Role of Dream a Dream in promoting

life skills education for children from

low-resourced schools in urban India:

A CASE STUDY

Saloni Sinha
Education Fellow at Government of Delhi
A B O UT TH E AU TH O R

Saloni Sinha is a 2015 Political Science graduate from Lady Shri Ram College for Women, later
she went onto do her master’s from Faculty of Social Sciences, Delhi University. Throughout
her academic life she worked with multiple Non-governmental Organisations in the field of
Education with emphasis on providing quality education by integrating classroom content and
life skills. She also advocated the importance of Comprehensive Sexuality Education (CSE) by
conducting workshops in schools through her stint as a peer educator with ‘Know Your Body
Know Rights’ under The YP Foundation.

In 2019, she went onto pursue a second master’s at Institute of Development Studies at
University of Sussex, UK. Her Master’s in Development Studies focused on exploring different
dimensions of Human Capital with special interest in Education and Nutrition. Her Dissertation
focused on Role of NGOs in fostering life skills in Urban India encompassing the case study of
Dream A Dream.

Currently, she is engaged as an Education Fellow with Delhi Government. She works at the
intersection of Education and Development through policy, research and advocacy. She is
involved in teacher training project, driving the capacity building of 60,000 Delhi Government
School Teachers.
L I S T O F ABBR E VIAT IO NS
NGO: Non- Governmental Organisation

UNICEF: United Nations Children’s Fund

WHO: World Health Organisation

NCERT: National Council of Educational Research and Training

NCF: National Curriculum Framework

UNESCO: United Nations Educational, Scientific and Cultural Organisation

DaD: Dream a Dream

ASLSP: After School Life Skills Programme

AC K N O W L ED GE ME NTS
I would like to express my gratitude to my supervisor Stephanie Leder for her
constant guidance, help and detailed feedback on my ideas, research and writing.
I sincerely acknowledge the contribution and inputs of Dream a Dream NGO for
providing all the relevant documents and data for my case study research. Special
thanks to Vishal Talreja, Sreehari Ravindran, Khusboo and Annie from Dream a
Dream.
E X EC U TI VE SUMMARY

This report looks at the role of non-governmental organizations (NGOs) in imparting life skills to
children from low-resourced schools in urban India. This study analyzes the case study of Dream a
Dream (a non-governmental organization), imparting life skills based out of Bengaluru, India. The
major objective of this study is to understand the impact of life skills intervention and the concept
of social change in understanding the transformation of individuals through the life stories of See-
ma and Pallavi.

The research seeks to understand the different approaches adopted by NGOs to impart life skills
training and how it leads to transformative social change at an individual level. The sources used
throughout the research are secondary resources with a major focus on literature on NGOs and
life skills and documents provided by the partner organisation for case study research.

The findings of the study concludes that its high time for Governments to build partnership with
NGOs and use cost-effective ways of addressing problems in education with special focus on life
skills training in schools (Jagannathan, 2001). The time is right to analyse these models and ap-
proaches and incorporate them into the state system of education for upscaling and adaptation.
The life skills initiative by Dream a Dream address relevant social issues and development needs
of real world and develop a personal approach towards tackling these problems. It empowers the
students to improve their quality of life and become productive and competitive members of the
community. While the government addresses the bigger issue of educational development, NGOs
brings effective local action. The NGOs have the potential to facilitate change and not merely be
the service providers as in the case of Governments. To ensure fruitful role of NGOs in life skills
development, the Government needs to recognise NGOs as resource centres of knowledge and
inventive practices. An enabling environment of collaboration and partnership needs to be created
to effectively implement life skills interventions in the Indian education system.
ROLE OF SCHOOLS IN IMPARTING
LIFE SKILLS
Considering the influences that
shape a young mind in their formative
years, traditional system of teaching
life skills is no longer adequate
(Yadav & Iqbal, 2009). In recent
times, the role of school education
has been strengthened to ensure
the transfer of relevant life skills.
The school has been rendered with
a social environment that seeks to
promote life skills and support the
socialization of child with diverse
learning experiences (Expressions,
2004). It is significant for the school
to promote a holistic approach
towards education and build
responsible and resilient individuals.
As a part of the school curriculum,
it reduces school drop-out rate and
increases student retention rate
(Dinesh & Belinda, 2014). A school is generally perceived to be a means to
acquire future jobs and ensure economic stability,
equipping students with relevant reading, writing
and numeracy skills (Griffith, 1988). Similarly,
school also plays a pivotal role in ensuring that
students train on life skills, which is embedded in
relevance and concern of an individual’s everyday
life outside classrooms. It supports students
with practical knowledge, which is outside the
purview of teachers’ specialised knowledge of
academic subjects (Nasheeda, et al., 2019). To
use Foucault’s theory “power over” (ideological
transformation) and “power to” (a knowledge
disjuncture as “emancipatory potential), life
skills help students understand the social world
(Foucault, 1982). The complexities faced by an
individual is transformed into a series of tasks,
which the individual is capable of mastering with
the support of training received in schools.
NGOS AND EDUCATION
DEVELOPMENT
In the last few years, NGOs have level amplifies impact and display outcome-driven
leveraged their position and results (Uvin & Miller, 1994). Diversifying into
spearheaded the movement to new services, such as education advocacy, plays
mitigate various development a huge role in influencing policy direction. Impact
challenges through their innovative can also be achieved through transfer of project
interventions. Hajer et al (2015) guidelines and implementation techniques to a
describe the extent of these wider network of NGOs, leading to organisational
development challenges and replication of already established NGOs in new
inadequacy of governments to areas (Jowett & Dyer, 2012). As Ross (2013)
resolve them. points out in her research of Ugandan education
system, lack of strong national education
The trend is to outsource the government services systems due to poor resources, infrastructure
(Werker & Ahmed, 2008) through programmes and standardisation pave the way for NGOs to
led by NGOs to reach the vulnerable in need of bridge critical learning gaps. She questions, if
essential services (Wils, 1995). One such sector educational NGOs have an important place in
is Education, which needs scaling up to provide improving education. These organisations cannot
equitable and quality education to children from reach huge numbers of children in juxtaposition
underserved communities. Cernea (1988) points with the national programmes funded by the
out the proximity of NGOs to local communities governments, but it has the power to create
and their ability to understand their context. substantial impact. It is much easier for NGOs
Moreover, there is a general understanding of to pilot interventions at low cost and gauge the
NGOs being more decentralised and democratic efficacy through a comprehensive approach.
in their functioning as compared to a private NGO programmes are more cost-effective as the
enterprise or the government (Chowdhury & expenditure on resources, learning and training of
Rose, 2004) . Lewis and Opuko-Mensah (2006) volunteer teachers is limited. Chambers (1992)
point out more flexibility and adaptability of points out the self-spreading and self-improving
NGOs in the implementation of programmes at approach of NGOs in nurturing committed
the ground level. Serra et al (2011) argue the individuals as future leaders and harbinger of
self-motivated nature of individuals working social change.
in the NGOs, who are less driven by financial
remuneration and more by intrinsic and prosocial
motivation. The role of NGOs is seen through the
lens of social change, creating impact as a value
driven organisation rather than working towards
job security, reputation, or overtaking competitors
(Lewis, 2003). NGOs adopt multiple paths to
expand their impact. Expanding their operations
to cover more beneficiaries at the community
Provision of imparting education through the
means of NGO programmes is often related to
non-formal approach. According to Coombs and
Ahmed’s (1974) understanding education cannot
be place-bound, time-bound and confined to the
four walls of school. The learning measured by
years of exposure is a flawed system; instead,
students can engage irrespective of where, how
and when the learning occurs (Chowdhury & Rose,
2004). Their motive is to focus on how education
is provided rather than the role of institution in
imparting different forms of knowledge. Non-
formal education has become synonymous
with NGO programmes, while formal set up
of schooling is associated with government or
private schooling.

In the Indian context, the non-formal education

system was introduced in 1977-78 and has
subsequently expanded with the passing years.
The focus was inaccessibility of quality education
in the form of formal school for children from
disadvantaged backgrounds. The government
recognised the role of non-formal education in
the sixth five-year plan of India (1980-85) (Rose,
2009). Since then, the role of NGOs has become
pivotal to education plans with an overarching
approach to design and implement relevant
programmes.
CONCEPTUAL
FRAMEWORK
The Self Determination Theory (SDT) competence and relatedness for psychological
represents a framework to study development. The BNT suggests how intrinsically
human motivation, personality and motivated individuals explore, understand and
optimal functioning, rendering the assimilate their social environment (Deci, et al.,
scope to understand personal and 1996). This tendency is the result of curiosity,
psychological well-being. attempts at mastery and other internally
motivated factors that advance growth and
It fosters the role of intrinsic and extrinsic development among individuals. The underlying
motivation to discern cognitive and social factor of intrinsic motivation is also internalising
development; it shapes an individual’s extrinsic regulatory process and integration of
interpretation about ‘who they are’ and ‘how values acquired in the social environment (Ryan,
they behave’ (Ryan & Deci, 2000). The theory et al., 1991). The social context also supports the
emerged from researchers Edward L. Deci and integration of intrinsic and extrinsic motivation
Richard M. Ryan’s work on motivation in the leading to amplified engagement, enhanced
1970s and 1980s. The basis of this conceptual learning, and personal development as a result
framework is embedded in one of the six theories of satisfaction of three basic needs (Deci & Ryan,
under SDT that is Basic Needs Theory (BNT). 1991).
The BNT promotes psychological needs through
psychological health and well-being (Deci & Ryan, It is imperative to define the three needs
1985); Deci and Ryan (1991) define needs as an of autonomy, competence and relatedness
essential building block for an individual’s growth, encompassing the theme of life skills. The WHO
integrity and health. Any compromise on these framework (1997) provides a list of core life skills
factors withholds the holistic development of that can be placed in any situation or context.
humans. In the context of psychological systems, Through my framework, I intend to focus on few
these nutriments are defined as essential needs of these life skills that are embedded in the three
of autonomy, competence and relatedness, which conditions of BNT, to analyze the case study.
ensure the reinforcement of personal growth and
well-being (Ryan, et al., 1991). In this context, I see
life skills training as the facilitator of these three
basic needs translating into personal growth,
integrity and overall welfare of individuals
undertaking the training. The overall well-being of
individuals is being perceived as social change in
the larger scheme of things through this research
(Reis, et al., 2000).

The role of intrinsic motivation is pivotal

to satisfying the three needs of autonomy,
Figure 1:
Framework of Basic Needs Theory and Life Skills
Source: Sinha, 2020

1. RELATEDNESS 2. AUTONOMY
Collaboration & Independent &
Cooperation Critical Thinking

BASIC NEEDS
THEORY

3. COMPETENCE
Problem Solving &
Communication
AUTONOMY
Deci and Ryan (Deci & Ryan, classroom activities; they promote meaningful
1991) define autonomy as the learning outcomes in congruence with students’
origin of an individual’s behaviour perspective (Jang, et al., 2010). Teacher’s
to authenticate a sense of self support towards students creates a conducive
direction and volition. Individuals environment of autonomy for motivated learners.
see themselves as an agent “locus of
causality” of one’s behaviour (Ryan, The link between autonomy and life skills can be
et al., 1991). defined by understanding few of the life skills
defined under the WHO framework. Autonomy is
Autonomy is the origin of action towards an important condition of inculcating the skill of
transforming external regulation into self- critical and independent thinking (Papacharisis,
regulation, where it seems possible. Previously, et al., 2005). Learning these skills creates a
a number of studies have been conducted in the productive environment to satisfy the basic
field to reiterate the link between a person’s need of autonomy, hence leading to positive
experience of autonomy and communication, psychological outcome of growth and well-being
social structures and motivational outcomes. of individuals. A non-controlled, self-determined
Autonomy, in the realm of education and learning, classroom promotes independent and critical
focuses on interpersonal behaviour in which thinking fulfilling the basic condition of autonomy
educational techniques, curriculum and concepts (Deci & Ryan, 1991).
are embedded. The autonomy of individuals
promotes cognitive and non-cognitive learning
as they are self-determined and responsible
for their own actions (Deci & Ryan, 1991).
Autonomy-oriented classrooms have rendered
more confidence and motivation among students
with curiosity for learning and desire to mitigate
challenges.

Grolnick and Ryan (1987) examined the concept of

controlled learning environment where students
have been visibly passive and less interested due
to unsatisfactory experience of autonomy. The
motivating factor in controlled environment is the
presence of exams and grading system resulting in
system of rote learning and non-directed learning
condition. Controlling condition of classrooms
and pressured learning have witnessed low
outcomes of conceptual understanding and less
active assimilation and integration of what was
read (Ryan, et al., 1991). The teachers play a
pivotal role in integrating students’ motives and
COMPETENCE

Competence under the BNT is their competencies to mitigate challenging and

defined as individuals feeling demanding situations. (Hodge, et al., 2012).
effective in their interactions with Problem solving is a perceived skill in physical
the social environment and are tasks of sports activities, manual labour and
presented with opportunities that motor skills; cognitive task of decision-making
help them exercise their capabilities and addressing development needs in the social
and capacities (Hodge, et al., 2012). environment (Nasheeda, et al., 2019). Doing
pleasant things with their peers in a familiar
This definition is intertwined with the other environment and avoiding self-consciousness
two basic needs of autonomy and relatedness. also enhances the need of relatedness.
Competence represents both interpersonal
and intrapersonal behaviour; interpersonal
emphasises on effectiveness of social interactions
focusing on the relatedness dimension of the
situation and intrapersonal highlights the role of
exercising one’s own capacities using autonomy
(Ryan & Deci, 2008). To satisfy the psychological
need of competence it is essential to transfer skills
and capabilities learned from one environment to
another. This signifies the competent nature of
individuals in learning transferable skills that can
be used to transform societies. A strong sense
of autonomy, self-determination and volition
is significant to transfer skills and learnings
from one social environment to the other
(Deci & Ryan, 1991). Competency encourages
use of one’s capacities in exceptionally
challenging circumstances, establishing a sense
of accomplishment to effectively use their
capabilities. The need for competency challenges
an individual’s behaviour to acquire skills that
are beyond one’s current level of functioning
making development gains (Ryan, et al., 2019) and
deriving a sense of confidence and self-esteem.

Problem solving and communication skills are

seen as important capabilities to acknowledge
one’s need of competency. These are foundational
skills in the life skills domain and equip students
to identify problems autonomously and use
RELATEDNESS
Relatedness (Baumeister & Leary,
1995) a basic need, represents an Life skills interventions should aim to
individual’s “need to belong”, which accommodate the three basic psychological
explains the tendency of humans to needs of autonomy, competence and relatedness.
form strong, stable interpersonal Conditions conducive to the satisfaction of basic
relations with their peers and needs creates an environment of learning, growth,
the evident role it plays in human and well-being (Hodge, et al., 2012). People are
motivation. Interaction of humans in motivated, driven and engaged in the learning
their social networks and the feeling environment when the basic needs are fulfilled.
of staying connected stimulates In the realm of education, students experiencing
mental and physical health leading to support for their autonomy, exercising their
growth and well-being. capabilities to enhance their competency, and
feeling connected with their peers are likely to
Relatedness is seen in relation with social activity be more motivated (Ryan & Deci, 2017). The
and the impact it creates on the individual through need for autonomy, competence and relatedness
social involvement with other people (Baard, et is fundamental to educational processes and
al., 1997). It represents bonds for contact and motivation to learn the life skills.
support among individuals forging a connection
with fellow humans. An environment of self-
cohesion and well-being is created, satisfying the
autonomous expression and internalisation of
values (Ryan & Connell, 1989).

The integration of life skills such as collaboration

and cooperation (Nishida, et al., 2007) with
others have direct association with the basic need
of relatedness, with increased inclination towards
social interest and involvement (Brunelle, et al.,
2007). The concept of relatedness incorporates
caring of others and being cared by them, it is
the feeling of connection with one’s community,
people, family and the social relationships
through involvement with the social environment.
In the educational context, working as a team
encourages relatedness and inculcates the habit
of cooperating with other team players (Hodge
& Danish, 1999). Life skills programmes seek to
foster the norm of team spirit among students
through group engagement activities with fellow
learners. (Gagné, et al., 2003).
Figure 2:
Conceptual Framework
Source: Sinha,2020

LIFE SKILLS
INTERVENTION

1. RELATEDNESS 2. AUTONOMY 3. COMPETENCE

Collaboration & Independent & Problem Solving &
Cooperation Critical Thinking Communication

SOCIAL
CHANGE
A highly motivated individual, who has fulfilled
the needs of BNT, can be seen as a harbinger
of social change. Life skills training aids in
equipping children with skills that seek to satisfy
the condition of autonomy, competence and
relatedness. This leads to the wider systematic
transformation of the child’s life as catalysts of
social change (Goel & Dublish, 2020). This brings
me to defining social change in the context of its
linkage with life skills learning. Social change is a
‘collective process of conscious effort’ that seek
specific societal transformations (Guijt, 2007).
It is an iterative journey implying a longtime
horizon. This collective process strives better
in unpredictable and fluid conditions where
conscious and unconscious learning takes place
(Gaventa & Barrett, 2010). Reeler (2007) calls it
an ‘emergent change’, the kind of change one would
like to see after the life skills training in children.
Through my research, I interpret social change as
a change in behaviour of children undertaking life
skills training to achieve personal goals and fulfil
lifelong aspirations. They are the active agents
of change in their own lives that allows them to
imagine their lives and situations differently.

The WHO (1997) is considered as a globally

influential framework, which forms the
underpinning of core life skills. For my research
I intend to understand few of the core skills like
critical thinking, problem solving, communication
and collaboration through the case study
presented in the next section. I will be studying
the model of an NGO to understand their
intervention and how they are satisfying the
conditions of BNT to drive social change in the
lives of children undertaking these sessions.
ABOUT
DREAM A DREAM
Dream a Dream (DaD) is an award- intervention and stimulates future collaborative
winning charitable trust based out efforts (Dream a Dream , 2018). It strengthens the
of Bengaluru, Karnataka; working community of key stakeholders like practitioners,
towards empowering children organisations and governments and creates an
and young people from vulnerable enabling environment to incorporate life skills
backgrounds. Its objective is to for positive learning outcomes through these
train children with relevant skills to strategic partnerships (Dream a Dream, 2019).
overcome adversity and flourish in The unique approach adopted by DaD is to work
the 21st century using a creative life in neglected spaces, which have a higher number
skills approach (Dream a Dream , of young children from vulnerable backgrounds
2018). struggling in unfavourable circumstances.
While they understand the critical role played
It has been working towards fostering life by traditional education, the long-term success
skills education since the year 1999, having of any individual is based on their social and
collaborated with 60 partners, 3000 volunteers emotional well-being (Project Thrive, 2018).
to impact 1,00,000 young people since its
inception (Dream a Dream, 2020). The objective The NGO works with young children through
of the organisation is to nurture the uniqueness two innovation labs- ‘After School Life Skills
of young people from vulnerable backgrounds Programme’ (ASLSP) and ‘Career Connect
and promote their passion for learning. As the Programme’. New approaches are introduced,
CEO of the organisation, Sucheta Bhat, shares her demonstrated, documented and fed back into
thoughts on the urgency of life skills training, ‘Life the larger framework to reimagine learning of
skills should not only serve as a supplementary life skills through the efforts of DaD (Dream a
intervention but as a foundational intervention. Dream, 2016). The focus of this case study will
Over the years, through our research, we have be on the model of ASLSP and how it inculcates
been finding increasing evidence that life skills some of the core skills of the WHO framework
help young people overcome adversity and thrive’ and satisfies the conditions of basic needs of
(Dream a Dream, 2019, p. 4). autonomy, competency and relatedness.

The DaD acts as a catalyst to rebuild and

reimagine the life skills training in the Indian
education space though influencing policy,
changing the education paradigm and equipping
children with skills to thrive in 21st century. They
have also built an ecosystem of evidence-based
research to champion the cause of life skills and
support advocacy around it. Building a tool for
criticality and urgency of integrating life skills in
mainstream education brings credibility to the
AFTER SCHOOL LIFE SKILLS PROGRAMME

The central idea of Dream a those who have witnessed tough situations
Dream is to develop children who through the course of their lives. For instance, a
have the potential to overcome 13 year old 8th grade student who is forced to
adversities of life through their life drop out of a government school because they
skills programmes. DaD has built are unable to handle the anxiety of not knowing
the capacity to work with 10,000 what to do with life. A 10 year old dropping out to
young children every year since its support parents in taking care of younger siblings
inception through their flagship at home. An 11 year old dropping out to work in
initiatives (Dream a Dream, 2019). unorganised sector to contribute towards family
income rather than studying in school to fulfil
The ASLSP is an innovation lab for new life skills their lifelong dreams and aspirations (Dream
approaches to deepen the understanding of child a Dream, 2019). With lack of family support
and young people. It uses the medium of sports and role models in the community, they end
and arts to engage children in workshops and up making the wrong career choice or staying
further develop core life skills like critical thinking, at home. The mental and emotional trauma of
decision-making, interdisciplinary skills and these children remains unaddressed due to the
collaboration among other skills (Dream a Dream, absence of relevant services in the community
2016). Most beneficiaries are in the age group (Dream a Dream, 2016). This brings the role of
of 8-15 years of age belonging to marginalised NGOs as facilitators to the forefront to address
communities, they undergo life skills training these issues and promote life skills through their
through the process of activity based experiential interventions.
learning (Project Thrive, 2018). The non-
traditional teaching pedagogy allows children to
explore, innovate and develop significant life skills
in a non-controlled autonomous environment. It
has designed a specialised Life Skills Curriculum
for Sports and Arts, working with partners and
experts from USA, UK and South Africa. The life
skills imbued through the ASLSP are teamwork,
communication, negotiation, decision-making,
problem solving and critical thinking; these skills
align with the core life skills promulgated by the
WHO framework (1997).

To execute the ASLSP, DaD partners with non-

profits, government schools, government aided
schools, community run free schools and low-cost
private schools who give them access to children
and young people from grade 4 to grade 10. The
targeted groups are children from vulnerable
backgrounds in urban communities, particularly
Approach

The approach adopted by DaD is that of experiential learning through

participatory techniques. For better learning outcomes, it is significant for
the student to understand and engage with the information to be learnt.
To understand the information, it is necessary to have higher level of
comprehension, analysis, synthesis and application (Hariharan, 2010) . This
leads to relatability of information to real life situation, connecting it with
past experiences and enhancing their knowledge to contribute towards their
community. Thus, this approach allows students to engage with and process
information in such a way that they understand a particular subject critically
and analytically (Garner, 1987). The NGO strives to equip students with
transferable skills that can be applied to the situation of fast changing world.
The participants indulge in creative arts-based activities using innovative
resources to expand their creativity, learn from different people and discover
their passions and dreams. The programme encourages children to use their
creativity and bring out their powerful imagination. There are workshops in
all kinds of creative mediums – dance, visual arts, singing, theatre etc (Dream
a Dream, 2016).
Creative Arts

The creative arts-based workshops focus on instilling multiple skills through the innovative design of
these activities. The two life skills training sessions, I will be focusing on are ‘Goals and Agreements’
and ‘Beautiful You’. The first one, ‘Goals and Agreements’ emphasises on instilling skills of independent
thinking, collaboration and communication (Dream a Dream, 2016). The activity focuses on expanding
the child’s creativity, learning from people who are different from themselves, exploring their inner
life and discovering ways to work on issues that impact them in the community. Using resources such
as flipcharts and colours, children put down these goals on chart papers and channel their creative
interpretation of these ideas. Furthermore, they have conversations about working together, supporting
each other, and taking responsibility for themselves and each other. The ‘Beautiful You’ sessions focus
on questioning the beauty stereotypes reinforced by media and popular culture. The sessions try to
instil the feeling of self-belief and self-confidence and encourage participants to accept and appreciate
themselves for the way they are without aspiring for perfection. It also helps understand the impact of
messages conveyed through media on their communities. The activity starts with children observing
the images in magazines and newspapers and making two columns in the flipchart with column ‘perfect
man’ and ‘perfect woman’. These columns are filled by students on the basis of questions like ‘What do
the perfect man and woman look like?’, ‘What do they have?’, ‘What do they dream of?’, ‘What are their
relationships like?’, ‘Where do they work?’. Children further reflect on questions like ‘Do you know real
people who are like this?’, ‘What is the result or benefit of trying to reach their level of perfection?’, ‘Is
it worth it?’ (Dream a Dream, 2016). Children are encouraged to create a new picture that gives out
a positive image and message; they are further encouraged to reflect on the changes that they have
made. In the end, children are asked to discuss qualities that they love about themselves with their co-
participants and how these unrealistic images can impact the communities they are a part of.
Sports

Football is played incorporating “Street Football” rules, such as multiple balls, mixed- or single-gender,
no referee, etc. The ‘Goal Setting’ activity starts off with a small discussion on scoring goals during the
football games leading to questions like ‘Who here has scored a goal in a Dream Life Skills through
Football match?, ‘How did you do it?’, ‘What do you want to achieve in football?’, ‘What are your goals?’,
‘What small steps can you take to achieve these goals?’. These questions are discussed in smaller groups
among children, which are gradually linked to overarching questions like, ‘What does it mean to have a
goal in life?’, ‘Why is this goal important to you?’, ‘What small steps can you take to achieve these goals?’,
‘Why is it important to think about the small steps you must take to achieve a long-term goal?’, ‘Is it
OK to have very big, or hard to achieve goals?’, ‘Is it OK to have small goals?’ These questions push the
child to think about the real life goals and interlinking it with the game of football gives them a better
understanding of the subject of setting goals in real life context (Dream a Dream, 2016). Post the game
of football, the children sit in reflection circles and ponder upon questions like ‘What were your goals
when you were younger and how have they changed?’ and ‘Who can you talk to about your goals in life?’.
The session ends with the final task of setting a short-term goal by the child that can be accomplished
before the next session. The child is briefed to track their progress towards the goal by writing down
each small step that they take on their way to achieve the goal. The ‘Gender Norm’ session starts off
with explaining the term gender norms with relevant examples and how some time these terms are used
to justify harmful behaviour like harassment, abuse and discrimination. The participants play a game
of football and post that, they get together in a reflection circle to contemplate on questions such as
‘Where have you seen gender norms in sports?’, ‘In school? In employment?’, ‘Does anyone have a story
about someone challenging gender norms?’ ‘How have gender norms changed in your community?’
‘How do gender norms need to change in your community?’, ‘How would you describe gender norms to
a younger brother or sister?’ and finally a task is given to identify a gender norm in their community that
they don’t agree with (Dream a Dream, 2016). They have to come up with a list of ways to challenge that
gender norm.

ASLSP works towards building an ecosystem of teachers, parents and young

people. In its endeavours to promote life skills, the intervention continues
to deepen the impact by improving the life skills of participants. For young
people who lack critical skills, ASLSP continues to improve their skills through
events like ‘life skills day’; this helps in deeper understanding of young people
and the skills they lack (Dream a Dream, 2019). Another important area
that the organisation focuses on is the quality of sessions through regular
monitoring and evaluations. This helps the organisation to reinvent and
reimagine their programmes for better output and impact.
IMPACT

It is important to follow a data and evidence driven evaluation methods to gauge the efficacy of the
programmes. The DaD has developed a Dream Life Skills Assessment Scale to measure the impact of life
skills interventions through the ASLSP (Dream a Dream , 2018). It is a one-of-kind impact measurement
tool in the world to measure life skills improvement among students from disadvantaged communities.
Since the beginning of ASLSP, 46,934 children have been a part of the programme, with 94.1% seeing a
positive change in their life skills and 95.9% in their academic scores. For the batch of 2018-19, there has
been a substantial jump in total participants, average attendance, and retention rate among students.
Figure 7 depicts the impact in numbers for the year 2018-19 (Dream a Dream, 2019). A baseline and
end line assessment is undertaken at the beginning and end of each programme year.
Social Change and Life Skills

Dream a Dream help young adults mitigate adverse situations, thrive in life, and redefine success.
The definition of success is not limited to just scoring exceptional grades in exams but by reinventing
themselves and driving social change at an individual and community level. The adversities that the
children encounter in life are not limited to difficult economic situations, but it is also the space inside
oneself which always feels a lack of emotional sustenance and validation (Talreja, et al., 2018).

The acknowledgement of these situations and support to find stability becomes the source of
strength for these children. A sense of self provides safety net to no longer be defined by the external
circumstances they are born into. This section will focus on some of the success stories that have come
out of the programmes of Dream a Dream. These children, namely Seema and Pallavi, have been able to
ameliorate their lives and bring social change by imbibing the relevant life skills fostered by the ASLSP.
SEEMA

She is a 15-year-old girl studying in the with tangible solutions to pacify her anger. She
9th standard and a participant of Dream a became actively involved in football workshops
Dream’s ASLSP, pursuing football. Her father and reflection activities with her classmates and
is a mechanic, and her mother is a housemaker. friends. Gradually opening up, exuding confidence
Seema attends school regularly and is friendly and seizing opportunities for her personal and
with her classmates but is often quick in losing emotional growth. Her involvement in life skills
her temper. She would often pick fights with her sessions gave her the courage to address the issue
classmates and use foul language. She would of alcoholism with her father and the impact it left
also disregard her teacher’s instructions and on her and the family. Moreover, she was selected
would not pay attention in class lessons. During for a football workshop and got an opportunity to
one of the workshops, the facilitator addressed play with the captain of the Indian football team.
Seema’s problem of bad temper and had a one-on- Life skills training of critical thinking and problem
one conversation to understand her behaviour solving enabled Seema to exercise her autonomy
(Pavithra, et al., 2017). Seema confessed about and competence and address the issues that was
her father’s problem of alcoholism, which lead hampering her well-being (Dream a Dream, 2019).
to abusive behaviour towards her mother. She was able to make informed choices and act as
Being exposed to these conditions at home, a catalyst for social change in her family.
left her feeling disoriented and demoralised,
making it difficult for her to concentrate on her
studies or be at peace with herself. She did not
share her feelings with anyone, resulting in her
being rebellious and aggressive. The facilitator
organised a role play activity, making Seema relate
to the situation at her home and how her family
members and friends were unhappy with her
behaviour. She reflected on her behaviour, which
helped her realise the problems and also come up
PALLAVI

Pallavi had a troubled childhood as she never received any

affection from her mother due to her ill health, resulting
in a difficult relationship between the two. This led to lack
of emotional sustenance from an older family member in
Pallavi’s life. The relationship between her parents was also
difficult with regular incidents of violence erupting between
the two. She would have fears and nightmares, and would
wake up screaming in the middle of the night. There was a
place within her that could not be reached, she could not deal
with the issues that confronted her and would feel very lonely
(Project Thrive, 2018). Her neighbourhood was a rough place
for a growing child, with regular incidents of ragging by the
boys.

Pallavi came across the life skills classes in her school,

when DaD had come to demonstrate their workshops on
sports, creative arts and computers. She enrolled in football
classes in ASLSP and gradually developed interest in the
sport. Travelling with her football team brought different
experiences into Pallavi’s life. This changed her worldview
and her view of herself, bringing about the possibility of
viewing oneself in a larger context.

Today, as a football facilitator with DaD, she is financially

independent and a provider for her family. In this role, she
has gained the respect of her father, siblings and transformed
into the primary decision-maker of the household. Pallavi
has slowly transformed into a spokesperson. She is direct,
clear and precise when she communicates. She networks,
maintains ties with builders, corporators, politicians and
non-DaD schools to fulfil the goals she has in mind. People
now appreciate her and seek her out for advice and help. She
does not think of poverty or lack of means as a structural
problem but believes that the solution lies in the perception
about oneself. It has also brought the power to affect change
around her, which empowers her in turn. ‘What I can do is
to help them break out of old ways – for example, I teach
young children from my neighbourhood to wear neat clothes,
to wear shoes instead of slippers to school’, remarks Pallavi
(Project Thrive, 2018, p. 22).
The life skills training model of Dream a Dream is designed to permeate every aspect of the lives of
young children. The ASLSP is innovative, experiential and fun, where participants enjoy and socialise; the
social environment of these sessions motivate children to participate and engage for a longer duration
of time. To this end, it is significant in creating a motivationally supportive learning environment for
positive learning outcomes (Treasure & Robert, 2001). The sessions such as ‘Goals and Agreements’
and ‘Beautiful You’ satisfy the individual needs of autonomy and competence, where individuals are not
constantly told what to do and how to perform perfectly. They are given the independence to list down
their own goals and critically think about issues affecting them in their daily lives. The sessions focussing
upon breaking the beauty stereotypes give them the freedom to create an image of self-confidence and
self-awareness and the will to think independently. They are in more control of their learning and are
allowed to explore their functional movement (Renshaw, et al., 2012). Competence drives the choice to
use their capabilities and strengthen their confidence levels. The desire to express their own choice to
do something, for instance participate in these activities, enhances their autonomy to analyse situations
and independently take decisions.

The sessions imparted through the football game ‘Goal Setting’ and ‘Gender Norms’ promote learner-
centred interactions, involving the need to feel connected, supported and guided by facilitators
throughout the training (Renshaw, et al., 2012). When the focus of learning is on the students, there is
greater connectedness that is experienced by the learners. These sessions create a constructive relation
between the facilitators and students as they evolve and create together and learn to work cooperatively
with fewer arguments. The interactions are associated with interpersonal relations facilitating basic
need of relatedness; forging connection to develop valuable communication and collaboration skills.
The satisfaction of basic needs of the children promotes increasing internalisation of values and
self-determination. Internalisation is the process of accepting the skills and learnings of training and
integrating them into their real life contexts of school, family and job. Individuals progressively accept
and internally regulate these values rather than external factors influencing their behaviour (Ryan &
Deci, 2000). The success of ASLSP also lies in the fact that it provides a needs-supportive motivational
climate of tasks, recognition and non-controlling competence feedback. The facilitators steer clear of
use of guilt, criticism and control, which encourages engagement and productivity by the participants
(Gagné, et al., 2003).

Conducive conditions to autonomy, competence and relatedness motivate children to learn, to do

and to grow. They are engaged in activities and workshops fulfilling their basic needs periodically in a
needs-supportive environment. This is the inherent approach of Basic Needs Theory, specifically in the
educational context (Connell & Wellborn, 1990). The needs expressed by students are interpersonal
and intrinsic in nature; receiving support for their basic needs highly motivates them to learn effectively
and efficiently. As compared to context of controlling environments where they feel disconnected and
demotivated. The life stories of Seema and Pallavi is testimony to the fact that life skills training underpin
the satisfaction of three conditions of BNT facilitating social transformation. The skills equipped them
to at least initiate the process of social change for themselves and their respective families.

While the case study of DaD was analysed through the conceptual framework of BNT, indicating the
satisfaction of three conditions, however it is also important to shed some light on the limitations
of the framework. The BNT has primarily been applied at the individual level to gauge personal and
psychological well-being of students involved in the workshops.
The framework lacks an institutional approach towards analysing the functioning of DaD as an
organisation and how they satisfy the three conditions under the BNT. To ensure the personal and
psychological growth of students in educational institutions, it is imperative for the major stakeholders
to create a conducive environment to satisfy autonomy, competence, and relatedness at an institutional
level. The DaD should foster autonomy, competence, and relatedness by ensuring independence in their
major institutional decisions and regular overhauling of programmes with the ever-changing discourse
of education and life skills. The example of DaD has recognised role of life skills training to promote
social change among participants, however it is important to understand social change as a prolonged
process. To facilitate transformative social change, it is significant for students to apply life skills training
beyond the four walls of their educational institutions long after the training sessions are over.
Critical Reflection

The case study aimed to look at the role played by between government and NGOs (Jagannathan,
NGOs in scaling up and mainstreaming innovative 2001). While NGOs are normally associated with
practices of imparting life skills education within small projects and limited outreach, tapping their
the larger educational set up. The NGO operates potential to support life skills education programs
in the urban setting of Bengaluru in India, will strengthen cooperation with governments
gradually introducing the model to other parts in a macro setting. The goal of bringing life skills
of the country. The NGO sector has developed education to the forefront cannot be fulfilled by
new approaches towards quality and sustainable NGOs alone; a sustainable and enduring link with
learning, promoting child-centred teaching- governments will contribute towards achieving
learning process. The approach adopted by the desirable goal (Blum, 2009).
Dream a Dream has emphasised on multiple
life skills concepts, reinforcing them through In the case of Dream a Dream, three state
inventive techniques. Effectiveness of childhood governments in India have strategically
interventions fosters motivation, which in turn partnered with the organisation to design their
satisfies the needs of autonomy, competence and non-cognitive skills curriculum for the public
relatedness by learning life skills as established schools (Dream a Dream, 2019). The state of
through the evidence base. Delhi collaborated with DaD on the ‘Happiness
Curriculum’, promoting mindfulness and the
For scaling up the interventions of NGOs, WHO framework of ten core life skills. They also
innovations should be encouraged to move from have successfully executed skill building and
micro to macro level of implementation. Creation facilitation techniques for teachers in the form of
of enabling structures and institutional capacity ‘Master Trainers’ program in Delhi. In the states
through partnership with governments is critical in of Jharkhand and Karnataka, life skills approach
mainstreaming life skills education to reach a wider is being implemented in the state teacher training
audience. Successful models have evolved in the programmes and the academic curriculum (Dream
form of institutional partnerships to promote the a Dream, 2019).
goal of Universalisation of Elementary Education
CONCLUSION

Acquiring socio-cognitive and emotional coping skills is a key aspect of human development and pivotal
to basic survival (Griffith, 1988). It has shown to have impact on human behavior and functioning;
acknowledging these skills and promoting desirable behaviors lead to improved critical thinking,
communication, problem solving and collaborative skills. Life skills can be applied to various aspects of
life as recognised by the UNICEF and WHO (Yadav & Iqbal, 2009). The case study of Dream a Dream
addresses the main research question of the role of NGOs in promoting life skills among children from
disadvantaged backgrounds and how it translates knowledge, attitude, and mindset into actual abilities.
The success stories of Seema and Pallavi further describe the transformative role of life skills in
facilitating social change. The need of the hour is to conceptualise life skills as capabilities for students
to thrive and adapt to the changing world in their lived realities (Kennedy, et al., 2014). Capabilities that
allow students to navigate through challenges at pivotal junctures of life in diverse contexts.
REFERENCES

Blum, N. & Diwan, R., 2007. Small, multigrade schools and increasing access to primary education in India: National
context and NGO initiatives, s.l.: CREATE, National University of Educational Planning and Administration, and the
Institute of Education, University of London.

Blum, N., 2009. Small NGO schools in India: implications for access and innovation, s.l.: Routledge Taylor and Francis
Group.

Cernea, M., 1988. Nongovernmental organisations and local development, Washington DC: The World Bank.

Chambers, R., 1992. Self-Spreading and Self-Improving: a strategy for scaling up?, Brighton: Institute of Development
Studies, University of Sussex.

Chowdhury, A. & Rose, P., 2004. Non-state provision of basic services: Education in Bangladesh, Birmingham: Univer-
sity of Birmingham, UK.

Connell, J. & Wellborn, J., 1990. Competence, autonomy and relatedness: A motivational analysis of self-system pro-
cesses, New Jersey: Hillsdale, NJ: Erlba.

Dinesh, R. & Belinda, R., 2014. Importance Of Life Skills Education For Youth, s.l.: Indian journal of applied research.

Dream a Dream , 2018. Impact Report 2017-18, Bangalore : Dream a Dream.

Dream a Dream, 2016. 6,7&8 ASLSP Sports workshop curriculum, Bangalore: Dream a Dream.

Dream a Dream, 2016. 9 and 10 grade ASLSP Creative arts workshop curriculum, Bangalore: Dream a Dream.

Dream a Dream, 2016. 9&10 ASLSP sports workshop curriculum, Bangalore: Dream a Dream.

Dream a Dream, 2016. Dream a Dream’s After School Life Skills Program, Bangalore: Dream a Dream.

Dream a Dream, 2019. Annual Report 2018-19, Bangalore: Dream a Dream.

Dream a Dream, 2020. Dream a Dream. [Online] Available at: https://dreamadream.org/

Dream, D. a., 2016. 6,7 & 8 Grade Workshop Design, Bangalore: Dream a Dream .

Edwards, M. & Hulme, D., 1992. Making a Difference: NGO’s and Development in a Changing World, UK: Earthscan
Publications.

Gagné, M., Ryan, R. & Bargmann, K., 2003. Autonomy support and need satis- faction in the motivation and well-being
of gymnasts. Journal of Applied Sport Psychology, Volume 15.

Garner, R., 1987. Metacognition and reading comprehension, New Jersey: Ablex Publishing
Griffith, A. I., 1988. Skilling for Life/Living for Skill: The Social Construction of Life Skills in Ontario Schools. The Journal
of Educational Thought, Volume 22.

Hailey, J., 2000. Indicators of identity: NGOs and the strategic imperative of assessing core values, s.l.: Development
in Practice.

Hariharan, P., 2010. Effectiveness of Activity – Based – Learning Methodology for Elementary School Education, Coim-
batore: National Child Rights Research.

Hoppers, W., 2006. Non-formal education and basic education reform: A conceptual review, Paris: IIEP, UNESCO.

Jagannathan, S., 2001. The role of nongovernmental organizations in primary education: A study of six NGOs in India,
Washington DC: The World Bank.

Jowett, A. & Dyer, C., 2012. Scaling-up successfully: Pathways to replication for educational

NGOs. International Journal of Educational Development, Issue 32.

Kennedy, F., Pearson, D., Brett-Taylor, L. & Talreja, V., 2014. The Life Skills Assessment Scale: Measuring Life Skills of
Disadvantaged Children in the Developing World. Social Behavior and Personality, Volume 42(2).

Lewis, D. & Opoku-Mensah, P., 2006. Moving forward research agendas on international NGOs: Theory, agency and
context, s.l.: Journal of International Development.

Nasheeda, A., Abdullah, H. B., Krauss, S. E. & Ahmed, N. B., 2019. A narrative systematic review of life skills education:
effectiveness, research gaps and priorities, s.l.: International Journal of Adolescence and Youth.

Pavithra, K., Lydia, S. & Ravindranath, S., 2017. Thriving Stories of Success Redefined, Bangalore: Dream a Dream.

Powell, M., 1995. A program for life skills training through interdisciplinary group processes. Journal of Group Psycho-
therapy, Psychodrama, and Sociometry, Volume 38.

Power, G., Maury, M. & Maury, S., 2002. Operationalising bottom- up learning in international NGOs: Barriers and
alternatives, s.l.: Development in Practice.

Project Thrive, 2018. A Research Study by Quantum Consumer Solutions Pvt. Ltd for Dream A Dream To Explore The
Nuances Of Thriving Among Young People From Adverse Backgrounds, Bangalore: Quantum Consumer Solutions.

Renshaw, I., Oldham, A. & Bawden, M., 2012. Nonlinear pedagogy underpins intrinsic motivation in sports coaching.
The Open Sports Sciences Journal, Volume 5(1).

Ryan, R. M., Powelson & L., C., 1991. Autonomy and Relatedness as Fundamental to Motivation and Education. The
Journal of Experimental Education ISSN:, Volume 60.

Serra, D., Serneels, P. & Barr, A., 2011. Intrinsic motivations and the non-profit health sector: Evidence from Ethiopia,
s.l.: Personality and Individual Differences.

Talreja, V., Krishnamurthy, K., Sanchez, D. & Bhat, V., 2018. Mapping Life Skills in India: Research, Policy and Practice,
s.l.: s.n.
UNICEF, 2012. Global Evaluation of Life Skills Education Programmes , New York: United Nations Children’s Fund.

UNESCO, 2006. Non-formal Education and Basic Education Reform: A Conceptual Review, Paris: IIEP.

Uvin, P. & Miller, D., 1994. Scaling up: Thinking through the issues, s.l.: s.n.

Werker, E. & Ahmed, F., 2008. What do nongovernmental organizations do?, s.l.: The Journal of Economic Perspectives.

WHO, 1997. Life skills education for children and adolescents in schools: Introduction and guidelines to facilitate the
development and implementation of life skills programmes, Geneva: World Health Organisation.

Wils, F., 1995. Scaling-up, mainstreaming and accountability: The challenge for NGOs, s.l.: Save the Children.

Yadav, P. & Iqbal, N., 2009. Impact of Life Skill Training on Self-esteem, Adjustment and Empathy among Adolescents.
Journal of the Indian Academy of Applied Psychology, Volume 35.
 www.dreamadream.org
No. 398/E, 17th Cross, 9th Main Rd, Jayanagar East, Jayanagar, Bengaluru, Karnataka 560011

080-4095 1084