TCBC REGIONAL BODIES

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A.P. Jyotirmai Society is the Regional Pastoral Centre founded by Andhra Pradesh Bishops Conference in 1969. It is a Non Governmental Organization (NGO), doing lot of Social Works. It is an Animation Body which conducts Social Awareness Programs. It goes to the grass root level to the villages and gives training to the volunteers on various Social issues and problems. It brings awareness among all the people, specially focusing on women, youth and children.

     A. P. Jyotirmai Society plays an important role in the field of Evangelization in Andhra Pradesh and Telangana States.  Jyotirmai’s dream of making the local Church a Self-reliant and Participatory Church with the following VISION & MISSION.

 VISION:

Jyotirmai envisions being the Telugu Regional Pastoral Centre (TRPC) of the Telugu Church in Andhra Pradesh and Telangana States, building her up as a Communion of Communities (BCCs), imparting Faith formation, and training for missionary discipleship to proclaim the Gospel and be a witness for the Kingdom of God.

 MISSION:

Mission of Jyotirmai is to empower and renew the Telugu Church by functioning as the Telugu Regional Pastoral Centre (TRPC)  which gives training in Faith formation for Committed Christian life through deeper knowledge of the Word of God and meaningful participation in the Eucharist and other Sacraments, promotes New Evangelization, effective pastoral ministry, Christian leadership, builds up self-reliant Basic Christian Communities, and fosters various ministries and charismas in the Telugu Church, according to the directives given by TRPP (TCBC).

GOALS AND OBJECTIVES:

1.   To abide by the mandates and directions given by the TCBC and to submit periodical / annual reports, audited statements and accounts to the TCBC.

2.  To make known the Telugu Regional Pastoral Plan (TRPP) of TCBC to the dioceses and facilitate the formation of Diocesan Pastoral Plan.

3.  To set up a Regional Resource Team and Diocesan Resource Teams for the implementation of TRPP and prepare modules for trainings and be equipped with Resource Material, Literature and Audio Visuals.

4.  To assist the Diocesan Pastoral Centers for promoting New Evangelization and for animating the BCCs.

5.  To collaborate with the TCBC Commissions / Regional Bodies and Regional Organizations in their ministry and service.

6. To animate the BCCs and Catechists to promote Christian unity (Ecumenism) and cordial relationship with other faiths (Interfaith Dialogue).

7. To collaborate with the CCBI Commission for Proclamation and the National Suvarta Kendra in Pachmarhi and implement their Programs in the Region. Similarly to collaborate with the CBCI National Service Team (NST) for BCCs and National Center for BCCs (PAC, Nagpur).

8. To conduct Annual Review and Planning Meeting (Jyotirmai Governing and General Body Meetings) to monitor the implementation of TRPP and to take forward the  objectives of TRPC.

9.   To sustain the faith of the BCCs by imparting to deeper understanding of the Word of God and the teachings of the Church.

10.  To give training in the methods of New Evangelization to the BCCs, catechists and Lay volunteers.

11.  To enable and equip the Pastoral Clergy for providing effective pastoral care and for animating the BCCs.

12.  To encourage and educate the Faithful to meditate and pray with the Bible, through Gospel Sharing Methods and Lecto Divina.

13.  To promote participatory Church by empowering the Lay Faithful to get involved in pastoral and evangelization programmes.

14.  To animate the Lay Faithful to engage in the social, political and temporal affairs in accordance with the Gospel values and Social Teaching of the Church.

15.  To make the Telugu Church self-reliant by encouraging her members to make their contribution in the form of tithes and offerings in order to meet the needs of the diocese / parish.

16. Telugu Regional Pastoral Centre “Resource Team” is set up under the guidance of our Honorable Chairman.

Jyotirmai Society has done enormous help in the area of direct Evangelization by way of financial support. The main thrust of Jyotirmai after 1992, February 27th..

v  Evangelization should be the main thrust of AP Church

v  Animation should be geared the
following

Ø  Self-reliance

Ø  Lay responsibility

Ø Just remuneration

 Jyotirmai carries out Animation through forming Basic Christian Communities (BCC) allover Andhra Pradesh & Telangana States and thus make the local Church a self-reliant and participatory Church.

Hence, Jyotirmai as of now, remains an Animation Centre, trying to build Christian Communities in faith and self-reliance. Jyotirmai carries out the Animation process through Animators, 13 Lay Coordinators and 13 Diocesan Directors in the Region of A.P. and Telangana. 

Important Activities of AP Jyotirmai Society:

i.             Giving BCC Seminars: The BCC is leaven and first fruit of an ecclesial model that is more communitarian, prophetic and liberating. It is the Church itself at its smallest level. It is simple but at the same time full of potential and transforming force. BCC is the practical translation of this experience, which although cannot be explained in human terms must nevertheless give witness to the fact that the Kingdom of truth, love and justice in the tri-dimensional relations of men and women with God, others and the goods of this earth, has already begun to be realized. The BCC inaugurates a new ecclesial life style and mission. It is a rigorous pastoral process that inaugurates and develops a more intense practice of more fellowship at the level of the people adaptation to and transformation of the reality in the perspective of integral liberation.

            As part of its New Strategy, Jyotirmai explored different areas to spread its activities. One such attempt is giving awareness on BCCs. Jyotirmai believes that the concept of BCC has to reach everybody. As baptized Christians the members of the Church- whether clergy, religious, or lay share in the priestly, prophetic, and kingly functions of Christ. They are also obliged to work, for the total renewal of the Church and for the transformation of society into the Kingdom of God.

ii.                Jyotirmai Sunday: In 1975 Bishops of A.P. decided that one Sunday Collection in a year in all the parishes in the region be set apart for Jyotirmai activities. A.P.Jyotirmai Society was founded by APBC to obtain adequate funds for Evangelization in Andhra Pradesh. Jyotirmai Society has done enormous help in the area of direct Evangelization by way of financial support. To support this cause to some extent Andhra Bishops have decided that one Sunday contributions of the region be set apart for this cause.

iii.              Gnana Jyothi Bible Exam:  This programme is initiated in 2001. First time Society conducted Bible Quiz programme on the 2nd of December, 2001. The total number of participants is 15,613. There was a good response and appreciation from the dioceses. The Diocesan Jyotirmai Directors suggested continuing it with systematic  planning and organization. The purpose of the programme is to create the zeal to read and understand the Word of God and to raise local resources for Jyotirmai activities.

iv        Primary Education Scholarships: The aim of Jyotirmai shcolarship programme is to contribute towards the main goal of building of mature and self-reliant Christian’s community in Andhra Pradesh. Jyotirmai has been supporting the Primary Education Schoarship programme ever since 1976, starting in a small way. Since then it has grown quantitatively. Initially Jyotirmai Scholarships were given on a priority basis to the children of Christians who were newly baptized. Gradually it was extended to all poor and needy children. From the beginning Primary education was seen as the best way to enhance the dignity and to promote development of  thousands of dalit and tribal families who embraced Christianity.

  CONCLUSION:

Jyotirmai as a unique organization of APBC / TCBC stands out as an example of local church community that renews itself as it builds its own future. Jyotirmai has consistently grown in Vision and Mission. Jyotirmai will strive to empower the laity as envisaged by Vatican II. Jyotirmai will ultimately rejoice in the faith and
love found among God’s precious people.

Contact Us :

Sikh Village, Secunderabad – 500009 T. S, INDIA.

jyotirmai2013@gmail.com.                                                                                                                                                                                                                                                                        040-65909872

Aims & Objectives of the Andhra Pradesh Social Service Society : 

  • To assist and thereby to engage in Social Service activities aimed at improving the economical, educational, medical, environmental and social conditions of the poor, the destitute and the members of backward and the members of backward community whether they be farmers, labourers or whatever permission irrespective of their caste and creed.
  • To assist all such institutions engaged in social service to provide basic necessities of life such as food, clothing accommodation to the poor and such other deserving persons irrespective of caste or creed.
  • To set up and run structures to study, to improve and to train people in the field of agricultural, animal husbandry, technical skill, social work and such other allied subjects contributing to the overall welfare of people of India.

ORIGIN OF APSSS:

         One of the important results of Vat. II Was the realization of the importance of the local church. This brought about strengthening of the National Bishops’ Conference and the National Commissions for various ministries in the Church. In a country like India, besides National structures, regional structures were also strengthened. The Andhra Church set up not only various regional commissions for the Apostolate in the Church, but also regional centres for various ministries. Thus Amruthavani and Jyothirmai were set up and functioning at the regional level. Since these two structures covered the field of communication and pastoral ministries respectively, the Andhra Pradesh Bishops’ Council thought of another regional structure for Development Apostolate in the middle of 70’s.

         Andhra Pradesh Social Service Society is a regional structure of the Catholic Church of Andhra Pradesh. It was set up by the Andhra Pradesh Bishop’s Council in 1977 with the mandate to bring about qualitative change among the poor. The qualitative change was seen as a new way of perceiving development. As a process of self-awareness by which a community raised itself to a more human and responsible way of life leading to a social liberation that changes social structures that oppress the poor.

          The ultimate aim of animation of APSSS is a Just Society based on values of equality and Justice as all human beings are children of God. Animation to empower the poor has always been its core programme with Non-Formal Education based on the methods of Paulo Freire in order to establish its vision, a Just Society through formation of people’s organisations and conscientisation people should learn to understand how their cultural environment is constructed and the role they can play in the transformation process leading to a Just Society.

The Stages of Growth in APSSS :

APSSS, since its inception has a long history and rich experience in the empowerment process of the rural poor. Its journey with the poor can be  shown in the following stages…

  • 1977- 1985 : Developing the identity and the mandate to focus on Adult Education start of the literacy programmes.
  • 1986 -1990 : External Evaluation had been taken place on APSSS Literacy programme and establishment of the future thrust which resulted in withdrawn the responsibility of all the 250 literacy instructors and opting for animation of people’s organizations with a total staff of 35 animators. Change in focus from literacy to awareness raising and collective actions.
  • 1991 -1995 : Formation of People’s organizations which start with and focus on savings activities and basic amenities. Conceptualization after animation methodology and creation of the Unit level structures. Number of Village Level People’s organizations increased from 250 to 1100 groups with 40,000 women members.
  • 1996 -2000 : The number of peoples organizations grows from 1470 with 90,000 women members. However self reliance in economic sphere seems to be the desired end of most of the people’s organizations. APSSS takes specific efforts to motivate groups towards value-based action. APSSS starts to build up the next macro- level structure of people’s organizations at mandal level.
  • 2001-2007 : External Evaluation by Mr. Karkoshka team continuing to build up the next macro- level structure of people’s organization (mandal) with a serious focus on change of values specially to tackle gender justice issues with more emphasis on non-formal methods.
  • 2008-2012 : Building sustainable people’s structures starting from grass root group to district level federation to facilitate, strengthen empowerment process and promotion of People Led Development Approach through the realization of objectives such as Livelihood Support, Improvement of Basic Facilities, Environmental Protection, Community Health through Herbal Medicines, Network Building, Celebration of National Independence Day, Education on Govt. Schemes and mobilization of self reliance fund.
  • 2013-2016 : Organisation Development Process (ODP) was offered to APSSS by MISEREOR. This program enclosed the organization to shift its focus from burning issues to life issues. As per the exit policy 22 field staff members had been reduced by APSSS. The organization made each staff responsible for 3 Mandals and introduced Voluntary leaders system at village level people’s organization in order to make them to focus on life issues. 
  • 2016 -2020: Continued tackling life issues by the voluntary leaders on 4 thematic areas such as: 
  1. Mother & Child Care,
  2. Pre-school Education for 3-6 years children,
  3. Adolescent Girls Heath & Hygiene Education,
  4. Climate Change and its impacts.

 APSSS promoted the PO restructuring process consequently emerged four sub-groups and each sub-group got clarity on their specific obligations and works.

 Concept Paper on Mother and Child Care & Adolescent Girls (Health Education)

 The Challenge of Poor and Poverty:

Poverty and hunger is one of the main concerns of humanity as per the Sustainable Development Goals of UNO currently. It is like a deadly disease that adapts itself to different continents and sustains itself due to various factors. Poor normally generate pity for which people respond with material support to meet their immediate needs. For example, if one encounters a poor person, out of pity that person may share some resources (say $10) so that the poor can meet his/her immediate need (hunger/clothes). Both part with satisfaction. But the poor returns to the same situation the next day. Areal and sustainable change should enable a poor to transform his/her daily way of life in such way that s/he does not return to previous status and is able to live a better and dignified human living. To respond in this way is a challenge that needs a longer period of engagement between the donor and the beneficiary.

To follow an existing path or to develop an innovative trail is a challenge before pioneers. In 1979 when Andhra Pradesh Social Service Society (APSSS) was planned, the dominant practice in social service sector was the use of money + material to alleviate the sufferings of the poor. But APSSS wanted to discern an alternative and effective sustainable strategy to eradicate poverty through a participative process whereby the poor would become a change agent oneself and also induce or effect change among the nearby poor by oneself becoming a model of sustainable development. Such a process will take longer time but once generated will sustain and diffuse itself more easily than the traditional method.

Participatory and Poor becoming change agents Process

Options then in India:

Money and material would be an inevitable need to develop the poor.  But how and where are they to be sourced? Till then the usual practice was to represent the needs of the poor through a project to a donor to solicit donation to remedy poverty. But the search of APSSS to find an alternative way led to the plans of the Founding Fathers of India who wanted to eradicate poverty as one of India’s priorities. The Socialist Democratic Government of India targeted this through Five Year Development Plans. The money was sourced from Indian Taxes and grants from International Cooperation and DevelopmentAgencies of developed countries. But the tragic part of this noble venture was that the targeted poor were not aware of these entitlements due to their ignorance and illiteracy and consequently the middle agents siphoned the money and vitiated the intended goal.  Thus Real democratization process did not happen as intended by the Founding Fathers.

Is there a way to remedy this situation?

Availability of funds alone is not sufficient to eradicate poverty. To make it work, the poor must be oriented them to claim their entitlements by their efforts and benefit by them. APSSS was attracted by the Education for Liberation developed by the Brazilian Educationist, Dr Paulo Freire. To counter poverty, the poor must be made aware that poverty is manipulated and strive to liberate oneself from exploitative situations in their lives and to design their lives as they wish.  

Change Process initiated by APSSS:

APSSS discerned in 1979 that the newly initiated National Adult Education Program (NAEP) of the Government can be a starting point. APSSS joined this initiative by starting 300 NAEP centres in 1980 in its target areas. But the promised Government financial support was not extended to APSSS. However Misereor and Cebemo (later Cord Aid) came to the rescue and helped APSSS to realize the goals of NAEP. APSSS inspired by the philosophy of Education for Liberation, adapted the NAEP called Vayojana Vidya (Adult Literacy) to Prayojana Vidya (Purposeful Education) and tried to model it after Education for Liberation developed by the Brazilian educationist Dr Paulo Freire. This adaption was done by APSSS in consultation with Osmania University Professors to avail the competence of linguist since language is part of culture. To make the lessons attractive and applicable in the lives of the poor, APSSS developed folk songs to depict the lives of the poor and attract them to join Prayojana Vidya groups in 300 villages of AP. Initially men joined the program. But gradually women replaced them probably because men expected money or material. Out of 300 villages, NAEP survived only in 250 villages covering about 7500 poor.  

Savings as another step to make the poor move forward

APSSS realized that availability of credit is another essential need for development process. Hence APSSS initiated small savings by the poor along with Prayojana Vidya. APSSS was the forerunner of small savings among the poor in India because there was no Government sponsored savings program till then. The poor were motivated to save Re 1/- a day. APSSS motivated and trained the Leaders of Prayojana Vidya centre to deposit their monthly savings of Rs 30 in the banks and produce the pay-in slips to the members to prevent abuse. Through this APSSS made the poor to realize that they could avail credit in crisis times from their own savings instead of borrowing from moneylenders at high interest; this also enabled the poor to establish linkage with banks and to interact with its officials.

Prayojana Vidya Members become People’s Organization to claim entitlement:

APSSS in 1990 converted Prayojana Vidya groups into People’s Organizations (Jana Nirmanam) whereby the poor women were organized into groups of 10-15 each and around 5 such groups formed a Jana Nirmana Sangam (PO). They were motivated to gather at convenient time to discuss and identify their burning or most affecting problems and to orient them to analyze the root causes of issues affecting their lives by discussing like “What is the issue?” “What are the sufferings of the poor due to the issue?” “On the other hand who benefited by them?” “What strategies used to sustain them?” and finally “How to change and make them agents of their own development?”

The coming together of the poor in their groups and their regular interaction through savings and life issues against their life-depicting songs bore fruit and they wanted to solve some of their problems. APSSS guided the PO Leaders to represent their burning issues (related to income generation and basic amenities) to the MRO or MDO in their locality and seek their solution. Based on the ideology of Peoples’ Organization, the leaders of POs or Animation groups were trained to represent their problems directly without the intervention of APSSS staff. This set in motion a constant interaction between the poorest of the poor and the government officials; a new relationship between the two stakeholders: earlier it was giver-receiver and now it is rights-holder & duty-bearer.

Seeing the deserving poor approach directly without a middle man was appreciatedby the government officials. It was a change of power relations and the Officials came forward to help the poor. They even visited their habitations to see the genuineness of the problem.  When they sanctioned loans they were routed through the bank where the poor had their savings. Since the poor also belonged to Scheduled Castes/Scheduled Tribe/most backward castes (MBC), it was possible for them to get government subsidy for their loan. APSSS animators provided this information and trained them to apply to SC/BC Corporation for subsidy. The subsidy was directly credited into their bank and reduced their loan repayment burden. As a result, the poor got their entitlements under Income Generation Program (buffaloes, etc) as well as able to claim their basic rights and entitlements for qualitative living like drinking water, proper roads, electric lights for the streets, low-cost houses, etc. In the final analysis the poor learnt the democratic process to represent and claim their entitlements to live better and dignified human lives by Participation and Ownership.

Development is triggering a process

Development is triggering a process that facilitates the blossoming of the poor on all fronts: economic, social, cultural, political: and particularly,health and education

  • The interaction ushered a change in the feeling: ‘I cannot’ to: ‘we can’ because the social analysis opened new possibilities in their lives. Hence they ceased to be bonded laborers and became daily wage-earners; instead of assigning their children to be child-labour, they sent them to school.
  • When the landlords realized that it is not easy to cultivate their lands without cheap bonded labour, they leased their lands and the poor became lessee. The poor could avail loans from the banks to cultivate the lease land.
  • The poor became innovative in their lives: supplied milk to dairy from their buffaloes; got cycles on loan from the bank and marketed in nearby towns the vegetables and fish procured from their villages. Their children could go to school instead of becoming child labourers.
  • This was a silent revolution in social transformation because through all these, the life style of the poor underwent a big change and this prompted the growth of the dignity of the poor and opened up alternative livelihoods.
  • They even dared to contest in Panchayat elections (local governing councils) and won many positions.

This is how Oxfam defined empowerment: ‘Empowerment involves challenging the forms of oppression which compel millions of people to play a part in their society on terms which are inequitable, or in ways which deny their human rights’ (Oxfam, 1995). The poor not only challenged but restructured their life with more income and freedom.

Success needs to be celebrated:

Success in human life deserves celebration. This is particularly so in the life of the poor who were resigned to their fate. Celebration is also a proclamation of the change in life to the other sections of society: it also fortifies the new belief that engineered the change. Hence APSSS proposed to POs to celebrate their new status in life. To achieve this they were advised to invite prominent village leaders to preside the celebration along with Govt officials. During the celebration PO leaders would narrate their new life-style with visible changes: no more bonded labourer, no child employed but attending school, better income, better quality life with improved infrastructure facilities in the slum area, change in dress to avoid identity of a caste, personal hygiene, solidarity, etc. The PO could proclaim this proudly because they were the architect of these changes. All these silently and peacefully signalled to the rest of the village that their poor have changed for better.  

Strategy of APSSS: To Deploy the PO to usher-in change among other poor:

Normally when a NGO succeeds in developing its target group, it moves to another deserving target group.  But APSSS motivated the POs to become change-agents to other poor and transform them like themselves. APSSS also made the POs to realize that it would widen the base of POs and increase their solidarity. APSSS followed it up with monthly meetings of leaders from a cluster of villages to share their innovative achievements and motivate the stagnating POs to come up to their level. In this way it generated enthusiasm among the poor and at the same time enabled APSSS to extend its area of operation without adding new staff members. The cumulative effect of all these interventions resulted in the spread of the program from 250 villages to 2000 villages covering over 200,000 rural poor women.

 The uniqueness of this approach:

Looking back into the past APSSS identifies the following notable points:

  • It would never be possible for APSSS to obtain sufficient money to distribute to all the poor in a particular village. If this were done, there would be division among the poor and solidarity of the poor would not have been achieved. The benefitting poor also will resist inclusion of new poor because of the fear that their cake would get smaller. This is reflected in a Telugu proverb which says that if the number increases, the buttermilk will become waterish.
  • Since APSSS never distributed money or material at any time, it was never accused of misappropriating the funds provided to it by donors.
  • If APSSS had focused on individual development it could have made them to aspire for vertical movement in the social ladder with no concern to achieve horizontal development. The change brought out by APSSS did not create islands of changed poor but a community in the village.

Opting for another initiative to empower the progeny of the poor

APSSS realized that it had empowered the poor to better their immediate life situation and hence they should be made to focus on the empowerment of their progeny. For this it wanted to motivate the poor about another Government program called: Integrated Child Development Scheme (ICDS) through Anganwadi centres from 2014. As a first step, the book written by Mr Vengopual IAS who was the architect of ICDS program was translated into Telugu and published with a press conference chaired by Mr. Venugopal IAS. For this APSSS made a tele-film on ICDS + songs, posters and charts to motivate the poor on the value of ICDS and to enable them to participate in ICDS program. As a result of this, the Anganwadi workers also became enthusiastic because they cooperated in enlisting all the pregnant and lactating mothers + 0-6 year children in the Anganwadi program. Sometimes when the Nutritious Food was not supplied in time for distribution, the PO leaders would phone to the concerned officer and enquire why it wasnot sent and saw to it that it was delivered soon. In some cases when they realized that a proper Anganwadi building was not provided by the Government, they made representations to the concerned MRO or MDO and got land allotted for this and a new building constructed. In some cases they also applied and got drinking water and toilet facilities made available to the needy Anganwadi centres. They motivated philanthropic persons to provide sufficient cooking vessels and play materials for children. That is why such engagement with the Anganwadi centres made the Anganwadi workers enthusiastic and made the program successful.

How Mother and Child Care program promotes the well being of children 0-6 years old and adolescent girls of weaker sections in India

 The future of any society is their progeny. Now how do they fare is the concern for an NGO working with the poor. It is here APSSS realizes the need to focus on Mothers and their children during their vulnerable period of life. The children need to be nurtured till they reach the age of 6 years so that the poor can be assured of a healthy progeny who are healthy both physically and emotionally. If this is guaranteed, then their children will be able to grow into a normal citizen of human society. This is the way we believe that we can contribute further to the community of the poor.

Right from the beginning APSSS never engaged in providing either money or material to help the poor out of their poverty. It always motivated the poor to claim their entitlement from the Government which provides such care to the marginalized section of the society. But the problem with the poor is that they are not aware of such program due to ignorance and such type of care for children is not the lifestyle of the poor. That is why APSSS wants to educate and make the poor mothers and the family as a whole to know the importance of this critical stage of life of the children and develop a new life-style of caring for them so that their children will also follow their example. Further our goal is to guarantee that every poor child in a village is sought after and provided this health care so that within 3 years children belonging to the poor irrespective of caste or creed, are catered to in over 3000 villages.

It is not enoughto motivate the mothers and family alone, but also the delivery organization called Anganwadi centres run by the Central and State Governments jointly  Sometimes these do not function well because the target groups are not interested to benefit by these entitlements because they are not educated or informed about the relevance and values to them. It is our POs will not only mobilize the poor by animating them but also work hand in hand with the workers at this government centre and ensure that a proper and efficient service is done regularly and intervene if needed to rectify the defects. Further sometimes the buildings where these services are provided may not be in good condition or the Government might have rented out available houses and made make shift arrangements. Actually it is the credit of our POs that they not only focus on the services but also the availability of suitable infrastructure and they intervene and get proper ones. Thus we want to point out that in the last 3 years they obtained the following facilities besides the health and nutrition services to the poor children.

  • 788 AWCs got land for constructing buildings.
  • Achieved own buildings for 822 AWCs.
  • 1,259 AWCs got drinking water facilities.
  • 839 AWCs got electrical facility.
  • 993 AWCs obtained IEC materials.

In addition the following positive results were achieved in 2018:

  • Number of Anemic and Underweight children reduced from 11,204 to 7,978 (29%).
  • 315 Infants deaths reduced from 315 to 168 in the same year (50.47%).

Proposed Activities under this project will capacitate POs to  monitor the following entitlements Pre Natal Care

  • Enrolment of the Pregnant Mothers in Anganwadi Centres.
  • Health check up to determine the present condition of the mother and accordingly her needs.
  • Issue of Mother and Child Protection (MCP) card to the enrolled mothers.
  • Providing educational counseling on health and nutrition
  • Supplementary nutrition in the form of take-home-ration(THR) for pregnant women as per individual need. For eg. Special nutrition has to be provided to high risk expected mothers. 
  • Immunization of the mother to protect the embryo/fetus.
  • Preparation for Institutional Delivery of the child

Post Natal Care

  • Infant health assessment
  • Immunization of the child
  • Periodical check-up of Mother and Child through Home visits by health staff.
  • Monday to Saturday participating in the feeding provided for Lactating Mothers at AWs till the child is 6 months old.
  • Growth monitoring of the child and maintaining record.
  • Availing Referral services

Early Child Care (1-3 years)

The age between 0-6 is a very crucial period in the life of an infant because it is during this time the human brain develops and flourishes If this does not happen, then the children run the risk of mental and physical impairment or disability.

  • Growth monitoring of the child (weight, height and age chart)
  • Observation of Sensory developmental mile stones of the child’s growth and development (Development of the five senses through visual, auditory, olfactory and kinaesthetic experiences, learning to control and coordinate their reflexes, coordination of sensory perceptions and simple motor behaviors, display awareness of location and spatial relationship).
  • Observation of Physical-Health-Motor developmental milestones of the child’s growth and development (coordination and control of large motor muscles, strength and coordination of small motor muscles, integrating the movements of many parts of their body,  a sense of balance in movement, Adequate nutrition and sound health status, Begin to display personal hygiene skills, Recognise the importance of safety rules).
  • Observation of communication (spoken & body language)developmental milestones of the child’s growth and development (active listening skills, use expressive and receptive communication skills, vocabulary and use language to engage in conversations, verbal and non-verbal communication skills, display emergent literacy skills (preparing children to read and write): such as identify and differentiate sounds, phonological awareness; print awareness and concepts; recognition of letters; letter- sound correspondence; building words and sentences, display the use of prewriting skills (scribbling, marking, drawing, etc) for variety of purposes).
  • Observation of cognitive developmental milestones of the child’s growth and development(object permanence; know that objects have substance, maintain their identities when they change location, and continue to exist when out of sight), perceptual categorization based on how things look, feel, and taste, memory for objects, people and events, vocabulary and skill related; comparing, classification, seriation; space, quantity, length, counting etc), skills related to observing, reasoning and problem solving, explore the physical, social and natural environment by manipulating objects, asking questions, making predictions and developing generalization).
  • Observation of creative& aesthetic developmental milestones of the child’s growth and development (representing objects, events and ideas in the form of drawing, clay modelling and other art forms, develop expression, enjoyment and disposition for music and movement)
  • Observation of Personal, Social and Emotional Developmental milestones of the child’s growth and development(Display awareness of their abilities, preferences and characteristics, self concept; self control; self help skills, initiative and curiosity; independence and autonomy; display awareness of behaviour and its effects; display increased attention span, engagement and persistence in daily activities; emergence of pretend play and use of objects as representation; develop friendship with peers, show cooperation and participate in group activities; development of attachment, and emotional bonding with adults; develop empathy, learn to control feelings and express emotions in relevant manner)
  • Introduction to weaning foods, solid and nutrient diet.
  • Stimulating activities on all development such as standing, talking, crawling, etc.

Early Childhood Education ECE (2.5 to 5 years)

  • Enrolment in the Early Childhood Education Class of Anganwadi Centre
  • Daily attendance of the children at Anganwadi and availing supplementary nutrition.
  • Observation of Sensory and Perceptual Development(Demonstrate the use of different senses (sight, hear, feel, taste, smell) to guide movements and recognize objects ¾ Awareness of space and direction, distance, quantity etc.)
  • Observation of Physical Health and Motor Development: (Developing coordination and control of large motor muscles, strength and coordination of small motor muscles, demonstrate the use of body with proper sense of space and direction, coordination of fine muscles with dexterity; eye hand coordination, developing sense of balance, physical co-ordination, recognize different food and demonstrate healthy dietary habits, display healthy habits, personal care and hygiene, display ability to follow safety rules, make choices and avoid danger)
  • Observation of Language Development: (Develop Listening and Comprehension skills,use expressive and receptive communication skills, develop effective verbal and non-verbal communication skills, develop vocabulary and use language for a variety of purposes, display emergent literacy skills and love for reading (preparing children to read and write): such as identify and differentiate sounds, phonological awareness; print awareness and concepts; recognition of letters; letter- sound correspondence; segmentation, building words and sentences and early writing, demonstrate interest and ability in writing, develop competency in home language while acquiring beginning proficiency in language of school transaction and/ or English, if needed.)
  • Observation of Cognitive Development:(Development of various concepts including pre number and number concepts and operations (knowledge and skills related to comparing, classification, seriation; understanding of and vocabulary related to space, quantity, length and volume, one to one correspondence; counting etc), redacting patterns and making estimations in measurement; data handling; develop skills related to sequential thinking, critical thinking, observing, reasoning and problem solving; explore the physical, social and natural environment by manipulating objects, asking questions, making predictions and developing generalizations; differentiate between events that happen in past, present and the future, develop knowledge of relationship between people, places and regions).
  • Observation ofDevelopment of Creative and Aesthetic Appreciation:(Representing objects, events and ideas in the form of drawing, clay modelling and other art forms ¾ Develop expression, enjoyment and disposition for music and movement ¾ Demonstrate creativity and inventiveness with materials)
  • Observation of Personal, Social and Emotional Development:(Development of self concept; self control; life skills/ self help skills; develop initiative and curiosity in new experiences and learning; developing a sense of independence and autonomy; display awareness of abilities and preferences, appreciates similarities and differences in people and awareness of behaviour and its actions; displays relevant and appropriate habit formation, increased attention span, engagement and persistence in daily activities; develop interpersonal skills with respect to peers, family, teachers and community; display behaviours of cooperation; compassion; social relationships; group interaction; pro- social behaviour; expressing feelings, accepting others feelings; develop the ability to adapt and control emotions)

Adolescent Girls

As the girl children enter adolescence, they need to be guided in a very special way because they will be experiencing physical and psychological changes which they should understand so that they can cope with the change.  This is a critical period in the life of a girl child when they will be vulnerable and need guidance. They need to be guided to become members of Adolescent Group in the village where they will find their peers and develop confidence. They must be counselled to meet the new realities of life. 

  • Identify the adolescent girls in the village and register them at the Anganwadi centre.
  • See that they are provided with health and hygiene education.
  • Health Status to be assessed and nutrition decided accordingly.
  • Motivate them to gain life skills through trainings
  • To orient them about the marriageable age to avoid child marriage
  • Caution them about social evils like women trafficking so that no adolescent girls are lured to go to cities with the promise of employment and bright future.

Conclusion :

We request financial support from Kinder Mission to orient both the mothers and adolescent girls and to provide support to the workers of the Anganwadi centres so that they may be encouraged and be motivated to do well their job so that they also can get job satisfaction and even promotion.