognized and taken up the concept of Micro-improvements and launched an initiative called Vidya Amrit with the aim of encouraging innovations in the form of millions of micro-improvements across the 1.5 million schools in our education system, so that our students get a conducive learning environment. We can only say more power to the efforts and more power to Micro-improvements.