Help a poor child to perform better in school through support classes, INR 3250

" Overview

Foundation for Initiatives in Development and Education for All (IDEA) was instituted in Pune with a vision to make education more accessible and widespread in the underprivileged children. Born as a result of a need to improve the situation and reduce the number of school dropouts amongst underprivileged children, IDEA has grown by leaps and bounds since its inception.

The Basics

One of the main reasons for children dropping out of school is their difficulty in coping with the curriculum. Children coming from families with lower socio-economic & educational background often find it difficult to understand what is taught in school. Some parents send their children to tuition classes while some cannot afford to do so. When the child repeatedly fails in examination, the parents pull out the child from school assuming the child is with low intellectual capacity. In some cases academically sound children have poor study habits due to peer group influence while others drop out or miss school due to the migratory nature of their parent’s work. Study centres provide them an opportunity to bridge the gap and develop a habit of regular studies.

How It Works

• As part of their initiative to identify ‘out of school children,’ IDEA regularly conducts surveys in their project locations.
• During this survey, many potential dropouts and parents who pay very little attention to their children are identified.
• Such children from Grades 1 to 7 are enrolled in IDEA study centres (after- school tuition centres).
• This programme is also open for any needy child in the slums where IDEA works.
• The activity runs Monday through Saturday in a number of centres.
• In a few centres, classes take place from 9.30 a.m. to 11.30 a.m. and from 3.00 p.m. to 5.00 p.m.
• In the rest of the centres, the timing is from 2.00 p.m. to 6.00 p.m.
• During summer and Diwali vacations the focus is on extra-curricular activities and personality development of the children.
• Classes are held from 2.00 p.m. to 5.00 p.m. at a space within the community (often an Anganwadi centre).
• Teachers that run the after-school tuition centre are identified from the slum itself.
• They undergo training to use a standardized teaching methodology developed by IDEA.
• In addition to this teacher, a qualified teacher also visits each centre in rotation to teach difficult topics and also provide on- the-job training to the teacher.
• Resource materials are purchased or made by teachers and volunteers of IDEA.
• IDEA keeps records of level of educational achievement of these children at the time of entry & at the end of each year.
• Regular attendance is mandatory and records are available.
• Parents meetings are mandatory.
• On every Saturday, extra-curricular activities are held for children to retain their interest in the centre.


• 2 – Number of batches
• 3 hours – Duration of each class
• 20 – Number of centres where this activity takes place
• 20-25 – Number of children in each batch

Donation Option Break-up cost in INR
Monthly Test/teaching aids/monthly meeting & teacher training/rent 360.00
Cost of teacher honorarium/ conveyance expenses of supervisor 2340.00
Nutritious snacks during weekly co-curricular activity 250.00
Admin Expenses 300.00
Unit Price 3250
Total 3250
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Mangal on the path of progress
Mangal is a first generation learner in her family. Her parents are illiterate and work as labourers. As her parents were illiterate they were unable to guide her in studies and neither could they afford tuition classes. Her parents made her elder sister Laxmi aged 15 years, drop out of school as she failed a few times in Grade 5 and compelled her to work as a maidservant. Laxmi became a drop out just because she could not cope with the studies.
We came in touch with the family during a survey in their slum. We identified Mangal as a proactive initiative to prevent her from being a school dropout. She started attending IDEA study center since Grade 3. Now she is in Grade 7. Initially a lot of motivation was required to improve her attendance. Her performance especially in Mathematics was poor. She was unable to recognize shapes, do multiplication sums etc
Slowly Mangal started developing an interest in various co-curricular activities conducted at the centre. She got opportunities to learn art and craft, participated in field visits, camps etc. With individual guidance by the teacher and different educational games conducted in the class, Mangal started improving in Mathematics. Along with this her Marathi reading and writing skills have also improved. She takes interest in learning English too. She participated in the Math exhibition and presented it well. Her confidence and leadership qualities have increased. She aims to be a teacher in her life.

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