WEEKLY REPORT- 1

Week-1
Name of Intern - Mrs. Afeefa K P
Agency Name - Butterflies Delhi
Faculty Supervisor - Dr. Jagdish Jadhav
Agency Supervisor - Mr. Satyavir singh
Date - 01/04/2024 - 05/04/2024
Timing - 9.30 am to 5.00 pm

Plan of action for the week

 To understand about the agency through orientation
 To get to know about the future plan of action in the agency
 To be part of the Education program of the agency
 To go for community observation

Work done
1. Orientation
 Intern went to the office of Butterflies NGO Delhi with the co-interns on time. The
office was located in Jaunapur, Pradhan Wali Galli at Delhi. Mr. Satyaveer Singh the
Education program head is the agency supervisor. The agency supervisor gave a brief
explanation about the agency, and the programmes going on. Street Education
Program, Mobile School, Child Development Khazana, Child Health and Sports Co-
operative, Butterflies School of Culinary and Catering, and Children’s Media are the
major programmes which are currently going on. After the orientation session trainee
tried to explore the agency.
Street Education Program
Butterflies with its unique non- institutional approach endeavours to empower
street and working children in various situations in the city of Delhi. The street
program interventions are rooted in places like bus terminals, railway stations,
market places, parks and so on, where the children live and work. Butterflies
works in 8 contact points in Delhi (Chandni Chowk, Hathi Park, Kashmiri Gate,
INA Market, Sadar Bazar, Jama Masjid, Nizamuddin Dargah, Okhla) and reaches
out to more than 1,000 children on a daily basis. The Street Programme of
Butterflies has a team of qualified educators designated as Education Programme
Officers who are placed in the contact points either in the morning, afternoon or
evening.
 Mobile Schools

Butterflies’ Mobile Education Programme, known as Mobile Learning Centre

(MLC) reaches out to children in the remotest areas of Delhi & Uttarakhand to
bring out of school children and children affected by disasters in the education net
by providing quality education till the last mile. The programme is an innovative
initiative implemented in close collaboration with State Education Departments of
Delhi in its initial days and Uttarakhand Government to bring out of school
children in the education net. All children are mainstreamed to formal schools
gradually. Mobile Education is the “Gateway of Knowledge” that reaches out to
children in remotest areas through a personalized human touch. Holistic education
is delivered to drop outs and never been to school children at their doorstep.
Mobile schools make it possible for children in remote areas to have access to –
education software, laptops, LCD TV, children’s library and other recreational
materials. The Child Rights Advocates use innovative ways of teaching and the
lesson plans are developed keeping in mind National Council Education Research
and Training’s (NCERT) guidelines and are tailored to suit the local context. To
promote holistic development in children we also impart life skills education
focusing on acquiring knowledge, attitudes and skills which support behaviours
that enable us to take greater responsibility for our own lives; by making healthy
life choices, gaining greater resistance to negative pressures, and becoming better
and productive human beings.

Child Development Khazana

Conceptualized and initiated by Butterflies in the year 2001, Children’s

Development Khazana (CDK) is a life skills education programme, educating
children and adolescents, democratic values and financial management. CDK’s
primary objective is to impart life skills education, teach them to be responsible,
prioritise needs, budget and save. Children between the age group of 9-18 years
are the members, volunteer managers and promoters of CDK. Any rural, urban
and ethnic communities’ child can be a member of Khazana, which is their own
and is run by children themselves, under the guidance of adult facilitators. In
CDK, members organise general body meetings, nominate their own child
volunteer managers (for six months) and members for the advance committee,
who are then provided training to handle their responsibilities, in basic book-
keeping & accountancy, communication skills and to work in a team. As part of a
practicum children manage their own Khazanas on cooperative principles at set
timings and members focus on becoming entrepreneurs or learning a professional
skill and exiting from their situation of poverty and insecurity.
The core objective of CDK is to promote life skills education through democratic
participation, and inculcate knowledge of cooperative and financial management,
fundamentals of management, accountancy & banking principles and promoting
entrepreneurship.

Child Health and Sports Co-operative

Child Health Co-operative (CHC) is a unique initiative facilitated in the year

1995. One of the key objectives of the health cooperative is to promote safe and
healthy living among children and communities. The cooperative has regular
workshops where the children deliberate on health, nutrition and environment
issues and gain knowledge regarding prevention of diseases and the importance of
nutrition and a clean environment. The cooperative is based on the principle that
through collective action children can collectively advocate for effective health
care, safe drinking water and sanitation services from the government. The core
goal of CHSC is to support street-connected and ethnically marginalised children
lead healthy lives and make positive, informed choices. The mission of the Child
Health & Sports Cooperative is to educate every child on the importance of safe
and healthy living including being emotionally well which would help them to
stay healthy and reduce their vulnerability to preventable illnesses, thereby saving
them from medical expenses and further pauperization.

Butterflies School of Culinary and Catering

An eighteen-month training programme in culinary and catering, Butterflies

School of Culinary and Catering (BSCC) has proved to be an effective
professional course for urban poor young persons. Teenagers above the age of 17
years learn important skills like decision making, leadership, teamwork,
management, entrepreneurship, communication, etiquette and discipline. In expert
training involves teaching different cuisines, nutrition, packaging, distribution and
marketing & financial management skills. In addition, we also impart life skills to
holistically enable these teenagers enter the hospitality sector as complete
professionals, comparable to graduates from world class institutes. BSCC focuses
its training on imbibing students with entrepreneurial qualities so that they get
good jobs in leading hotels or even start their own ventures. Our school has all the
basic necessities for practical training, a coordinator, professional nutritionist, a
chef from a registered hotel management institute, an assistant chef, a supervisor /
instructor and one NIOS educator. Pusa Institute of Hotel management supports
BSCC by giving opportunities to the trainees to be trained by their institute
faculty–Chefs. This programme aims to provide knowledge on cooking and
catering with much emphasis on practical training. Simultaneously it would
ensure adolescents’ progress in education through the NIOS and life skills training
covering health, sports, and cultural activities. Equal emphasis is given in training
in finance management and marketing strategy.

Children’s Media

Children’s participation is the core philosophy for Butterflies’ programmes. It is

the basic premise on which programmes are designed and developed. Children’s
participation is manifested in the entire process of planning and implementation of
programmes. Building on the right of children to expression, speech, participation,
association and access to information, Children’s Media Centre was initiated by
Butterflies in the year 1996. Butterflies Children’s Media gives children the space
to create their very own media that gives an expression to the unheard voice of
children. It develops children’s confidence and provides opportunities for children
to train and participate in the production of their own newspaper, radio programs,
digital stories and theatre to highlight their issues & concerns which are neglected
by the mainstream media. It is a life skill education which helps children to find
their own field of interest and to make them aware of happenings in the world and
respond appropriately with their views and opinions through these mediums. It is
 also a tool to monitor the situation of children’s rights in their city/region/country
which ultimately results in creating a safe and child friendly society.

2. Community Visit and Observation

 The intern conducted community observation visits to Dayal Singh camp, Gandhi
camp and Okhla Mandi with the aim of establishing a relationship with the children
and elders, evaluating the community's state, identifying problems and obstacles, and
creating an understanding about the resource available. Understanding the
circumstances of children in terms of access to essential rights like education and a
welcoming atmosphere for learning were the motivations behind the observational
visits, since the organization has been working with street-connected youngsters. It is
possible to distinguish between the living conditions of a child living in a slum and a
typical youngster who has access to chances and services.

3. Education Program
 Intern has made an activity chart for life skill development in communication. The
chart was about a game for children to improve the communication skill. for that we
have to divide the children into different groups. And need to draw a picture which a
person wants to secretly tell one member of the team what they want to draw. This
child tells the next person. This repeated until the last person in the group receives the
message and the last one needs to draw the picture properly. The group who draws
correctly win the game. After that some key points need to be discussed such as the
importance of careful listening, importance of remembering, receive too many details
at a time and all. The activity chart which the intern made with the co-interns has
given to Mr. Rahila who was the program officer of Sriniwaspuri for future use.
 On the same day Trainee went to the Dyal Singh Camp colony contact point with the
program officer Mr. Alam. And the intern has conducted the same activity with the
children in Dyal Singh Camp colony contact point. Before starting the game, intern
has given an introduction to the children. There were almost 40 students from 1 st -10th
standards. And the children named their groups as ‘Lilly, Sun flower, Rose’. The
students have segregated into 3 groups where the students from every class included.
All the three groups could not draw the picture properly. But still one of the groups
have made more accurate picture. After that the intern has discussed the above-
mentioned factors.
 Inter given a short session for the students on self
 The intern with the children in Dayal Singh camp contact point has participated in the
education program for two days. As the students are coming in to the contact point for
the extra assistance for their academic excellence the intern helped them to in to that
for the subjects of Mathematics and English with the co-interns.
 The intern has made sample question papers for Mathematics and English subjects as
the program officer of Sriniwasipuri contact point Mrs. Rahila. The papers were for
the 3rd, 4th, 5th, 6th, and 7th standard students.
 The intern has attended a story telling session of children in Sriniwaspuri contact
point as the Program Officer Mrs. Rahila suggested.
 The intern has checked the Ledger Book and Cash Book of the project ‘Child
Development Khazana’ as the Program Officer Mr. Alam assigned the work.
  Intern has participated in the election of children’s Child Development Khazana
committee.
4. Report making and submission
 As the agency supervisor said the intern went to the office for report making and
submission to the supervisor. Dauring the interaction time trainee explained about the
previous day’s experiences, observations and learnings as well.

Observations and Learnings

 The living conditions of urban slum children differ greatly from those of a child with
access to all facilities, which undoubtedly affects the latter's manner of life and
societal contribution.
 Because slum regions are overcrowded, people's lack of information about hygienic
living practices makes it difficult for them to attain hygienic living conditions.
 The community in Gandhi camp are a mix of Hindu and Muslim religion with a
combination of 50-50 percentage. And the people are living with harmony and co-
operation.
 As the people have no private toilets and washrooms, they are depending on
government sponsored public toilets, where they can use for free of cost. the people
have some complaints about the toilets, that as they don’t owe a private toilet, they are
facing some issues like privacy issues, hygiene issues, and all. For this the people who
can afford are building their own private toilets near to their home.
 During the community visit the intern has noticed that the sanitation is not proper in
the gullies. The people were saying that government workers are cleaning the
drainage everyday morning. But still the drainage was full and unclean while the
intern visited.
 The people don’t have their own source of private water connection. They are
receiving a water connection from government side in their home for non-drinking
purposes, which is near to their home. This water is coming 3 times a day morning,
afternoon, and in evening. But for the drinking water some people are buying for
money from private enterprises for the 20rs for 20 litters. Others are collecting from
governmental supplies. This is coming 2 times in a day morning (8.00 am to 11.00
am), evening (5.00 pm to 11.00 pm) which is available for free of cost. But for
collecting the same they have to walk with the weight for a long time from their
home. For this they are suggesting the government for a Sewer Line water pipe line
where they can collect the drinking water at their own home.
 The major thing the intern has observed that the people are satisfied with their life
other than the above-mentioned issues.
 For the medicinal purposes some people are relying on governmental hospital, but
still majority of people are depending on the private clinics because of they need to go
for work. If they are going to governmental hospital, it may take more time than the
private clinics. So, if they are relying on government hospital they might lose the
wage of a day.
 The people who are the part of Butterflies NGO’s education programme are the only
higher education seeking people in the gullies.
 The students were very comfortable with the inters even though the intern is not
fluent in their mother tongue which is ‘Hindi’. Also, the students were helping the
intern to learn the new things in their language which shows the acceptance and
comfortability of children with the intern.
 The students were listening carefully while the discussion after the game was
happening. It shows how much they are interested to learn new things and how much
they are interested to rectify their faults.
 While working with the children the intern has noticed that the children are most
happy to come for the program where they are getting some assistance in academics it
shows how much they are interested in learning and how nicely the agency is dealing
with the children.
 The intern has noticed that the students are more intelligent quick learners. While
giving some tasks in English and Mathematics most of the students were doing the
works very fast.
 Also, as the Dayal Singh contact point has no buildings or room unlike the
Sriniwaspuri contact point the students have to sit in the mat which is lied on the mud
directly may cause some hygienic issues.
 The election process was conducted in a democratic way where the children who are
eligible for participating in the election process were voluntarily being part of that.
This can build a positive mind set of way of governance on the mind of children
democratic.
 The program Child Development Khazana could facilitates children’s participation in
decision-making processes, equips children with vocational and entrepreneurial skills,
helps children develop financial management skills and increases children’s life skills
 Photos of Internship

 Orientation session with agency supervisor

 Community visits
 Education Program
 Report making and submission