Introduction

Esmol is a 12-year-old girl who lives in Uprikot with her four family members. Her family’s primary source of income is farming, and they reside in a remote area, around 35 km from the district headquarters in Uttarkashi. Esmol attends a government primary school in the village and with is also enrolled in the learning center, where she receives remedial classes to improve her academic skills. When Esmol first started attending the learning center in first grade, she was kept at level one as, she struggled with recognizing English letters, and reading Hindi words, and lacked confidence.

Challenges Faced

Esmol faced several challenges related to her academic performance when she first enrolled in the learning center. Her parents did not pay much attention to her studies as they were busy with household work. Additionally, there was only a government primary school in the village, and no other medium of education was available for Esmol to improve her skills. Despite attending school regularly, she found it challenging to recognize English letters and struggled with reading Hindi words. This made her lose confidence in her studies, which impacted her overall academic performance. and was not interested in reading or other activities at the center.

Intervention

The learning center’s teacher made regular visits to Esmol’s home to understand whether her parents were involved in her studies. The teacher explained Esmol’s academic issues to her parents and involved them in her learning activities at home. The teacher used teaching and learning materials, including the various Academic Initiative kits and, TLMs at the center like alphabet cards, and storybooks, to help Esmol improve her academic skills. She was also given opportunities to read stories in front of the class and explain them, which boosted her confidence.

Outcome

After several months of regular classes and intervention, Esmol started to participate actively in all center activities. She could read not only  Hindi words but also simple sentences fluently and was very interested in Hindi storybooks. She helped others read properly and could read simple English words with their meanings. The major change in her was her newfound confidence, After her teacher’s encouragement her parents also started supporting Esmol’s studies at home. They discussed her performance with the teacher at the center, school, and home and were happy to see their daughter’s progress. Esmol now wants to become a good teacher.

Conclusion

Esmol’s journey to academic success highlights the importance of individualized attention and remedial classes to help struggling students. The teacher’s regular visits to Esmol’s home and involving her parents in her learning activities were crucial in improving her academic skills. The use of teaching and learning materials and the opportunity to read stories in front of the class boosted Esmol’s confidence, and her newfound interest in learning is a testament to the power of intervention. Esmol’s story is an inspiration for all students struggling with their academics and highlights the importance of access to quality education.

Introduction: Ameesha is a 20-year-old young woman from Kothiara village, located in the Tehri district. She comes from a simple family where her father is the sole breadwinner, working as a farmer. Before joining the Balika Shiksha Kendra Kothiyara, the only source of income for the family was agriculture.

Background: Ameesha was unable to pursue further education after completing 12th grade due to financial constraints in the family. She joined the Balika SikshaKendrar as a teacher in October 2022, with the hope of repeating her basic studies and improving her financial situation.

Findings: Ameesha has observed significant changes in her personal behavior and confidence since joining the Girls Education Center. Initially, She was nervous to speak in front of a group but now feels confident to express her thoughts and ideas effectively. After joining as a teacher with the program, she attended the Quarterly Teacher’s Training. In those training, she was encouraged by the trainers and her fellows to give participants more. She was given multiple presentations which boosted her confidence.  In her role as a teacher, Ameesha conducts regular classes, training sessions, and home visits for the children enrolled in the Girls Education Center. She uses teaching aids and fun learning techniques for a better understanding of children. The number of students enrolled in the center has increased to 28. The remuneration she receives from the organization is being saved to support her further studies.

Since enrolling in the Girls Education Center, Ameesha has experienced substantial personal growth and an increase in self-assurance. Although she initially felt apprehensive about public speaking, she now feels self-assured when articulating her thoughts and opinions. Additionally, she is using the compensation she receives from the organisation to save up for her future education.

Conclusion: This case study highlights the impact of education on the life of a young teacher in a rural area. Education has not only helped Ameesha improve her financial situation but has also empowered her to pursue further studies and become a role model for the children in her community. The improvement in her personal behavior and confidence is a testament to the positive impact of education on the overall development of an individual.