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Household Chores, Marriage Instead Of Classrooms Awaits These Girls In Haryana

This post is a part of Back To School, a global movement to ensure that access to education for girls in India does not suffer post COVID-19. Click here to find out more.

By SwaTaleem Team (Ananya Tiwari, Suganya Sankaran, Vaibhav Kumar, Arzoo Shakir)

Earlier in 2020, when the pandemic hit India, the education system was trying to grapple with the uncertainties and challenges that COVID-19 brought just like other sectors. Since education caters to the citizens of tomorrow and has the potential to change the social fabric of the country, it’s essential to understand and highlight the differential impact of the pandemic on the education of vulnerable communities and if possible, explore ways to address those. This article is a step towards that.

COVID-19 has laid bare the systemic inequities built into our world, and it is women and girls from rural, marginalized communities who are hit hard. As the pandemic forced school closures indefinitely, we are acutely aware of the devastating impact on our girls and their communities.

For us at SwaTaleem, like for many others, these times have been uncertain. We have had to (and continue to) adapt our work and find alternative ways to connect with and support our girls, teachers, government officials and communities.

Who Are We?

SwaTaleem Foundation works towards increasing decision making and foundational skills in adolescent girls by implementing a transformative design process where teachers, learners and community leaders choose and address educational challenges in Kasturba Gandhi Balika Vidyalayas (KGBVs).

KGBVs are nationwide residential government schools built in Educationally Backward Blocks (EBBs) specifically catering to adolescent girls coming from historically underrepresented communities (an intersection of low-income households, religious minorities and lower castes).

Our work is primarily located in Mewat and Panipat, two districts of Haryana where we work with 6 KGBV schools and 900 girls. Despite its proximity with big cities like Gurgaon and Delhi (Mewat is located at a distance of 40 km from Gurgaon), Mewat struggles with low literacy levels (it has only 36% female literacy) and poor schooling and health facilities.

It’s a Muslim dominated area where agriculture or factory work are primary sources of livelihood. All five blocks namely, Nuh, Nagina, Tauru, Firozpur Jhirka and Punhana, have one KGBV each running under the Sarva Shiksha Abhiyan from grades 6 to 10. In this area, girls’ education is not seen as a priority for families. We observe that most of the girls drop out after 10th standard, and only a few get opportunities to complete their higher education.

COVID-19 And Its Perils

We spent the first few weeks of the lockdown deepening our understanding of how COVID-19 is affecting our Girls and Teachers by listening to them, by learning from feminist/women-led organizations and literature research  (Malala Fund, United Nations).

Here’s what we have learnt:

  • Girls are directly at-risk of dropping out of schooling getting married early. We already know that there are clear links between lack of access to education and higher rates of child marriage, and indefinite school closures only have a negative impact. With limited resources, families might pull their daughters out of schools to either earn income or to get married as a way to “protect” them.
  • Girls are at increased risk of gender-based violence. The impact of lockdown means girls are at home for longer periods, putting them at greater risk of domestic violence. Also, with them taking on the burden of household chores, gender inequalities are being reinforced.
  • Moving into online spaces assumes access to technology and learning, which is not the case for the majority of the girls. 65% of the girls we work with don’t have access to technology and internet services, making it harder for the Teachers and us to reach out to them. Also, even when they do have access, they are not able to access learning as they are expected to take on more household chores. Their fathers, who are factory workers or inter-state truck drivers who own the phones are mostly out of the house as well.

My dream is to become an engineer. I am facing a lot of challenges in accessing online learning due to network issues and the inability to get the recharge due to money constraints. The financial constraint is a big challenge for me. The burden of household chores has also increased.

My father asks my brother not to do household chores, so I am burdened with an entire load of work which affects my online classes. My brother doesn’t allow me to use the mobile phone as my father gave the mobile phone to him. Due to the prevalence of discriminatory practices and perceptions, girls are not handed over phones, but it’s the boys who get it.

Marriage is taking precedence over the education of girls, and many parents are thinking of marrying off their daughters during the lockdown period.” – Lavanya, 14-years-old.

If we don’t ensure that adolescent girls from marginalized communities are reached out to and supported immediately then they, who are already at the margins, will be further left unheard and unsupported. It is the girls who will lose their access to education; lose opportunities to pursue their dreams and possibilities, setting them up for a lifetime of dependence on others and vulnerability to poverty.

Using IVRS To Navigate Inequities Around Access To Education

While addressing this chronic but under-discussed problem of the gender divide in education in the current times, we at SwaTaleem Foundation, wanted to answer one question – how do we ensure support and learning continuity for adolescent girls from rural, marginalized communities who don’t have access to technology?

We knew that most homes have a basic phone and Interactive Voice Response System (IVRS) can be a platform that can be explored. IVRS is an automated telephony system technology that interacts with callers and gathers the required information while reaching out to individual recipients.

Conversations can be pre-recorded or generated audio which assists, directs, or route calls automatically without a live operator. In our context, these could be used efficiently to disseminate educational content to the girls where they can communicate by using a basic click-button phone.

We, therefore, mapped stories on concepts that surround the girls and included curriculum-related key points in it. This was followed by assessment questions created to be administered through IVRS itself which mapped onto six main areas: English, Science, Maths, Hindi, Reproductive Health and socio-emotional skills.

In addition to achieving the first step by onboarding the teachers in the process, we pursued the second step by engaging parents in the conversation, wherever possible, in order to ensure that the girls indeed get access to phone and we, in turn, develop a program that fits their household routine. Conversations and surveys suggested that an average engagement of 30 minutes in the evenings is a better time to interact with the girls at home.

Our Learnings So Far

With the IVRS implementation in place, we were curious to see how they perceive it. To ensure that the girls have access to the stories, we tried multiple strategies:

  • Sending the same story twice a week. And re-sending them again to the failed calls.
  • Sending them in the late evening, once the fathers are back from work and girls can access phones.
  • Sending them on the WhatsApp groups as well, made by the school teachers.

In the first one month itself, we were able to connect with 300 girls and their families through the IVRS program making over 2000 calls. We have facilitated 50 hours of learning sessions directly with them. The response to the stories has been encouraging, and we have been build anticipation and excitement around these stories.

In our conversations with the teachers, they have shared that “We know these times are difficult and the idea of IVRS sounds exciting. It would support us in information dissemination, and we look forward to trying it to build relationships with the Girls and their families now.

In our calls with the parents, we saw how determined they were to work together with us as partners in ensuring their daughters continue to learn. As one father shared, “This is the first time we have heard from the school, informing us about what is happening and what we should be doing.

Stay tuned or write to us as we explore more learnings around IVRS and the next steps in this direction.

If you resonate with the work we are doing and want to contribute, please feel free to donate to our ongoing crowdfunding campaign or write to us to volunteer here.

Created by Ananya Tiwari

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An ambassador and trained facilitator under Eco Femme (a social enterprise working towards menstrual health in south India), Sanjina is also an active member of the MHM Collective- India and Menstrual Health Alliance- India. She has conducted Menstrual Health sessions in multiple government schools adopted by Rotary District 3240 as part of their WinS project in rural Bengal. She has also delivered training of trainers on SRHR, gender, sexuality and Menstruation for Tomorrow’s Foundation, Vikramshila Education Resource Society, Nirdhan trust and Micro Finance, Tollygunj Women In Need, Paint It Red in Kolkata.

Now as an MH Fellow with YKA, she’s expanding her impressive scope of work further by launching a campaign to facilitate the process of ensuring better menstrual health and SRH services for women residing in correctional homes in West Bengal. The campaign will entail an independent study to take stalk of the present conditions of MHM in correctional homes across the state and use its findings to build public support and political will to take the necessary action.

Saurabh has been associated with YKA as a user and has consistently been writing on the issue MHM and its intersectionality with other issues in the society. Now as an MHM Fellow with YKA, he’s launched the Right to Period campaign, which aims to ensure proper execution of MHM guidelines in Delhi’s schools.

The long-term aim of the campaign is to develop an open culture where menstruation is not treated as a taboo. The campaign also seeks to hold the schools accountable for their responsibilities as an important component in the implementation of MHM policies by making adequate sanitation infrastructure and knowledge of MHM available in school premises.

Read more about his campaign.

Harshita is a psychologist and works to support people with mental health issues, particularly adolescents who are survivors of violence. Associated with the Azadi Foundation in UP, Harshita became an MHM Fellow with YKA, with the aim of promoting better menstrual health.

Her campaign #MeriMarzi aims to promote menstrual health and wellness, hygiene and facilities for female sex workers in UP. She says, “Knowledge about natural body processes is a very basic human right. And for individuals whose occupation is providing sexual services, it becomes even more important.”

Meri Marzi aims to ensure sensitised, non-discriminatory health workers for the needs of female sex workers in the Suraksha Clinics under the UPSACS (Uttar Pradesh State AIDS Control Society) program by creating more dialogues and garnering public support for the cause of sex workers’ menstrual rights. The campaign will also ensure interventions with sex workers to clear misconceptions around overall hygiene management to ensure that results flow both ways.

Read more about her campaign.

MH Fellow Sabna comes with significant experience working with a range of development issues. A co-founder of Project Sakhi Saheli, which aims to combat period poverty and break menstrual taboos, Sabna has, in the past, worked on the issue of menstruation in urban slums of Delhi with women and adolescent girls. She and her team also released MenstraBook, with menstrastories and organised Menstra Tlk in the Delhi School of Social Work to create more conversations on menstruation.

With YKA MHM Fellow Vineet, Sabna launched Menstratalk, a campaign that aims to put an end to period poverty and smash menstrual taboos in society. As a start, the campaign aims to begin conversations on menstrual health with five hundred adolescents and youth in Delhi through offline platforms, and through this community mobilise support to create Period Friendly Institutions out of educational institutes in the city.

Read more about her campaign. 

A student from Delhi School of Social work, Vineet is a part of Project Sakhi Saheli, an initiative by the students of Delhi school of Social Work to create awareness on Menstrual Health and combat Period Poverty. Along with MHM Action Fellow Sabna, Vineet launched Menstratalk, a campaign that aims to put an end to period poverty and smash menstrual taboos in society.

As a start, the campaign aims to begin conversations on menstrual health with five hundred adolescents and youth in Delhi through offline platforms, and through this community mobilise support to create Period Friendly Institutions out of educational institutes in the city.

Find out more about the campaign here.

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She says, “Bihar is ranked the lowest in India’s SDG Index 2019 for India. Hygienic and comfortable menstruation is a basic human right and sustainable development cannot be ensured if menstruators are deprived of their basic rights.” Project अल्हड़ (Alharh) aims to create a robust sensitised community in Bhagalpur to collectively spread awareness, break the taboo, debunk myths and initiate fearless conversations around menstruation. The campaign aims to reach at least 6000 adolescent girls from government and private schools in Baghalpur district in 2020.

Read more about the campaign here.

A psychologist and co-founder of a mental health NGO called Customize Cognition, Ritika forayed into the space of menstrual health and hygiene, sexual and reproductive healthcare and rights and gender equality as an MHM Fellow with YKA. She says, “The experience of working on MHM/SRHR and gender equality has been an enriching and eye-opening experience. I have learned what’s beneath the surface of the issue, be it awareness, lack of resources or disregard for trans men, who also menstruate.”

The Transmen-ses campaign aims to tackle the issue of silence and disregard for trans men’s menstruation needs, by mobilising gender sensitive health professionals and gender neutral restrooms in Lucknow.

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A Computer Science engineer by education, Nitisha started her career in the corporate sector, before realising she wanted to work in the development and social justice space. Since then, she has worked with Teach For India and Care India and is from the founding batch of Indian School of Development Management (ISDM), a one of its kind organisation creating leaders for the development sector through its experiential learning post graduate program.

As a Youth Ki Awaaz Menstrual Health Fellow, Nitisha has started Let’s Talk Period, a campaign to mobilise young people to switch to sustainable period products. She says, “80 lakh women in Delhi use non-biodegradable sanitary products, generate 3000 tonnes of menstrual waste, that takes 500-800 years to decompose; which in turn contributes to the health issues of all menstruators, increased burden of waste management on the city and harmful living environment for all citizens.

Let’s Talk Period aims to change this by

Find out more about her campaign here.

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A former Assistant Secretary with the Ministry of Women and Child Development in West Bengal for three months, Lakshmi Bhavya has been championing the cause of menstrual hygiene in her district. By associating herself with the Lalana Campaign, a holistic menstrual hygiene awareness campaign which is conducted by the Anahat NGO, Lakshmi has been slowly breaking taboos when it comes to periods and menstrual hygiene.

A Gender Rights Activist working with the tribal and marginalized communities in india, Srilekha is a PhD scholar working on understanding body and sexuality among tribal girls, to fill the gaps in research around indigenous women and their stories. Srilekha has worked extensively at the grassroots level with community based organisations, through several advocacy initiatives around Gender, Mental Health, Menstrual Hygiene and Sexual and Reproductive Health Rights (SRHR) for the indigenous in Jharkhand, over the last 6 years.

Srilekha has also contributed to sustainable livelihood projects and legal aid programs for survivors of sex trafficking. She has been conducting research based programs on maternal health, mental health, gender based violence, sex and sexuality. Her interest lies in conducting workshops for young people on life skills, feminism, gender and sexuality, trauma, resilience and interpersonal relationships.

A Guwahati-based college student pursuing her Masters in Tata Institute of Social Sciences, Bidisha started the #BleedwithDignity campaign on the technology platform, demanding that the Government of Assam install
biodegradable sanitary pad vending machines in all government schools across the state. Her petition on has already gathered support from over 90000 people and continues to grow.

Bidisha was selected in’s flagship program ‘She Creates Change’ having run successful online advocacy
campaigns, which were widely recognised. Through the #BleedwithDignity campaign; she organised and celebrated World Menstrual Hygiene Day, 2019 in Guwahati, Assam by hosting a wall mural by collaborating with local organisations. The initiative was widely covered by national and local media, and the mural was later inaugurated by the event’s chief guest Commissioner of Guwahati Municipal Corporation (GMC) Debeswar Malakar, IAS.

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