Leveling Up C2C’s STEM Lab

C2C girls in Bangladesh

At C2C, we’re thrilled to announce new upgrades to our STEM lab! These cutting-edge technologies will empower our students to create and innovate while strengthening their skills in science, technology, engineering, and mathematics.

STEM skills and knowledge lead directly to future jobs, and by encouraging girls to pursue STEM education, we aim to help them break the cycle of poverty and take control of their futures. We’re proud to see our students seizing these opportunities. Just last month, one of our own secured a job in cybersecurity—a testament to the impact of STEM education on our students’ futures.

This success story is one of many and underscores the importance of our work at C2C. Through our upgraded STEM lab and dedication to empowering students, we’re helping to give girls the power of choice in their lives.

Here’s a sneak peek of how our enhanced STEM labs will support our mission.

C2C girls will explore and experiment with innovative technologies:

• With robotics kits featuring sensors, motors, and controllers, they’ll undertake hands-on projects to design and build their own robots.

• Utilizing software platforms like Next Education’s robotics programming interface, they’ll learn the coding skills required to control their robotic creations.

• They’ll engage with dynamic learning tools like interactive displays, augmented reality (AR) resources, and simulation software that makes abstract concepts come to life.

These technologies perfectly complement C2C’s mission of equipping girls for success:

• Next Education’s robotics technology blends key STEM fields like programming, electronics, and mechanical engineering.

• The robotics solutions have intuitive, user-friendly interfaces and a curriculum that aligns seamlessly with C2C’s educational goals.

• The interactive tools cater to different learning styles and encourage students’ active participation.

In addition to empowering our students, the new upgrades also provide valuable benefits to C2C teachers:

• Comprehensive training sessions led by Next Education experts will ensure teachers are well-equipped to maximize the potential of the upgraded STEM resources.

• Ongoing support, including workshops, webinars, and access to instructional materials, will give teachers the assistance they need to integrate new technologies into their classrooms.

• Mentoring programs and opportunities for peer collaboration will foster a culture of knowledge sharing and professional growth among our teaching staff.

Additionally, the girls will explore experiential projects and activities such as:

• Robotics Challenges: Students will participate in robotics competitions in which they design and program robots to complete specific challenges, such as maze navigation or object retrieval.

• Interdisciplinary Projects: Students will apply their robotics expertise to solve pressing real-world problems. Projects may range from crafting assistive technologies for individuals with disabilities to creating eco-friendly solutions for sustainability.

With these exciting new technologies, C2C and our partners anticipate the following outcomes for our students:

• Increased engagement and motivation, leading to greater academic achievement across STEM disciplines. Cultivation of C2C’s “Four Cs”—confidence, creativity, communication, and critical thinking—through immersive, project-based learning.

• Development of problem-solving and collaboration skills with team activities.

• Enhanced career readiness, with practical skills and knowledge applicable to fields such as robotics, engineering, and computer science.

C2C’s STEM labs have always aimed to provide girls with the tools and resources needed for their futures, and by implementing these cutting-edge technologies, we are taking that commitment to the next level. “These upgrades will not only enrich our curriculum,” says Ms. Trupti Shinde, Senior Tutor at C2C, “but also empower our students to become innovators and leaders in the fields of science and technology.

From Struggle to Strength - Blog Post Series # 2

As the holidays and new year approach, C2C is honored to present “From Struggle to Strength,” a series focusing on the personal stories of the girls we support. We invite you to celebrate these remarkable young women as they share their hopes, challenges, dreams, and accomplishments. Your support of our students and their limitless potential is deeply appreciated.

Trisha

Trisha is 12 years old and has attended EMRS for a year. Her father is a tractor driver, and her mother works on a farm, but their income does not provide enough for their household needs. 

Having seen her parents work so hard for their family of five, Trisha is determined to make the most of her education. “I have seen my parents sacrifice so much to send me to school,” she says. “I have seen them cry and struggle and I will not disappoint them.”

Trisha loves to sing and play kabaddi, which is a contact sport between two teams. “It is a sport that increases blood circulation in our body,” she says. “Like any other game, it teaches us discipline and increases the sportsman spirit inside us.”

Inspired by her English teacher’s dedication and patience, Trisha wants to become a teacher herself one day. She likes making her teachers happy and is proud when she gives them correct answers. “It gives me motivation to work harder and become like them in the future,” she says. “I really like how teachers understand our problems and teach us with patience...They are always ready to help us.”

The C2C classes have also helped Trisha gain self-confidence and a belief in herself and her abilities. “I learned…to speak up and express my thoughts and opinions,” she says. “I learned how to work in a team, delegate tasks, and motivate others. I also learned how to identify problems and find creative solutions for them.”

Her education has also taught Trisha the importance of self-care. “Self-care is not selfish, but rather, it is an essential part of taking care of ourselves so that we can be better equipped to take care of others,” she says.

Although Trisha was homesick when she first arrived at school, she quickly made friends and has now started teaching her siblings about computers. “Today, girls should not think that they cannot be something,” she says. “So many of my teachers are women, and they tell me that I can do anything. C2C classes help me to achieve my dream.”

Because of the C2C classes, English is Trisha’s favorite subject, and she is especially proud of using her language skills to help her family, like when she was able to read English-language signs during a trip with her father.

“The joy I get when I am able to talk and understand the (English) chapter and even jokes sometimes, it is like a different new world where everything is new,” she says. “New stories, new movies, and new possibilities…I am looking forward to the day when I can use my education and skills to give back to my community. I hope to become a role model for other girls who may be facing similar challenges like me….As a girl from a poor background, there weren’t many opportunities for me pursuing my career and higher studies. C2C has blessed me with this opportunity of pursuing my dreams and becoming a successful person in life.”

Trisha has also learned a fundamental belief that she will carry into her future. “I have received many pieces of advice throughout my life,” she says, “but the best advice I have ever received is to never give up on my dreams. Despite the challenges and obstacles that I face on a daily basis, this advice has helped me to stay focused and motivated, and to keep pushing forward even when things seem impossible.”

Trisha encourages girls to believe in themselves and focus on their studies. “No matter what challenges you might face, there is always light,” she says. She also thanks people who support C2C because “they are not only changing the lives of these girls but also helping to create a more equal and just society. Their support can make a real difference in the lives of the girls in C2C and in this world as a whole.” 

C2C x Guru Krupa Foundation - Empowering Tribal Girls in Vadodara

In collaboration with the Guru Krupa Foundation (GKF) and Muni Seva Ashram (MSA), C2C has embarked on a transformative journey to empower vulnerable girls in the Vadodara region.

Since 2020, GKF has been a steadfast supporter of C2C, funding their TechLab, English and Vedic Math programs at the MSA, providing education and STEM opportunities to more than 100 underprivileged children.  In addition, C2C also received support from GKF to provide Covid-19 relief in 2020. The girls at MSA, hailing from agricultural and tribal backgrounds, face the unique challenges of growing up as girls in Gujarat while also grappling with the impacts of climate change. Despite these adversities, significant progress is being made in equipping these girls with the tools they need to thrive.

Building Resilience Amidst Challenges

The Vadodara region has experienced an unusual increase in rainfall, leading to frequent electrical outages. In response, C2C has implemented innovative solutions. Whenever electricity is restored, the girls are promptly directed to the computer labs to maximize their time on the PCs. Additionally, tutors have conducted classes via smartphones during unconventional hours to cover essential theoretical topics from the curriculum.

Despite these challenges, remarkable academic progress has been made over the past year, as reflected in the Annual Status of Education Report (ASER) results. Let's explore these results and see how C2C's programs in Computer Science, English, and Math are transforming the lives of these young girls.

ASER Results: A Testament to Transformation

In Gujarat, particularly where MSA is located, the educational landscape reveals significant disparities according to ASER data:

Computer Education: 

Shockingly, 38.6% of schools in the state lack a computer lab entirely. In contrast, with support from GKF and C2C, MSA boasts a fully equipped computer lab with modern facilities, including high-speed broadband and WIFI.

English Proficiency: 

The ASER report reveals a stark reality - only 52.4% of Grade VIII students across Gujarat can read simple English sentences (Grade II level text), with around 61% comprehending the meanings. In Vadodara district, where MSA operates, a mere 14.2% of students can read such sentences, with comprehension levels so low that they couldn't even be surveyed.

In sharp contrast, at MSA, 80% of students in Grades VIII can fluently read and comprehend English sentences. These girls are breaking barriers and defying regional trends, equipping themselves with a valuable skill that promises a brighter future.

Mathematics Mastery: 

Mathematics proficiency is another area where C2C girls excel. Across the state, only 31.8% of Grade VIII students can perform basic division problems. However, in Vadodara district, the figure drops significantly to a mere 5.3%.

Remarkably, approximately 85% of C2C girls at the same level exhibit competence in performing basic multiplication and division calculations involving decimals. These girls aren't just keeping pace; they're surging ahead.

Furthermore, a majority of grade 9 C2C girls demonstrate remarkable mathematical prowess, calculating squares and cubes of two digits effortlessly. Their proficiency extends to advanced calculations involving fractions, positioning them strongly for upcoming board examinations

A Promising Future

The ASER results underscore the transformative impact of C2C's educational initiatives on tribal girls in Vadodara. By providing access to tech labs with innovative computer science curriculums, Vedic math classes, and English education, C2C has empowered these girls to defy educational odds and build a brighter future. In the words of Damor, one of the C2C girls,

“There are many learnings that I have got from C2C whether it’s related to language proficiency, technical proficiency and mathematical proficiency. Thanks to C2C, I have gained invaluable knowledge and skills, helping me overcome societal barriers and work towards a brighter future.”

This year, C2C is expanding its programming to include college and career readiness and financial literacy. Additionally, the introduction of the C2C Fellows Initiative promises to further elevate these girls' educational journeys.

In the face of climate challenges and the everyday struggles of growing up as girls in Gujarat, these young tribal girls have exhibited unwavering resilience. The GKF and C2C's commitment to their education equips them not only with knowledge but also with the toolkit to confront whatever challenges come their way.

As we celebrate their achievements and look ahead to their promising futures, let us remember that education is the key to empowerment. These girls are not just rewriting their own destinies but also contributing to a brighter future for their communities and the world at large.

Hobbies and Hope

Cooking class at C2C Partner NGO

At C2C, we believe that every part of a girl’s life contributes to her self-confidence, autonomy, and overall well-being. Our curriculum of English language classes, Vedic math, Tech Lab, STEM courses, and life-skills training is designed to provide students with the tools necessary to transform their lives. In working with our partners, we focus on supporting all girls holistically to strengthen the four Cs—confidence, creativity, communication, and critical thinking.

We also believe in the importance of supporting the girls’ own individual interests and encouraging them to explore their talents. C2C girls have a vast range of talents and hobbies that they incorporate into their daily lives. These hobbies bring them joy and confidence, enhancing both their self-esteem and their desire to learn.

Tanvi, a fourteen-year-old student at C2C partner center FFLV, lives in a rental house with her family of five. They are in poor financial condition, as her father is unable to find steady work. 

Tanvi is extremely grateful for the C2C programs, which give her much-needed knowledge and training. “My father would have never been able to afford these courses,” she says, “but because of the C2C program, I’m getting this knowledge without paying a single rupee.”

Through C2C and with the inspiration of her teacher, Tanvi wants to become an IPS (Indian Police Service) officer. She says, “I want to eliminate corruption and discrimination from my country. And punish those who do harm to innocents. I want women to feel safe.”

On her path to her goal, Tanvi often turns to cooking as a way to both alleviate stress and provide for her family. “Cooking is my passion,” she says. “I enjoy cooking because it keeps me happy in my life. Whenever I feel sad or upset, cooking eases that for me in a big way. Every Sunday, I try to cook something special for my sister and my father.”

As she finds balance between her studies and her home life, Tanvi is focused on changing both her own future and that of her family. “I’ll study hard and I’ll achieve my dream,” she says. “I’ll make my father feel happy and proud of me. I’ll support my sister and my father, and I’ll give them a better life...free from struggle.”

All C2C girls come from difficult, often traumatic home lives. Twelve-year-old Sneha, a student at C2C partner The Small World, lost her parents at a very young age. Sneha still struggles with missing her parents, but is grateful for her education. “I’m proud to be a good learner in many activities,” she says. “I always try to give my 100% to learn those activities. Each and every activity teaches us new values, some knowledge, and some great skills too.”

Sneha credits C2C’s computer and English classes with giving her confidence and the determination to achieve her dream. She also incorporates her hobbies of playing sports as well as cultural activities like dancing and singing into her daily life. These hobbies keep her mind “busy and active” as she pursues her goal of becoming a civil engineer.

At C2C partner center SPRJK, ten-year-old Anjali also struggles with her family’s difficult situation, which is compounded by her parents’ troubles with finances, alcohol, abuse, and conflict. 

But Anjali finds both joy and escape through her favorite hobby of singing. “I love to sing my favorite songs and music,” she says. “It makes me happy and I really get into my own little bubble when I do. I express a lot of feelings through music, and I love that. I sing in the halls, in class, on the bus rides to school.”

Anjali credits C2C with giving her an interest in education and helping her learn valuable skills like English and computer technology. She has an admirable goal of wanting to become an army officer and “do something great for my nation.”

Tanvi, Sneha, and Anjali exemplify the C2C belief in holistic well-being. They have learned that engaging in their hobbies provides much-needed happiness, stress relief, and empowerment. By incorporating cooking, sports, dancing, and singing into their daily lives, they are also strengthening their confidence in their academic abilities.

As all the girls work to transform their lives, C2C both emphasizes and supports the importance of cultivating their interests, exploring their talents, and engaging in their favorite hobbies as they chart their paths to future success. 

Empowering Girls with STEM

C2C TechLab in progress

Guest blogger and C2C supporter, Paulette Prentice, is a freelance writer who enjoys writing about female empowerment and women in STEM. She supports C2C because she also believes that girls are capable of anything they set their hearts and minds to, all they need is guidance and the resources to get them there.

INTRODUCTION

Women are making great strides in science, technology, engineering, and math (STEM) but are still underrepresented and undervalued in this field. Girls are often discouraged from enrolling in STEM courses, which can lead to a lack of confidence in their abilities and ultimately diminish their pursuit of STEM courses in the future. However, girls are vital to the STEM workforce now more than ever. According to a study from Frontiers in Psychology, increasing women’s visibility and power in male-dominated occupations will reduce gender discrimination and create a more welcoming environment for other women pursuing these jobs. As women enter these fields, a larger population of people will make great discoveries and contributions to the world. As such, empowering girls through STEM is key to changing the landscape for the better.

PARTICIPATION

One of the reasons girls may feel apprehensive about pursuing STEM is the lack of opportunities to learn about the field since early gender expectations hold them back. However, a study by the Universidad del Norte found that participation in STEM activities can maintain or improve motivation to study a STEM program, which is why girls should be encouraged to explore these subjects freely. STEM clubs, events, and activities will equip them with knowledge and nurture the skills that can keep them inspired to pursue a STEM path in the future. As covered in the C2C post on International Women’s Day, providing girls with these learning resources can also help develop and shape important life skills such as critical thinking and problem-solving.

REPRESENTATION

Girls interested in STEM subjects may not see themselves represented in the media. Moreover, they may lack a female role model or mentor in STEM who they can emulate as they pursue their education or career. Some progress is being made here as more women are highlighted in STEM-centric stories across all industries. Case in point, Jane Adamson presents inspiring women who have launched vegan healthcare products. Women such as Hannah Saunders, Miyoko Schinner, and Melissa Butler combined their business acumen with STEM know-how to provide the market with suitable vegan alternatives. There are so many inspiring women who are using STEM to change their communities, societies, and even the world. Allowing girls to see and learn from other powerful women in STEM can impress upon them that there is room for them in these industries too.

RECOGNITION

Despite the contributions of girls and women in STEM, they are not always acknowledged or celebrated for their accomplishments. There exists a “data gap” where male experiences are viewed as the universal standard on which societal norms are based, while female experiences are not considered. This gap, discussed by Caroline Criado Perez in Invisible Women, forces girls to navigate a world that can be hostile and biased against them. Unfortunately, the data gap is quite pronounced in STEM fields. If girls are acknowledged for their work and feel respected within the community, they will be able to achieve bigger and better things. NASA’s human computers like Katherine Johnson were hugely important in getting man to the moon, but their work was often unacknowledged. She and the other women working there only got recognition in recent years, but have inspired many women and girls to pursue STEM.

C2C believes that girls deserve the proper resources to develop and keep their passion for STEM alive. Empowerment should start early on, and we are committed to guiding girls on the paths they choose for themselves and to providing access, representation, and recognition where we can. If you are interested in helping us support girls in STEM, check out more of our website to find out how you can get involved.

Resources
Thanks to the Internet, access to resources about women in STEM has been made more available, for example through: Smithsonian Science Education Center, Women@NASA, and Physics Girl.

Uplifting Girls in Gujarat with Support from the Guru Krupa Foundation

With generous support from the Guru Krupa Foundation, C2C continues to help an increased number of at-risk girls succeed in their education and personal lives. The Guru Krupa Foundation’s funding has allowed us to support disenfranchised students at the Eklavya School run by Muni Seva Ashram for the last two years. With additional support, we have been able to expand this summer to a second residential campus that will serve almost 200 vulnerable girls in total.

Located in Gujarat, the Eklavya School is unique in that it is a joint venture between the local state government and the school with the goal of serving largely tribal populations from nearby villages. This arrangement helps to solve a problem faced by many people in tribal areas of Gujarat where several villages must share one K-5 school which are often located in peripheral areas, lacking infrastructure and security. Therefore, school enrollment for girls post-5th grade is lower in these regions compared to the national standards in India. 

Serving grades 6-12, the girls who attend the Eklavya School are generally first-generation learners in their families and come from the tribal and poverty-stricken communities of the Vadodara region. In alignment with the C2C curriculum and with support from the Guru Krupa Foundation, we have hired residential teachers and implemented intensive teacher training and other curriculum delivery support for C2C Techlab, English, and Vedic Mathematics courses. The goal is to give students the opportunity to develop strong reading, writing, and computer skills as well as to learn important life skills like confidence, creativity, communication, and critical thinking.

The success of our programs and the Guru Krupa Foundation’s support is evident in the graduation rates of the students. For the school year ending in April 2022, the girls in both grades 10 and 12 achieved a 100% passing rate on their board exams. Additionally, three of the C2C girls were admitted into locally well-known undergraduate institutions offering BAMS, BDS, and computer engineering programs. Another Class 12 girl secured admission into a nationally known university – the National Institute of Technology in Surat. All of the other students chose to pursue undergraduate programs across various STEM areas such as physics, chemistry, biology, and nursing. 

Both the students and the principal at Eklavya School attribute their success to the knowledge and skills acquired through the C2C Techlab, English, and Vedic Math programs. 

Sarekaben, a recent high school graduate and current nursing school student, reports that “C2C programs help me in hospital computer management with proper communication with others. Thanks to C2C for training me in the right direction. Enjoyed classes and now missing those beautiful days of school life.”

Kolcha, a 9th class student in the Eklavya School, reports that despite a number of family difficulties that have made it challenging for her to study properly, she is determined to continue her education and help her family. 

Kolcha wants to become a doctor or a cardiologist one day. “C2C provide me so much knowledge in the subject of Computer and English,” Kolcha says. “After joining computer class, I am able to work with computer; my fear got away, and my English is now at a stage from where I can understand the content which I read or someone describe me.”

The students’ successes intensify our determination to continue our work and mission. With the help of supporters like the Guru Krupa Foundation, we will continue to expand both our physical campuses and our comprehensive curriculum so that girls like Serakaben and Kolcha can achieve their lifelong dreams.

Diamond and Star

Although the severity of COVID-19 has eased across India, the post-pandemic period brought new challenges to light. The transition from remote learning back to in-person classes created difficulties for young people in terms of both social interactions and academic performance. In addressing these new challenges, C2C and our partner institution CSS focused on how to utilize the “Power of Her” in order to help girls simultaneously reestablish strong social ties and improve learning.

This approach resulted in an innovative new program called Diamond and Star, which was designed to accomplish three goals. First, we sought to rebuild socio-economic support among the girls to enhance their resilience and maintain their sense of community and camaraderie. Second, after an assessment of the current teaching pedagogy, we discovered that the girls required curriculum follow-up and consistent timetable planning to ensure learning continuity. Third, many of the girls had developed a dependence on technology during the pandemic and needed a reinforcement of basic reading and writing skills to engage them again with in-person, full-time learning.

When implementing the Diamond and Star program, we relied on the “Power of Her”—that is, we found ways the girls could learn from and support each other as they improved their academic performance, self-confidence, and social engagement. In terms of academics, the CSS girls spanned the range from high to low achievers. Many of the girls also lived in the same nearby neighborhood and often interacted with each other after school hours. These were key factors in establishing a way in which “The Power of Her” would benefit the girls on academic, social, and personal levels.

The Diamond and Star program paired high-achieving girls with one or more low-achieving girls, with reward incentives offered for homework completion and test scores. For example, each group that completed their homework on time was awarded a diamond, and each group that scored more than 50% or more on the unit test was awarded a star. At the end of the academic year, the group with the most diamonds and stars would be awarded a special gift.

By relying on a peer-learning model and the “Power of Her,” we had great success with the Diamond and Star program. We implemented it at CSS in late November 2021, and by January 2022, we began to see many positive changes in both academics and the school environment. Most prominently, we found a much higher engagement among both the higher and lower-achieving girls, with the latter exhibiting a decrease in fear and anxiety and a marked increase in confidence. This confidence came through especially in writing, a key skill that the girls had almost forgotten during the pandemic.

With the notable success of C2C’s Diamond and Star, the administrators at CSS expanded the program to other classes. One of the teachers, Mrs. Janaki, remarked, “Needless to say, the other subject teachers, particularly math and science teachers teaching grades eight and nine, benefited the most from this program.” This attests to the benefits of the program across all disciplines.  

The Diamond and Star program has been so successful that 67 students will receive awards at the end of the year. Also significantly, the curriculums that were initially sluggish at the beginning of the term have gained a great deal of momentum and interest. Due to these positive results, we plan to continue the Diamond and Star program at CSS next year.

The program strongly attests to the importance of the “Power of Her” and the ways in which girls can learn and grow by working and interacting with each other. Through Diamond and Star, girls lacking self-confidence or dealing with anxiety issues have found both strength and support from their fellow students. They have learned new talents, regained forgotten skills, and discovered that the “Power of Her” can help shape their lives and future.