Everyone is a Change Maker
Leave no girl behind
Women and Girls in Action
We work towards ensuring a life free from inequality and discrimination for every woman.
Research works by SRADHA Supported by Extractive Global Programmatic Support (EGPS) Trust Fund, World Bank Group
- Gender Impact Assessment of COVI19 in Artisanal and Small Mining (ASM) communities of KBK districts of Odisha, India, EGPS, World Bank Group,2021 https://delvedatabase.org/resources/gender-impacts-assessment-of-covid-19-in-asm-communities-of-kbk-districts-odishsa-india
- A Baseline Study of Artisanal and Small Mining (ASM) communities in India, EGPS, World Bank Group ,2020 https://delvedatabase.org/resources/a-baseline-study-of-asm-communities-in-the-context-of-mitigating-the-impacts-of-covid-19-in-the-asm-communities-in-kbk-districts
- An Assessment of the impact of COVID19 impact on ASM communities and the new opportunities, EGPS, World Bank Group ,2021 https://delvedatabase.org/resources/an-assessment-of-the-impact-of-covid-19-on-asm-communities-and-the-new-opportunities
- Preparedness, awareness and coping with COVID 19: A Study Report, 2021 (https://delvedatabase.org/uploads/resources/SRADHA-Preparedness-Awareness-and-Coping-with-COVID-Final-report.pdf)
- Training Need Assessment of the ASM Workers: a Study Report EGPS, World Bank Group, 2022 ,https://delvedatabase.org/resources/training-need-assessment-of-the-asm-workers-a-study-report
- Training Manual on Alternative Livelihood Opportunities for ASM Communities, EGPS, World Bank group, 2022
- Leadership Training Manual for Women Leaders of Women in Mining Association, EGPS, World Bank group, 2022
- The World Bank Global survey to assess state of ASM communities two years since the start of the COVID-19 pandemic – (SRADHA conducted the survey in India and Nepal along with 32 partner organizations collecting data in 30 countries from August to October 2022). (https://delvedatabase.org/news/world-bank-delve-launch-global-survey-to-assess-state-of-asm-communities-two-years-since-the-start-of-the-covid-19-pandemic)
Our Videos On Women Empowerment
Video Links
Livelihood – Alternative livelihood -Follow up of Training on Hygienically Processing Dry Fish
https://www.youtube.com/watch?v=lZ4p_OHXOFM&list=LL&index=6
Health – Celebrating the Achievements of the Front Line Health Workers (FLHWs)
https://www.youtube.com/watch?v=9tkjNLVPe84&list=LL&index=2&t=30s
Mission 10000: Educating ASM People on COVID19 Preventive Care
https://www.youtube.com/watch?v=D9iKx7b_Zmc&list=LL&index=3
Community Level Human Capital Development -Training FLHWs
https://www.youtube.com/watch?v=wV4Na2JKalE&list=LL&index=4
Education: Assisting School Drop Out and School Missing ASM Children to Resume Learning
https://www.youtube.com/watch?v=lL-Ey3G0WZA&list=LL&index=5
Nature Based Solution
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We need to reshape our own perception of how we view ourselves. We have to step up as women and take the lead.
Events
We organize inclusive events for Women & Girls
Schools with effective leaders tend to have better student learning outcomes.2 School leadership has been shown to be the second most important in-school factor affecting learning, after classroom teaching (UNESCO, 2018). By adopting practices such as creating clear goals for school improvement, developing accountability mechanisms, and providing pedagogical support and feedback to teachers, school leaders indirectly affect student learning by both improving teaching quality and ensuring the effective management and use of resources
There is a positive association between women school leaders and student performance. Female school leaders reported higher ability to support the well-being of their school community during the COVID-19 pandemic
Concrete policy and programmatic measures are needed to increase women’s participation and advance towards gender equality in school leadership.
Leaders need to put gender equality at the heart of education sector plans, budgets and policies. This could start with the Gender-responsive education sector planning (GRESP) approach, which includes allocating public education budgets to benefit the most marginalized children and prioritizing the areas in the country with the largest gender gaps from pre-primary to secondary, with low numbers of female teachers and high prevalence of gender-based violence in communities. Finally, leaders themselves must champion leadership roles across education systems for people who are marginalized because of gender norms.
Teachers are the cornerstone of an education system. Their very role as educators marks them out as change agents and role models for children. For them to make the most of these roles, schools need:
- Teacher training on how to actively promote gender equality in their teaching practices.
- Teachers need to be able to examine their own gender biases, and identify and challenge inequalities in the classroom. Rather than accepting a learning environment that reflects discrimination in the wider society, they can foster an environment that challenges
- Reformed curricula, including gender transformative modules and teaching and learning
- Teacher-to-teacher peer learning and exchange mechanisms, through which teachers can learn from each other, share experiences and support each other in their efforts to deepen transformative classroom
Incorporate gender education compulsorily, in pre- and in-service teacher trainings and teacher education programs. Teachers are potentially powerful agents of social change, provided they can perceive themselves as such. Training in effective communication of gender-related issues with the community should also be included in pre-service training. All of the above implies intensive in-service training of teachers and educators, along with the development of teacher training materials and curriculum, which should be created by the State Education department in collaboration with NGOs.
Our impact
Influencing the way people, organisations, and movements think and act.
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