Abstract

This report presents the findings and methodologies of the Empowerment-based Mentoring Model for Adolescent Girls: Action Research in Bihar (BMP). The BMP was developed to address the educational challenges faced by adolescent children, especially girls, in Bihar, India. The project aimed to create an empowerment-based mentoring framework that could be seamlessly integrated into public school curricula and adapted to various socio-economic contexts. The onset of the Covid-19 pandemic necessitated a shift from in-class mentoring to a distance-learning intervention, Learning through Letters (LtL), to maintain continuity in education.

The research highlights the significant impact of the pandemic on children’s education, including increased learning losses, school dropouts, and early marriages. Through an action-research approach, the BMP documented the barriers and resistance encountered, providing critical insights into the dynamics of educational marginalisation. The project’s primary objective was to equip children with critical thinking skills related to their identities and social norms, fostering self-confidence, leadership, and political participation.

The BMP’s implementation involved over 700 students across nine governments and one NGO-run school in Patna and Muzaffarpur. The project also emphasised the role of teachers, developing an Education in Emergency toolkit to aid educators in supporting vulnerable children during crises. This report not only outlines the theoretical underpinnings and phases of the BMP but also offers a detailed analysis of its impact on students and teachers. The findings underscore the importance of adaptable educational models and the necessity of addressing socio-cultural barriers to empower marginalised communities through education​.

Menon, N., Ghatak, N., Jha, J., & Sinha, R. (2022). Empowerment-based mentoring model for adolescent children. Bengaluru: Centre for Budget and Policy Studies.