Project Nanhi Kali, founded by Mr. Anand Mahindra, Chairman of Mahindra Group, in 1996, has been a pioneering force in empowering economically and socially disadvantaged girls in India. Operating under the K.C. Mahindra Education Trust, the project addresses critical societal challenges, including low female literacy, child marriage, and limited educational opportunities. With a mission to ensure 10 years of formal schooling and holistic development, the project has impacted over 5.5 lakh girls, affectionately known as 'Nanhi Kalis', across 15 states. Notably, the project integrates digital and personalized learning that operates offline, ensuring quality education in remote areas and addressing tutor shortages in underserved communities.
Further, in collaboration with Walplast Welfare Foundation, the CSR arm of DryChem India, the project aims at providing immediate assistance to 816 girls, empowering them to break the cycle of poverty and become self-reliant individuals.
Recently, TheCSRUniverse engaged in a comprehensive discussion with Ms. Sheetal Mehta, Trustee and Executive Director, K.C. Mahindra Education Trust, representing Project Nanhi Kali, and Mr. Aniruddha Sinha, Senior Vice President and Group Head of Marketing, CSR & Business Head - P2P Division, Walplast. The dialogue aimed to uncover the dynamic strategies employed by the partnership in bridging the educational gender gap and fostering sustainable growth for underprivileged girls. Our conversation delved into the tailored education approaches, success stories, community engagement strategies, holistic development initiatives, family involvement techniques, and the challenges faced in this collaborative mission. Furthermore, we explored the short-term and long-term objectives of this partnership and the concerted efforts put forth by the Walplast Welfare Foundation in sustaining this transformative educational journey beyond the current commitment period.
To read the full conversation, please scroll down.
Interview 1
Spokesperson: Sheetal Mehta, Trustee and Executive Director, K.C. Mahindra Education Trust
Q. Can you provide a detailed breakdown of how the Nanhi Kali program tailors education using EdTech and artificial intelligence? How has this approach positively impacted the learning outcomes of the girls involved?
A. One of the many intervention aspects of Project Nanhi Kali is digital learning. Every girl in the project is provided with access to a personalized, adaptive learning software via digital tablets. Powered by Artificial Intelligence, this software matches instructions to the learning level of each girl, ensuring that she learns with understanding, thereby improving learning outcomes amongst the girls. This innovative ed-tech solution is designed to work without internet connectivity, ensuring that girls in some of the most remote parts of the country have access to quality education. In addition to bridging the gender-digital divide, Nanhi Kali’s edtech intervention also helps overcome the challenge of a lack of qualified tutors in underserved communities.
Q. Could you share specific success stories or case studies that highlight the transformative power of the Nanhi Kali program in the lives of economically disadvantaged girls, showcasing how it has helped them overcome educational barriers?
A. Many of the girls that have been supported by Project Nanhi Kali have gone on to achieve great heights and become self-reliant, empowered women. One such story is that of Sandhya Priyanka, a Nanhi Kali from from Andhra Pradesh.
Sandhya, a first-generation learner, lived with her parents and older sister in a tribal village in Araku Valley, Visakhapatnam. Her father, a mail carrier, was the sole earning member of the family who passed away when Sandhya was young. Her family struggled to make ends meet with meagre finances. Amidst severe hardships, Sandhya dreamt of pursuing higher education and earning a living to help her family break the shackles of poverty that they had lived in throughout their lives.
A turning point in Sandhya’s life was when she was enrolled into Project Nanhi Kali which operates in the tribal villages of Araku. Sandhya worked hard and continued to be supported by the Project till she successfully completed her schooling. With the opportunity to re-write her future, Sandhya was provided with daily academic support at Nanhi Kali Academic Support Centres which operated beyond her school hours. She also received school supplies every year which included a school bag, notebooks, stationery, and feminine hygiene material to help her attend school with dignity. Sandhya was particularly grateful for the safe conducive environment created by her tutors at Project Nanhi Kali which enabled her to excel in her academics and gave her the confidence to dream of a brighter future for herself.
She was a conscientious student who attended her classes regularly. In Class 9, she won the Best Student Award. The following year, she was awarded the C M R Pratibha Award in 2010 for her exemplary performance in Class 10. Sandhya went on to secure admission in Nujiveedu Campus for IIIT (B Tech Civil Branch) in the year 2010. Although language was a major hurdle for Sandhya, as she had graduated from a Telegu medium school, she did not let it stand in the way of her dreams of becoming an engineer. Her hard work and diligence ensured that she successfully completed her B Tech degree. She secured a job with the local government and is currently working as an Assistant Engineer in Panchayati Raj, Municipal Corporation Department in Visakhapatnam.
Sandhya is one of 550,000 girls whose lives have been transformed through Project Nanhi Kali.
Q. Community engagement is a crucial aspect of your program. Could you explain the strategies used to create awareness within local communities about the importance of girls' education and how this has led to increased participation and support?
A. Project Nanhi Kali’s on-ground operations are managed by an all-woman team of over 6,000 ‘Community Associates’, who are recruited from local communities and trained to become learning facilitators and mentors to the girls. They also engage with community stakeholders to create conducive, girl-friendly ecosystems. Through regular meetings with parents, local government education officials and school authorities, the project works towards sensitizing the community on the importance of girls’ education. The long-term impact of Project Nanhi Kali has been evident through change in mindsets of parents and communities, in favor of girls’ empowerment.
Q. The incorporation of a sports curriculum is intriguing. Can you delve deeper into how sports contribute to the holistic development of Nanhi Kalis and why this aspect is important for their overall growth?
A. Project Nanhi Kali’s ‘Sports For Life’ curriculum, presents the girls with the opportunity to participate in fitness activities regularly and promotes holistic development. This curriculum is professionally designed so that environmental constraints do not impede the development of the girls and it can be organized in small places without being heavily dependent on complex sports equipment. In addition to fundamental movement skills, physical activity and nutrition, the curriculum also focuses on developing teamwork and mental strength amongst the girls. Further, Project Nanhi Kali organises a series of sports events including an annual pan-India athletics series called ‘Toofaan Games’, which has helped spot budding talent.
Q. Involving families in the education journey of these girls is vital. Could you provide examples of how Nanhi Kali ensures the active participation and support of parents and guardians in their daughters' education?
A. The active participation and support of parents and guardians towards their daughters’ education is integral to helping girls achieve their full potential. Many of the girls enrolled in Project Nanhi Kali are first generation learners and it is imperative for the team to work closely with the families of the girls. The Nanhi Kali Community Associates (locally recruited women tutors), conduct monthly meetings with the parents to sensitize them and keep the parents informed about the programme and the progress of their girls. Consistent engagement with parents and other community stakeholders has contributed to helping the project curtail dropouts amongst girls to less than 10%.
Q. What are the primary challenges you face in delivering quality education and support to Nanhi Kalis, and how can external stakeholders, such as organizations and individuals, contribute to addressing these challenges effectively?
A. There are a range of challenges that Project Nanhi Kali faces, from patriarchal mindsets, entrenched gender discrimination and regressive social norms in communities which act as a barrier to girls regularly attending and completing schooling, to the digital divide in India. Over the years, Project Nanhi Kali has developed effective strategies to mitigate these challenges and worked with multiple stakeholders, including government officials, school authorities, parents and community members to create systemic change and help girls build brighter futures for themselves. While the project has worked with over half a million girls, there continues to be a high need to support more girls who are denied access to education. Individuals and organizations can contribute towards this cause through Project Nanhi Kali’s transparent and cost-effective sponsorship model, providing disadvantaged girls the opportunity to rewrite their destinies.
Interview 2
Spokesperson - Mr. Aniruddha Sinha, Senior Vice President and Group Head of Marketing, CSR & Business Head - P2P Division, Walplast.
Q. Can you provide a detailed insight into the specific short-term and long-term goals and objectives of the partnership between Walplast Welfare Foundation and Project Nanhi Kali? How do you envision measuring progress towards these goals?
A. Our partnership with Project Nanhi Kali encompasses both short-term and long-term objectives. In the short term, we aim to provide immediate educational support to 816 underprivileged girls in various regions, ensuring access to quality education and holistic development. In the long term, our goal is to empower these girls through education, breaking the cycle of poverty and nurturing self-reliant and resilient individuals. Progress will be monitored through key metrics, including academic achievements and personal development, in collaboration with the Nanhi Kali team. This partnership is a significant step in our commitment to positively impact the education and growth of our nation.
Q. We understand that supporting the education of 816 girl children in various regions is a significant commitment. Could you share some specific educational and socio-economic outcomes you hope to achieve for these girls by March 31, 2024, and beyond?
A. By March 31, 2024, we aim to see tangible improvements in the educational outcomes of the girls we support. This includes increased school attendance, improved academic performance, and a reduction in dropout rates. We hope to witness enhanced self-confidence, better career prospects, and increased community involvement among these girls, making them more self-reliant and resilient. Beyond this date, our goal is to continue supporting their and more girls' education until they achieve their academic aspirations and become self-sufficient contributors to society.
Q. How does the Walplast Welfare Foundation adapt its approach to address the unique educational challenges and needs of girl students in diverse regions, and are there plans for local collaborations to extend the program's impact?
A. The Walplast Welfare Foundation strategically selects Nanhi Kali project locations in close proximity to their physical offices and factories. This deliberate choice enables more active and effective participation. Recognizing the significant variations in educational challenges across regions, the Walplast Welfare Foundation collaborates closely with the Project Nanhi Kali team, which possesses expertise and experience in the field. To empower and instill confidence in students, we encourage our employees to volunteer for Nanhi Kali and provide support in educational and other activities. The Nanhi Kali team tailors their programs and interventions to address the specific needs of female students. This may include offering additional support in subjects where girls face the most difficulties, addressing cultural or social barriers that hinder education, and conducting workshops to develop life skills among the girls.
To expand the program's influence, the Nanhi Kali strategy involves forging partnerships with local organizations, schools, and community leaders. This approach fosters a deep understanding of local culture and traditions, ensuring that interventions are culturally sensitive and well-received. Moreover, these local collaborations enhance the program's impact through community engagement and the sharing of knowledge.
Q. Engaging employees in volunteering for community development is commendable. Could you describe some of the skills and support programs your employees will be involved in to empower these girls and their communities?
A. We have encouraged all employees to actively engage in our Corporate Social Responsibility (CSR) initiative by volunteering their time and expertise to empower young girls and their communities. There are multiple avenues for involvement, including teaching and mentoring, providing academic assistance, organizing interactive activities, and leading sessions on subjects such as financial literacy and communication skills. Additionally, employees can facilitate workplace visits, exposing Nanhi Kali students to diverse professions. To facilitate their participation, we allocate paid working hours specifically for these volunteering activities, allowing employees to make a significant and meaningful impact on the lives of these girls.
Q. Sustainability is a key factor in any CSR initiative. What strategies and measures has the Walplast Welfare Foundation put in place to ensure the continued success of this partnership with Project Nanhi Kali beyond the current commitment period?
A. To ensure the sustainability and long-term impact of the partnership, the Walplast Welfare Foundation employs key strategies such as:
Academic Achievements: Regular assessment of the girls' academic performance to track improvements in grades, attendance, and exam scores.
Personal Development: Assessment of personal development by tracking improvements in self-esteem, communication skills, leadership abilities, and overall confidence.
Program Scalability: Exploring opportunities to expand geographically and increase the number of beneficiaries, making the initiative more self-reliant and resilient.
Financial Stability: Securing long-term funding through endowments, grants, and sponsorships.
Community Involvement and Capacity Building: Tailoring programs to address regional challenges by engaging with local communities. Supporting Community Associates by employee volunteers for sustained program success.
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