1. Girls Education Program supported by IIMPACT

GVPS presently runs Learning centers for the deprived children in 2 Karouli and Bundi, Rajasthan, that help to prepare children who have never been to school or dropped out of school to start or return to formal schooling. Special support is also provided to children to ensure retention. These centers have been effective in providing support for education to first generation learners who do not get the required follow up support at homes. 
The programme is called Girls Child Education Program and the children even after mainstreaming are followed up through home and school visits, meetings with center management committee. IECs are used as teaching-learning materials and the children receive education through joyful learning environment.
  • Promotionof girls education through learningcenters
  • To facilitate and strengthening community for ensuring girls education 
  • Develop a strong networking among community based institutions to fulfil girl child education
  • The teacher spends 4.30 hours at the center.
  • Specifically, the teacher dedicates 2:30 hours to working with the girls at the center.
  • Teaching is consistently and smoothly conducted for all four subjects.
  • The center adopts the MGML approach for its work.
  • Teaching at the centers is facilitated using materials such as Barkha Books, Pratham Library, Jodo Gyan, and Agastya Kits.
  • QGA (Quarterly Girl Assessment): QGA papers are printed and distributed, and 90% of girls have completed the QGA, aiming to increase the level of more than 80% girls.
  • Resource Pool Meeting: Meetings are organized monthly, with 80% attendance from total CMC members and expert sessions organized for the girls.
  • Observation Children’s day 
  • Teacher capacity building on joyful learning 
  • Regular Grading of Centre on overall performance
  • Develop a community based monitoring system through Centre management committee 
  • Organized child recreation program 
  • Special education through 107 learning centers
  • Total of 3216 children of class one to five in Bundi, Hindoli, and Karauli.
  • Mainstream the children in Govt. school 
  • Training teachers to adapt the curriculum so that it deals with local problems regarding health and gender issues. 
Achievements of the Program:
Raised awareness about child marriage, child sexual exploitation, child labor, child rights, and girl education in Bundi and Karauli.
Established 5 centers in community buildings with community support in Karauli and Bundi.
Achieved 100% attendance in all types of meetings.
Organized an educational tour to Sabai Madhopur for eight teachers from the Bundi Girls Education Program.
Reduced hesitation among girls through their participation in events at the centers.
Challenges in the Program:
Difficulty in managing the training of 10 teachers from Indus Towers in Karauli.
Reduced academic work time at the center during winter.
Focusing on basic capacity building of new teachers.
Limited written work in Environmental Studies (EVS) due to a lack of separate notebooks.
Next Year's Planning:
Improve teaching quality at girls' education centers.
Increase the number of centers in Bundi and Karoli.
Provide special attention to mathematics and English subjects to enhance girls' skills.
Develop girls' self-reliance attitude in EVS.

2. CRECHE Project Indian Council of Child Welfare (ICCW), Rajasthan. 

Project Coverage:
GVPS is running crèche Centre in 4 villages of Dug block of Jhalwar & Toda Bhim Karauli District, most backward regions in south & east part of Rajasthan. 
  • To provide shelter to children of 0-6 year age when their mothers were out for work. Moreover, it also served many purposes,  
  • It did not deprive poor women of villages to go off their livelihood due to small children with them and;  
  • It provided exposure to children on pre nursery schooling.   
  • The crèche Centre is looking after the holistic development of children. Their nutrition and immunization are also taken care of. Their health chart & growth monitoring is doing regularly.      
It is commonly seen that burden of rearing small children falls on adolescent girls of the family due to which they are bound to drop out from schools. So, running crèche Centre
3. Quality Education Program by Paul Hamlyn Foundation

Project Coverage:

  • District: Bundi
  • Total Households: 2038
  • Total Villages: 10
  • Total Population: 12101
In partnership with the Paul Hamlyn Foundation, our quality education program aims to enhance educational opportunities in Bundi district. We have identified 10 government primary schools predominantly serving NT/DNT communities to receive focused support. Through the deployment of full-time educators, extensive teacher training, and the creation of tailored Teaching-Learning Materials (TLMs), our goal is to fortify the education system and foster a child-friendly learning environment.
Program Objectives:
• Enhancing educational opportunities in Bundi district
• Supporting NT/DNT communities in accessing quality education
• Strengthening the education system in government primary schools
Key Activities:
Deployment of Full-time Educators: Educators are assigned to each of the 10 selected government primary schools to provide continuous support and guidance to both teachers and students.
Teacher Training Programs: Comprehensive training sessions are conducted for 22 government teachers and 10 educators to enhance their teaching skills and methodologies, ensuring effective classroom management and student engagement.
Development of Teaching-Learning Materials (TLMs): Tailored TLMs are created to align with the curriculum and cater to the specific learning needs of NT/DNT children, making learning more interactive and engaging.
Enriching Activities: The program includes activities such as the KILOL program and Summer camp, which provide additional learning opportunities and exposure to new experiences for the children.
Toolkit and Resource Pool: A toolkit is developed in collaboration with the District Institute of Education and Training (DIET) Bundi, providing teachers with resources and materials to enhance their teaching practices.
Community Engagement: Active engagement with the local community is emphasized to create a supportive environment for education, involving parents, community leaders, and local stakeholders in the educational process.
School Management Committee (SMC) Strengthening: Efforts are made to strengthen SMCs in the 10 government schools, ensuring their active participation in school governance and decision-making processes.
KILOL Program: The KILOL program is implemented to enhance learning experiences through innovative teaching methodologies and extracurricular activities.
Program Outcomes:
• Establishment of educational interventions in 10 government schools
• Engagement of 518 children from NT & DNT communities (258 boys, 260 girls)
• Deployment of 22 government teachers and 10 educators
• Implementation of enriching activities such as the KILOL program and Summer camp
• Creation of a toolkit and Resource Pool in collaboration with DIET Bundi
• Improved academic performance and learning outcomes of NT/DNT children
• Enhanced teaching capabilities and motivation among government teachers
• Increased community involvement and support for education
• Strengthened school governance and management through SMCs
• Creation of a sustainable model for quality education in government schools
Impact Assessment:
• Regular monitoring and evaluation are conducted to assess the impact of the program on students, teachers, and the overall education system in Bundi district.
• Impact assessments include academic performance metrics, teacher feedback, community involvement, and other relevant indicators.
• The program includes a sustainability plan to ensure that the positive impacts are maintained beyond the duration of the project.
• This plan may include capacity-building initiatives for local education authorities, continued support for teacher training, and community engagement strategies.