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Child Protection and Development
 DIPIN arrived in 2004 to find that the children in these peripheral villages had no access to formal education. They strayed aimlessly or were occupied with backbreaking domestic drudgery. Our objective is to gift underprivileged children a new chance at life.
Since DIPIN commenced operations in 2004, there has been a transformation in their lives. Earlier, these neglected children had no concept of personal hygiene. Apart from looking unkempt, they hardly washed and suffered from anaemia, parasitic infections, as well as skin and water borne diseases.
Today, they are healthy and happy and take much more pride in their appearance and subsequently also practice better hygiene. Immunization and health camps are arranged regularly. De-worming and de-lousing has become routine practice. The distribution of vitamin and energy supplements has been extremely helpful in making children much healthier and more resistant to different diseases.
DIPIN has helped these children win back their childhood by giving them a secure environment where they are free to express themselves. We encourage them to explore their environment without fear and encourage the development of self-esteem and confident communication skills. We teach civic sense by example and expose children to environmental concerns.
DIPIN's schools are equipped with a range of teaching-learning materials, including educational films, which ensures that these children develop a better understanding of the world outside their own secluded environs.
We make every effort to raise the quality of education, giving low-income families the joy of seeing their children gain a competitive edge and better their choice for further education.
Progress is carefully monitored to ensure that needs are being addressed. We run teacher-training workshops and parent seminars. Hands-on training is important to equip teachers with the necessary skills, knowledge and materials to deliver the best educative practices
We grant 60 children per village completely free primary school education. To date, a total of 652 children have been enrolled in DIPIN’s school programmes, from pre-school to Class 4. . In addition to educational infrastructure, we also provide children with uniforms, books and stationery completely free of cost.
Over 50% of underprivileged, so-called ‘educated’ children in India, cannot read or write -- often even after five years in school! Our curriculum is graded to suit children’s needs, based on their learning readiness. They progress to more complex challenges as their confidence develops. Consequently, they can read textbooks as well as other literary material in Hindi as well as in English! They are able to write legibly and many of our children are extremely creative.
A tailor-made learning programme supports and promotes all-round development. Our children are actively encouraged to take part in extra curricular activities, especially sport, which is fundamental to healthy child development.
Sport has been found to be a vital factor in improving the lives of marginalized children, particularly those from extremely poor backgrounds, as well as children with disabilities. Apart from physical fitness and good health, our children have developed self-esteem, teamwork and co-operation and display a healthy respect and tolerance for others.
DIPIN started out functioning out of ‘Open Air’ schools in the early days, wherever teachers were made welcome. Our first semi-permanent school, made of prefabricated bamboo composites, was constructed in Village Tikrikhera under the auspices of the National Mission for Bamboo Applications (NMBA) and inaugurated on February 7th, 2009.
We urgently wish to build at least four other such structures in the remaining villages, to afford each forgotten, out-of-school child the opportunity for quality education in sheltered environs, rather than in random locations vulnerable to wind, heat, dust and cold.
DIPIN also helps to impart vocational skills to young people, who missed out on a formal education, to try and ensure that each member of the community is qualitatively initiated into the broad spectrum of village-based activities in a productive, participatory manner.
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