STORY PREVIEW

2021

Inclusive Horizons: Redefining Equality

Centre Point School Katol Road

Maharashtra

MENTOR

Kshama Yadav

Step 1 FEEL

The problems which bothered us were 1. Indiscipline in school. 2. Digital addiction among students. 3. Irregular and untimely eating habits. A significant number of students consume junk food. This leads to poor nutrition and a lack of attention. 4. Inequal distribution of resources and a widening gap between the haves and have-nots among people in our immediate surroundings. The inequalities among the people around.

We chose to work on societal inequalities, mainly focusing on Economics, Healthcare, Education and Gender. This is because of the following reasons: 1. We firmly believe everyone is entitled to equal access to available resources. 2. The prevalence of gaps in resource access may lead to disturbances, depression and frustration among individuals. This significantly impacts an individual's overall well-being. 3. Efforts in these areas can promote inclusion. This is especially important in creating a society where everyone, regardless of background, has the opportunity to thrive. This, in general, will enhance positivity. 4. Through this project, we would not just think about the welfare of the helper staff in our microenvironment but also inculcate the values of respect, appreciation and empathy among students. 5. The outcomes would be measurable, and hence, it would give us a feeling of accomplishment.

Inequalities are prevalent in our immediate surroundings, sometimes profound and distinctly observable but sometimes in such a subtle way that it is thought to be a way of life. Our goal was to 1. Highlight the existence of these inequalities in our surroundings 2. How do demographics impact the roles of individuals in households and society, further influencing socioeconomic status and quality of life? 3. Bring awareness about the existing inequalities in the shape of stereotypical roles played and make a quantifiable impact. To meet our goal, the target audience included students, faculty, and staff, representing the entire demographic spectrum of the school. We chose to work with a diverse population as, during the initial brainstorming, we realised that several types and varying degrees of inequalities are prevalent in all the strata of society. To identify the true nature of the problems and their gravity, we conducted surveys in a phased manner. We had numerous brainstorming sessions and decided that interviews would be conducted for 1. the support staff in a) school and b) at individual homes. 2. A sneak peek into the routines and lives of student volunteers' households(only for those willing to participate) The purpose of this attempt was to identify the relationship between economic status and inequalities in society. It came to the fore that there are certain inequalities which have a direct bearing on the financial status of an individual. However, there are a few that function differently, being dependent on cultural and community mindsets. The scope of study and work was enormous. However, to begin with, we decided to restrict ourselves to certain inequalities. The choice criteria were: Who needed the help the most, and what were their immediate concerns and anxieties? Our focus of study was the economically weaker section of society. Their primary concerns were 1. The unequal distribution of household work was influenced by stereotypical gender bias. 2. Access to quality education and other educational resources for their children. 3. Emergency healthcare facilities and those requiring hospital admissions for themselves and their family members. 4. Financial security for themselves and their children.

Step 2 IMAGINE

As the problem was quite big and concerned the target population deeply, we decided to work phase-wise. It was agreed that we would try to 1. Create awareness about the detrimental effects of the inequalities. 2. Put in efforts to bridge the gap, especially towards access to available resources and facilities. The various solutions we came up with to meet the above goals are- 1. Survey to understand the magnitude of disparities in society—the responses will be collected in Google and also in the form of a physical questionnaire. 2. Scan all the physical responses and upload them to social media. 3. Shortlist a few inequalities and work on them, distributing the work to students grade-wise according to their understanding of the issue and EQ. 4. Donate clothes, books, and medicines to the support staff, as this would help reduce their financial burden. 5. Hold nukkad-natak to create awareness. 6. Make charts and put them in prominent places in schools and eventually in the city to sensitise people about the inequalities. 7. Invite resource people, experts in financial guidance and healthcare fields. 8. Create awareness about the government schemes that aim to reduce inequalities among people. 9. Meet experts in the field of finance and medicine for an in-depth and nuanced understanding of the factors at play, enabling the targeted audience to get policy insights. 10. Visit a hospital to understand the government policies on healthcare better. 11. Conduct a yoga session for helper staff to create awareness of yoga's benefits. 12. Conduct a debate to allow the participants and audience to have a better understanding of inequalities and the role played by 13. Create a TikTok video. 14. Conduct a Slogan Writing competition to create awareness about Inequalities.

1. We decided to implement all the suggestions as each of the solutions would address different dimensions of creating awareness and implementation of government policies. 2. Implementing more solutions would bring diverse perspectives and engage young minds, creating a more incredible pool of unique insights and approaches. 3. This would foster collaborative learning, expand the project network and exchange ideas beyond the immediate scope of the project. 4. Implementing diverse solutions would provide a better and greater sense of ownership. This helps to provide a more comprehensive and holistic solution to the project's objectives.

Step 3DO

The topic chosen was broad, and the scope of work was huge. To ensure the effectiveness and sustainability of the project, it was important that the solutions be implemented in a well-planned manner. 1. As the first step, Inequalities were delegated to students grade-wise- Grade 9 was to work on Healthcare Inequality, Grade 10 on economic Inequality, Grade 11 on education Inequality and Grade 12 on Gender Inequality. 2. The first activity taken up was Poster/ chart making. Two charts from each grade on the respective inequality were made. These were put up at prominent school places to create awareness about the inequalities. 3. Another team of students drafted questions for surveying to gauge the magnitude of prevalent Inequalities around us. 4. Each student of the wise team asked the same set of questions to their household staff and collected the responses in Google Forms. 5. As our target population comprised the socioeconomically weaker section of society, questions on Healthcare and Economic Inequality were also put to the school support staff. A file was maintained for the same. 6. The responses to the survey were analysed, and the following were noticed. 7. There are gender biases in the target population, and so are stereotypical roles assigned. However, the household's women bear a dual responsibility for the daily chores besides earning for the family. Gender-based discrimination is less pronounced among their children. 8. There was a major gap in the access to the medical facilities. 9. Having restricted income sources, there was a significant concern regarding the financial security of their old age and any other exigency. 10. Correspondence with the hospital Director, Dr Ashish Deshmukh, was done. He was highly supportive and immediately connected us to Dr Mayank Gadkari, the doctor in charge of implementing schemes in the hospital. 11. Later on, a team of 15 students with two teachers visited Lata Mangeshkar Hospital to understand the details of the Pradhan Mantri Jan Arogya Yojana(PMJAY) and Mahatma Jyotiba Phule Jan Arogya Yojana(MJPJAY). 12. Dr Mayank Gadkari conducted a two-hour session for the students, giving us details of the schemes and their implementation process. The students visited Arogya Mitra Sahayata Kendra, where Aarogya Mitras are stationed to facilitate and assist the potential beneficiaries with the overall benefits under AB PM-JAY and provide information about receiving prompt treatment at EHCP. 13. Students conducted a workshop and gave the support staff a presentation on economic inequality and government schemes. 14. Realising the dire need for such sessions, we invited two executives from Mr Bharat Parekh's office. He is the leading LIC agent in India. The senior executives informed the support staff and teachers about the PMSBY, PMJJBY, and Atal Pension Yojana. The session was highly informative and enriching. They explained how a meagre contribution of Rs 456/- pa gives the beneficiary coverage up to 4 lakhs. 15. A two-day camp was organised, during which government officials from Nagpur Municipal Corporation were invited to the school, and Ayushmann Bharat cards for the yellow and orange card holders were made. Mr Ved Bhalave and Mr Avinash Sahare were highly patient, and more than sixty cards were made. Cards were also made for the family members of the support staff. 16. The school yoga instructors, Mr Hemant Trivedi and Ms Preeti Bahadure conducted a yoga session for the school support staff. They were told about the benefits of yoga and daily exercise. 17. The Integrity pledge was also administered to the school support staff during All India anti-corruption week.

The outcomes of the project were very overwhelming. 1. More than sixty Ayushman Bharat cards were made. Thus, many school support staff and their family members now possess Ayushman Bharat cards, ensuring improved access to healthcare services. The cards provide coverage for a range of medical services, contributing to the overall well-being of the support staff. 2. The project ensured that many support staff now have a comprehensive understanding and knowledge of the government scheme's benefits and coverage. They now know how to access healthcare services efficiently, including claims and seeking assistance. 3. The project fostered a sense of collaboration and inclusivity by actively involving students and teachers in the initiative. The school community came together to support the well-being of the support staff, showcasing the positive impact of collective efforts. 4. The support staff expressed appreciation and gratitude for the initiative, positively impacting their morale and well-being. The project conveyed a message of care and value to the support staff, reinforcing their importance within the school community. 5. Being the first school in the city to undertake such a project establishes a model for other educational institutions to follow. The success of this project serves as a benchmark for future community engagement initiatives within the school. 6. The initiative has the potential to inspire similar projects in the local community, creating a positive ripple effect beyond the school premises 7. The issuance of Ayushman Bharat cards provides a tangible and measurable outcome, allowing for the quantification of the project's success. The project lays the foundation for ongoing support and healthcare initiatives, ensuring sustained positive change in the lives of the support staff. 8. Students involved in the project gained practical experience in community engagement, social responsibility, and the application of theoretical knowledge. The project instilled empathy and social consciousness values among students, contributing to their holistic education. 9. The successful implementation of the project enhances the school's image as a socially responsible institution. The project builds trust within the community, showcasing the school's commitment to the welfare of all its members. 10. The project required exhaustive correspondence, collaboration, planning, execution and documentation. Students learn these skills as they are utterly crucial 21st-century skills, imperative for success in their professional and personal life journey. 11. These outcomes collectively represent the success and fulfilment of the Ayushman Bharat Card project for the school support staff, demonstrating a positive and sustainable impact on the well-being of the individuals involved.

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Testimonial 1(From a beneficiary, Mrs Smita - Ayushmann Bharat cards provide us with the security and relief that now I have the Ayushmann Bharat card to support me and my family in need. Testimonial 2(From apparent, Mrs Sujata Kanor): The Ayushmann Bharat Card Project is a testament to the values instilled in our children by the school. My daughter has been so happy being a part of a project that directly impacts the lives of our school support staff. It's heartening to see young minds contributing to meaningful initiatives. This project has not only benefited the staff but has also imparted essential life lessons to our students.

The challenges faced were. 1. The availability of common time to discuss various aspects of the project took a lot of work. There were significant interruptions due to tests/ exams in the school. 2. Though the action plan was chalked out, identifying the correct personnel to be approached for the proper and timely guidance was a challenge. 3. A few of the support staff still needed an updated ration card. There were errors in their names and other details. This made the process of Aayush Bharat cards a little more time-consuming. Eventually, these hurdles were overcome, and the outcomes were highly gratifying.

MORE THAN 30 DAYS

Reduced inequalities

Getting Ayushmann Bharat cards for school support staff contributes to SDG #10. 1. The Ayushman Bharat scheme is a government initiative in India that aims to provide financial protection and improve healthcare access for vulnerable and economically disadvantaged populations. 2. Lack of health coverage can lead to catastrophic health expenditures for individuals and families. Ayushmann Bharat helps prevent such situations by covering significant medical costs. By obtaining Ayushmann Bharat cards for school support staff, we prevent them from falling into poverty due to healthcare expenses. 3. It contributes to the broader global effort to create a more equitable and just world. 4. In summary, obtaining Ayushmann Bharat cards for school support staff is a practical step toward reducing healthcare and economic inequalities, aligning with the objectives of SDG #10.

Step 4 SHARE

We Shared the story of change through 1. Social media platforms- Whats App groups, upload the video on YouTube and share the link with the entire school community and other social circles. 2. A display of charts showcasing the student's work was done during parent file signing. The responses received were. Testimonial 1- Mr Shiva Rao(Past President Vidarbha Economic Development)- "Excellent initiative. Much needed. Kudos to you and your team". Testimonial 2- Mr Shubham Sinha- Ex Student- "It's so super. I'm so so proud of the juniors taking the initiative and noticing the ones jinse sabse kam puncha jata hai. It's just great".

More than 100

Addressing intersectionality by recognising how different forms of inequality intersect is the key to the project's sustainability. 1. We would explore opportunities to scale the project to reach a broader audience or replicate it in other communities. 2. Our DFC team was a 50+ strong team. The impact would be broader if each volunteer ensured that their household staff availed the benefit of the government healthcare facilities and got the cards made. 3. Regular camps can be conducted in school to get the basic health check-up done for the support staff. 4. Keep a feedback mechanism in place to ensure insights are gathered from support staff about their experiences with the Ayushman Bharat card.

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