This is a sample description for education. For the purpose of testing I will use the word EducationEducationEducationEducation.

Education

This is a sample description for Women Empowerment. For the purpose of testing I will use the word Women EmpowermentWomen EmpowermentWomen Empowerment.

Women Empowerment

Dr. Om Prakash Kulhari

A biased behaviour of the patriarchal society about adolescent girls manifested in key aspects of their lives – gender-based discrimination, early and forced marriage and pregnancy, lack of education and a dearth of formal employment opportunities. Adolescent girls face challenges such as violence, poor nutrition, early childbearing and are constantly denied opportunities to reach their full potential. When poverty is combined with discrimination, outcomes can be harsh on the lives of adolescent girls. Children not enrolled in school increases with age from 5% (upto age 14) to 40% (age 18). 42% children (14-18) become part of workforce. 25% children do not gain adequate foundation skills (ASER 2017). NAS (2017) shows a declining trend in students’ learning outcomes (grades 3 to 8). NFHS-4 (2015-16) and U-DISE (2016-17) mentions issues: Very low Female literacy and completion of schooling level; Very high Early and Forced Child marriage &amp; anaemic women, children; Worse Nutritional status of under-five children; Very low girls’ enrolment ratio in aged 14-15 and 16-17 years; Higher Gender disparity due to discrimination; High prevalence of child labour and migration; Poor laws &amp; policy compliance &amp; community ownership in school; Lack contextualized teaching learning material. 
 1. Environment building by engaging youth and community leaders through campaigns and healthy debate on issues relevant to adolescent girls.2. Sensitizing key influencers of girls’ life to change their gender discriminatory behaviour and mindsets through orientation / workshops, FGDs, interviews and house visits.3. Building capacity of adolescent and youth groups, CBOs and grassroot government / public workers through training and facilitating regular meetings to make public infrastructure more responsive to cater the needs of adolescent girls more effectively.3.1. Enhancing access to existing government support by creating demand for quality services and legal entitlements.3.2. Life skill Education to adolescent girls and Strengthening their forums through trainings and counseling.3.3. Bridge centres (Pehchanshalas) for imparting age-appropriate competencies to out-of-school children (80% girls, age 8 to 18 years) for their successful mainstreaming at upper primary and secondary level.4. Compensatory Education (hard-spot learning-based remedial teaching) Centres for low performing girls (dropped-out after grade 8 or 9; aged 14 to 18 years) who are at risk of failure at secondary level.5. Networking and advocacy with key players influencing policies related to adolescent girls consultations/conventions at district and state level. 
 Positive social impact of investing on girls’ education and development which will have multiplier effect in society; 3000 (65%) of 10 to 18 years adolescent girls trained on life skills who demonstrate change in behavior related to child rights, reproductive &amp; sexual and hygienic practices and able to take their life decisions; 90% of 650 out-of-school girls of marginalized communities in two districts have completed elementary education (grade level 8) and they prevented from child labour and migration; 70% of 850 low performing girls (dropped-out after grade 8 or 9 or at risk of failure in 10th board exam) completed secondary level education; 60% completed secondary level education; 80% Children Group members trained on child rights, child protection and migration risks and adolescent girls on Life skills; 60% schools have improved girl child-friendly learning environment; 80% of CBOs (PRIs, SMCs) trained on their roles and responsibilities, child rights, education, protection and migration and they demands from government for compliance of RtE Act in schools; Increased success rate of girls in secondary level examination by 20%; Increased enrollment and retention of girls by 10% to reduce the gender gap in education &amp; reduced number of out-of-school adolescent girls.

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Pehchan Project: Empowering adolescent girls of socially excluded communities through life skills & relevant education in rural Tonk and Banswara districts (Rajasthan)

CULP as a non-profit NGO was constituted by professionals and social activists in 2001 with the vision as "towards learning and democratic society" and mission ‘to make learning unfold and develop in an environment of mutuality and discovery’ and its key objective is to bring positive change in society towards Child Rights, social and gender equity among girl children at risk of marginalization and low academic achievements.CULP began its journey with an innovative collaborative ‘Pehchan’ project – for ensuring quality education to out-of-school adolescent girls of marginalized communities in rural Rajasthan in 2002. The innovation allows self-paced learning in vertical grouping of learners and it was deemed as a success. The project also addresses the issues of child labour, early and forced child marriage, and young people’s sexual and reproductive rights through life skill training.Subsequently, based on success of the initiative it was up-scaled along with new initiatives related to protection and education rights of children in new habitations of 6 districts for strengthening school system through mobilization of CBOs and parents, academic support to teachers for developing their professional skills, bridge courses for mainstreaming of out-of-school children and compensatory education to low performing girls for secondary school level. CULP has reached-out to 14.6 lakh people, directly benefited to about 4.75 lakh children in 7 districts.CULP views itself as a learning organization that designs evidence-based contextualized interventions with active participation of the stakeholders and their empowerment to meet the challenges and mitigate problems with two-pronged mission – working with missionary zeal and accomplishing mission with strategic planning with mid-course reviews and course-corrections along with conducting action researches.All projects of the organization are implemented in collaboration with the state government line departments (viz. education, child rights, SJE, WCD, TAD, Labour, Health, IT) to strengthen the government system for effective compliance of laws / policies / schemes / programs at grass-root level in different districts.CULP is also invited for meetings of governmental education and social projects; approached as technical support agency for teachers’ education and evaluation/impact studies. CULP is also part of several networks at Global (Girls Not Brides), national and state level (FORCES, National RtE Consortium, Dasra) for advocacy on policy issues related to rights of children, girls, women, and people of deprived communities.CULP as a professional group research component is an integral part of all its interventions which helps to understand the ground reality of education and development in various socio-geographical situations, developing plans for new interventions, revising existing plans based on identified issues and new learning and sharing on larger platform for advocacy. Therefore, the staff members are encouraged to conduct both Action and Responsive researches to keep on improving various activities of the organization as well as addition to conventional body of knowledge.CULP has also organized about 55 research studies (Action Research studies, Baseline, Midline/review and evaluation, Impact studies) sponsored by the Government, UN Agencies and INGOs. The organization has also contributed to various research periodicals and presented papers in national and international conferences.Currently, the following programs/projects are in diverse socio-geographical settings for four districts (viz. Tonk, Banswara, Jaipur and Dausa) in addition to the technical support to both Government and NGOs: (i) Pehchan for educating out of-school adolescent girls in Tonk district (ii) Child Rights for Change and Legacy Education project for reducing child labour and migration through education-based initiative supported in tribal area of Banswara district; (iii) Digital Education (Druv project) in Jaipur district; (iv) Strengthening ICDS Services (including preprimary education) in Dausa district; (iv) Technical Support to TAD for Teachers Education for strengthening Maa-Bari Education Centres in ten tribal districts; (v) Strengthening the monitoring system for out-of-school children &amp; EMIS through UNICEF Country office; (vi) Research and Studies; (vii) Networking and Advocacy on Policy Issues related to Children, women and Dalits (SC, ST / Dalits).CULP interventions support the government efforts to meet four SDGs: 4 (Quality Education), 5 (Gender Equality), 10 (Reduced inequalities), and 17 (Partnerships). It undertakes collaborative projects to strengthen public school system for ensuring quality education of children and empowering adolescent girls of marginalized communities.CULP’s work won recognized by receiving prestigious awards/certificates of appreciations/accreditation, some are: Dasra Girl Power Award 2014 in Education ; India NGO Award 2015; Gold Certificate by GuideStarIndia for Accountability &amp; Transparency (2015); Certificate of Appreciation by EdelGive Foundation (2017); Swami Vivekananda &amp; Sister Margaret Award (2017) for outstanding work in Social Development; Certificate of Appreciation &amp; Trophy (RSCPCR, UNICEF &amp; ActionAid, 2017); Accredation by Credibility Alliance for Transparency and Accountability (2017). Recent Awards (2018-19): (i) Rajasthan NGO Leadership Award 2018; (ii) The Common-wealth Award (CASTME 2018) to the founder chairperson and Senior Fellow; and The founder Core team member and Pehchan Project Manager has been short-listed as a finalist (Education) for CIIF Woman Exemplar Program, 2019 and she has been felicitated on 4th April 2019 at New Delhi.CULP’s Average Annual Budget is INR 1.6 Crores.

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Dr. O. P. Kulhari

CULP - Centre for Unfolding Learning Potentials

This nonprofit is registered as a charitable trust under section 12A of India's Income Tax Act, 1961.

This nonprofit is registered under section 80G of India's Income Tax Act, 1961. This means you can deduct 50% of the donation you made through your tax return.

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