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  • CAPTION: As a Cluster Resource Person (CRP), Nirmala goes from school to school and supervises teachers, helps address their grievances and issues they are having with implementing what they’ve been trained on, and checks to see whether implementation is happening properly. At this meeting of head teachers, she is discussing implementation of the methods taught recently by The Teacher Foundation (TTF), designed to bring more inclusivity to classes where children with disabilities and special needs are enrolled. LOCATION: Mangala (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Nirmala P.
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  • CAPTION: While Cluster Resource Person (CRP) Basavaraju observes, Sunithamma leads her primary school class in enacting a skit called 'Grandmother’s Pride'. This group work exercise taught by The Teacher Foundation (TTF) is especially useful for including children with special needs. Roopa (left), for example, loves acting. She has a learning disability and used to come to class only very irregularly. Now that these activities are included in the lesson plan, she's happy to come much more often. LOCATION: Mariallahundi (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Roopa S., Kavya P., Kavya M.P., Mamatha M., Sunithamma, Sunil M.K. and Basavaraju M.
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  • CAPTION: Thanks to The Teacher Foundation (TTF), Prabhuswamy has been trained to lead Quality Circle Time (QCT) sessions in his primary school classrooms. This technique helps him to involve children with special needs in different activities to a much greater extent, as in this instance where he uses a hand puppet to talk to Gowrishankar, who has speech and hearing difficulties. LOCATION: Bedrapura (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Prabhuswamy, Gowrishankar and Abhi K.
    049_IMG43662.jpg
  • CAPTION: At the end of a classroom session, Hemavathi gets the children to do a group work exercise that reviews, in a fun way, what has been taught. This is a particularly inclusive technique, which she learned during training by The Teacher Foundation (TTF). In spite of his locomotor disability, Sidaraju (centre) feels very much a part of the action. LOCATION: Mangala (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right (visible faces only): Mallikarjuna, Sidaraju, D. Mahendra, B.P. Hemavathi, S. Asha and Rachana.
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  • CAPTION: This is a training of frontline workers (FLWs): auxiliary nurse midwives (ANMs) and lady health visitors (LHVs). The latter supervise ANMs. Across the state, there are more than 2,000 FLWs. The Government-approved plan states that these individuals must have five days of training on adolescent reproductive and sexual health matters. It is being conducted by Dr Jagannath Hembrom, a ‘Master Trainer’. His role is more as a facilitator than a teacher. There is a pool of 67 such master trainers in Jharkhand, and Dr Jagannath is recognized as one of the best of these.  LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Left: Dr Jagannath Hembrom; right: multiple people.
    IMG45046.jpg
  • CAPTION: As After-School Club (ASC) Coordinator Ravikumar observes, Mahadev Swamy - who has speech and hearing difficulties - engages with non-disabled participants in an exercise taught during recent training by The Teacher Foundation (TTF). LOCATION: Bydamudlu (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Ravikumar, Mahadev Swamy, K. Mahesh and Madhulakshmi.
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  • CAPTION: Fortunately for Shilpa, ramps are one aspect of school accessibility that Kasaba's schools have in place. However, many are too steep, while many other aspects of accessibility - such as toilets and signage - also need urgent attention. The Chamkol programme therefore provides for School Inclusion Audits and Plans to be carried out by Pupils' Clubs with a view to correcting these flaws. LOCATION: Heggotara (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Shilpa N. (in wheelchair) and Revanna K. (teacher).
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  • CAPTION: Inaccessible toilets in schools prove a tremendous challenge to children with disabilities. Teachers may not always be on hand to help out, nor may they appreciate needing to do so. The Chamkol programme therefore provides for School Inclusion Audits and Plans to be carried out by Pupils' Clubs with a view to correcting these flaws. LOCATION: Bogapura (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Lingaraju (left) and Shivakumar M. (right).
    053_IMG44113.jpg
  • CAPTION: Inclusive Education Resource Teachers (IERTs) such as Kiran are one of the government's primary resources for inclusive education, and great allies for the Chamkol programme. They are responsible for identifying those children who have special educational needs and assessing what should be provided for them. Here, Kiran is leading a training session of parents and siblings of people with learning disabilities. LOCATION: Haradanahalli (village), Haradanahalli (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Kiran.
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  • CAPTION: Relying on one of the instructors for local language support, World Renew volunteer Antony Sytsma delivers a speech during the TLT graduation in Kaberamaido. Andrew was trained by the Christian Reformed World Missions (CRWM) for this work. LOCATION: Kaberamaido, Kaberamaido District, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: Unknown (left) and Antony Sytsma (right).
    Worldrenew_kaberamaido-9873.jpg
  • CAPTION: The final group is listing out the various mental and social changes experienced by adolescents. One of these is the development of attraction to the opposite sex. It is impressed upon participants that this is something natural that happens to everyone, and that it should not be condemned as something 'bad'. Another is that girls start wanting to make themselves appear as beautiful as possible to others. Boys, meanwhile, might like to drive very fast in front of others, or smoke and take drugs. The group is considering the consequences of these things and how they may be addressed. After discussing these things, the groups join together and discuss what they have each found. This then leads to the enactment of role-plays. LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Kalpana Mahato, Savita Horo, Dr Jagannath Hembrom, Krishna Chakrabarty and Shobha Kumari Nirali.
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  • CAPTION: The Mahila Samakhya girls have split up into groups to draw the physical changes that occur in male and female bodies during adolescence. This is done pictorially, because this makes it easier for them to memorize. LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Shobha Pareya, Ganga Purti, Sakro Hembrom, Hisee Murmu, Malti Laguri and Shobha Pareya.
    IMG45245.jpg
  • CAPTION: The Chamkol programme supports the government's response to the health and wellbeing of individuals with or at disk of disability. For Village Rehabilitation Workers (VRWs) like Rekha (who herself has polio) - pictured here visiting a boy with a learning disability who she recently supported in entering the formal education system - informal support to service delivery means provision of tailored quarterly training. LOCATION: Meghalahundi (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Rekha H.B. (woman), Mahesh (boy) and Mahadevaswamy (man).
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  • CAPTION: Steps prove a significant challenge for Ashwin, who has diplegia and can only get around unassisted if on his hands and knees. The Chamkol programme therefore provides for School Inclusion Audits and Plans with a view to correcting these flaws. LOCATION: Mangala Hosuru (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Nagamma (left) and Ashwin (right).
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  • CAPTION: Every child with severe disabilities is entitled to enrol at his or her local school and receive education through a Home Based Educator (HBE). Jyothi, an HBE, is pictured here working with her own brother, Siddaraju, who has severe learning disabilities. LOCATION: Mallianpura (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: M. Jyothi (left) and Siddaraju (right).
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  • CAPTION: Madhushree has a profound learning disability. Chinnaswamy and his family are determined that in spite of this, she should be able to enjoy a gradually improving quality of life. To assist with making this a reality, Mobility India have helped to draw up an Individual Education Plan (IEP) that is tailored to Madhushree’s specific needs. Together with her local After-School Club (ASC) coordinators, her family have resolved to work with her to meet each goal that’s been set in this plan in turn. Activities in Madhushree’s plan include brushing her teeth, eating and bathing without support and identifying colours. LOCATION: Heggotara (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Chinnaswamy, Madhushree and Asha.
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  • CAPTION: Mobility India's Sudhamani R. trains Drakshayani in the skills she'll need as an After-School Club (ASC) Coordinator. LOCATION: Handrakalli Mole (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Sudhamani R., Chinnu and Drakshayani.
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  • CAPTION: After-School Club (ASC) Coordinator Asha, who herself has scoliosis, leads children in a card game. The game is very visual, designed to be inclusive for those children who struggle to recognise words. LOCATION: Heggotara (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Megha M., Chennanjamma and Asha.
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  • CAPTION: Dr Ram Chandra Soren is the Medical Officer-in-Charge in this area. Here, he is training Community COPE members on how efficiency can be improved. This involves consideration of how best to draw up a work plan, how to gather knowledge, how work can then be done, how follow-ups can be done, how analysis of what’s been done should happen, how information gathering should again happen, and so on. The cycle aims for quality improvement, and is continuous, not a one-time thing. Benchmarks are regularly set and reviewed. LOCATION: Pawra (village), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Dr Ram Chandra Soren.
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  • CAPTION: Sahiya Anupma Soren quizzes the girls on such subjects as the legal age of marriage, their daily nutritional needs and the foods that can provide these, the sort of medical advice that’s available for them, etc. There are two groups in the room. One is made up of married adolescents, aged 15-19, which discusses delaying the age of marriage, the different methods of family planning that are available, and antenatal care; the other consists of 10 to 14-year olds, with some school-going girls and some school dropouts, and this group focuses in a big way on nutrition, menstrual hygiene, and developmental changes. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Anupma Soren (standing, left) and multiple others.
    IMG44923.jpg
  • CAPTION: Sahiya Anupma Soren takes a monthly session with the 15-19-year olds. The discussion covers delaying the age of marriage, antenatal care, where the ARSH clinic is and what it does, the methods of family planning that the facility can help with, and what their respective pros and cons are. The Government requires these sessions to be conducted monthly. Sahiyas are given an incentive of ₹ 75 per session they lead. The girls are asked to come on a regular basis, as the knowledge imparted builds over time. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Anupma Soren, Pritilata Giope, Sarshati Hansda, Maya Namata, Kajal Namata and Sunita Murmu .
    IMG44965.jpg
  • CAPTION: Sahiya Anupma Soren takes a monthly session with the 15-19-year olds. The discussion covers delaying the age of marriage, antenatal care, where the ARSH clinic is and what it does, the methods of family planning that the facility can help with, and what their respective pros and cons are. The Government requires these sessions to be conducted monthly. Sahiyas are given an incentive of ₹ 75 per session they lead. The girls are asked to come on a regular basis, as the knowledge imparted builds over time. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Anupma Soren, Pritilata Giope, Sarshati Hansda, Maya Namata and Kajal Namata.
    IMG44960.jpg
  • CAPTION: Sahiya Anupma Soren takes a monthly session with the 15-19-year olds. The discussion covers delaying the age of marriage, antenatal care, where the ARSH clinic is and what it does, the methods of family planning that the facility can help with, and what their respective pros and cons are. The Government requires these sessions to be conducted monthly. Sahiyas are given an incentive of ₹ 75 per session they lead. The girls are asked to come on a regular basis, as the knowledge imparted builds over time. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Anupma Soren, Pritilata Giope, Sarshati Hansda, Maya Namata, Kajal Namata, Anjana Hembrom and Sunita Murmu.
    IMG44959.jpg
  • CAPTION: Sahiya Anupma Soren takes a monthly session with the 15-19-year olds. The discussion covers delaying the age of marriage, antenatal care, where the ARSH clinic is and what it does, the methods of family planning that the facility can help with, and what their respective pros and cons are. The Government requires these sessions to be conducted monthly. Sahiyas are given an incentive of ₹ 75 per session they lead. The girls are asked to come on a regular basis, as the knowledge imparted builds over time. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Anupma Soren, Pritilata Giope, Sarshati Hansda, Maya Namata and Kajal Namata.
    IMG44982.jpg
  • CAPTION: This group is considering sexual changes, such as the start of the menstrual cycle. Girls tend not to be aware that this is coming up, as parents and even the health system tend not to orient them on it. Then, when bleeding happens for the first time and it shows through a girl’s clothes, she may feel very embarrassed. So adolescents, schools, parents, and other family members all need to be sensitized. A similar example in the case of boys is night emissions after 'wet dreams'. The first time this happens, the boy may be very startled. In the rural Indian cultural context, boys are unlikely to want to talk about it with parents or healthcare professionals, nor are these people likely to want to talk about what's happening for them. Often, boys will consult 'quacks' or low-cost books available in local markets, and may get information that's far from the truth. Again, ways to tackle this must be considered. LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Sunita Patra, Jayashree Sawayan, Dr Jagannath Hembrom, Suhagini Kisku and Sefali Dandapat.
    IMG45117.jpg
  • CAPTION: The trainer is teaching the girls about the menstrual cycle, what it means for them, and how they can take care of their needs after it begins. LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Adult: Rajni Lakra; children: multiple people.
    IMG45174.jpg
  • CAPTION: The Mahila Samakhya girls have split up into groups to draw the physical changes that occur in male and female bodies during adolescence. This is done pictorially, because this makes it easier for them to memorize. LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Tara Among, Rajni Lakra, Roshni Hembrom, Birsi Mundu, Moni Suren.
    IMG45238.jpg
  • CAPTION: The Mahila Samakhya girls have split up into groups to draw the physical changes that occur in male and female bodies during adolescence. This is done pictorially, because this makes it easier for them to memorize. LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Moni Suren, Rajni Lakra, Tara Among and Roshni Hembrom.
    IMG45262.jpg
  • CAPTION: A trained ANM visits Bethany Convent School in Ratu, Ranchi, and teaches them on sexual and reproductive health through a game. The cards state the physical changes that occur for both boys and girls, and the boys are asked to segregate them by gender and put them in order. This is followed by a discussion. These sessions happen at the school biannually when the school health team visits. A lot more of this work is being done with girls as compared with boys. The reason is that for boys, suitable forums are not so readily accessible. For girls, there are the Mahila Samakhya schools and anganwadi centers. The latter come under the Government’s Ministry of Women and Child Development. The School Health Program, however, is a component of the Adolescent Health Program, which gives importance to both boys and girls. Rashtriya Kishor Swasthya Karyakram (RKSK) (National Adolescent Health Program) was launched this year, doing peer interventions with both boys and girls. LOCATION: Bethany Convent School, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Adult: Raj Kumari Sinha; boys in the foreground: Ritesh Munda (left) and Nikhil Tigga (right).
    IMG45360.jpg
  • CAPTION: A trained ANM visits Bethany Convent School in Ratu, Ranchi, and teaches them on sexual and reproductive health through a game. The cards state the physical changes that occur for both boys and girls, and the boys are asked to segregate them by gender and put them in order. This is followed by a discussion. These sessions happen at the school biannually when the school health team visits. A lot more of this work is being done with girls as compared with boys. The reason is that for boys, suitable forums are not so readily accessible. For girls, there are the Mahila Samakhya schools and anganwadi centers. The latter come under the Government’s Ministry of Women and Child Development. The School Health Program, however, is a component of the Adolescent Health Program, which gives importance to both boys and girls. Rashtriya Kishor Swasthya Karyakram (RKSK) (National Adolescent Health Program) was launched this year, doing peer interventions with both boys and girls. LOCATION: Bethany Convent School, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Raj Kumari Sinha, Subhash Gope, Ritesh Munda, Nikhil Tigga, Kuldeep Sahu and Raj Kumar Prajpati.
    IMG45365.jpg
  • CAPTION: Jayamala keeps an eye on Madhushree while leading a game at her anganwadi (pre-school). Through the Chamkol programme's Early Years' Clubs, anganwadi workers like Jayamala will play more of a role in the lives of the youngest children with special needs, like Madhushree, who has autism. LOCATION: Masagapura (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right (visible faces only): Madhushree, Jayamala, Chamdama M., Radhika B., Chamdama M. and Aishwarya S.
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  • CAPTION: Mantesh, who has a learning disability, hardly communicates with other children or even with his parents. His family is keen for him to get involved in the local Chamkol programme-supported After School Club (ASC), but feels the challenge lies in getting him to attend and participate. His case worker will therefore be working with him according to his Individual Education Plan (IEP) to help him develop his self-belief, and also with his mother, who needs encouragement to believe in him. LOCATION: Mallianpura (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Mantesh (left) and Vathsalakumari (right).
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  • CAPTION: After-School Club (ASC) Coordinator Doddamma, who herself has rheumatoid arthritis, works on an activity designed under a visually impaired child's Individual Education Plan (IEP). LOCATION: Doddarayapete (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Gowtham S. (left) and Doddamma M. (right).
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  • CAPTION: Sahiya Anupma Soren quizzes the girls on such subjects as the legal age of marriage, their daily nutritional needs and the foods that can provide these, the sort of medical advice that’s available for them, etc. There are two groups in the room. One is made up of married adolescents, aged 15-19, which discusses delaying the age of marriage, the different methods of family planning that are available, and antenatal care; the other consists of 10 to 14-year olds, with some school-going girls and some school dropouts, and this group focuses in a big way on nutrition, menstrual hygiene, and developmental changes. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Anupma Soren (standing, left) and multiple others.
    IMG44939.jpg
  • CAPTION: Sahiya Anupma Soren quizzes the girls on such subjects as the legal age of marriage, their daily nutritional needs and the foods that can provide these, the sort of medical advice that’s available for them, etc. There are two groups in the room. One is made up of married adolescents, aged 15-19, which discusses delaying the age of marriage, the different methods of family planning that are available, and antenatal care; the other consists of 10 to 14-year olds, with some school-going girls and some school dropouts, and this group focuses in a big way on nutrition, menstrual hygiene, and developmental changes. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Anupma Soren (standing, left) and multiple others.
    IMG44921.jpg
  • CAPTION: Sahiya Anupma Soren takes a monthly session with the 15-19-year olds. The discussion covers delaying the age of marriage, antenatal care, where the ARSH clinic is and what it does, the methods of family planning that the facility can help with, and what their respective pros and cons are. The Government requires these sessions to be conducted monthly. Sahiyas are given an incentive of ₹ 75 per session they lead. The girls are asked to come on a regular basis, as the knowledge imparted builds over time. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Anupma Soren, Pritilata Giope, Sarshati Hansda, Maya Namata and Kajal Namata.
    IMG44972.jpg
  • CAPTION: This is the group aged 10-14. The song the sahiya is leading is about the nutritional requirements of the adolescent age group, and how nutrition affects their mental, physical, and social development, as well as how important it is for future generations. They are singing in Santhal, the local tribal language. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Multiple people.
    IMG45034.jpg
  • CAPTION: This is the group aged 10-14. The song the sahiya is leading is about the nutritional requirements of the adolescent age group, and how nutrition affects their mental, physical, and social development, as well as how important it is for future generations. They are singing in Santhal, the local tribal language. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Multiple people.
    IMG45015.jpg
  • CAPTION: Dr Jagannath Hembrom is the Medical Officer-in-Charge in Chaibasa in the Jharkhand district of West Singhbhum. The facility here is recognized as the best clinic in the state. In addition to FLWs, he also trains medical officers and outreach workers. He is particularly passionate about working with adolescents. He also serves as a referral point, where sahiyas are unable to answer adolescents' particular questions or meet their particular needs. Dr Jagannath has even been recognized for his training talents at the national level. LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Dr Jagannath Hembrom.
    IMG45077.jpg
  • CAPTION: The training of frontline workers (FLWs) is very participatory, and it is not held exclusively in classrooms. There is a lot of group work, which the master trainer facilitates, as well as role-plays wherein case studies are acted out. Service providers are taught not only on how to counsel children, but also their parents. EngenderHealth is measuring the effectiveness of what it’s doing in different ways. One involves looking at how those they train perform using a performance to standard tool. Knowledge is tested, counseling is observed, and a check on what services are being given is carried out. If there are gaps, an effort is made to consider how these might be addressed. Another considers how many adolescents (male and female, across different ages) are accessing these services, and which services specifically. So far, it has been noted that male take-up has been slightly lower than female. LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Left: Dr Jagannath Hembrom; right: multiple people.
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  • CAPTION: Training of frontline workers (FLWs) is being rolled out in phases. Topics include developmental changes among adolescents and their consequences; nutritional requirements and how to meet them, plus what happens if they are not met; family planning; reproductive tract infections (RTIs) and sexually transmitted infections (STIs); menstrual hygiene; non-communicable diseases; and how to counsel on all of these things. Of these, counseling takes the major focus. LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Left: Dr Jagannath Hembrom; right: multiple people.
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  • CAPTION: The final group is listing out the various mental and social changes experienced by adolescents. One of these is the development of attraction to the opposite sex. It is impressed upon participants that this is something natural that happens to everyone, and that it should not be condemned as something 'bad'. Another is that girls start wanting to make themselves appear as beautiful as possible to others. Boys, meanwhile, might like to drive very fast in front of others, or smoke and take drugs. The group is considering the consequences of these things and how they may be addressed. After discussing these things, the groups join together and discuss what they have each found. This then leads to the enactment of role-plays. LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Standing: Dr Jagannath Hembrom; sitting (far side, from left to right): Kalpana Mahato, Savita Horo, Krishna Chakrabarty and Shobha Kumari Nirali.
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  • CAPTION: During the first day of the training, the participants are divided into three for group work. In this exercise, the groups have been asked to consider the various developmental changes that occur socially, physically, and mentally among adolescents, and what the consequences of these are. This group is listing out the consequences of the various physical changes that occur in the body. For example, breast development among girls leads them to bend forward slightly, which can cause them pain in the lower back and waist region. LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Ruby Kumari, Bela Sarkar, A Sharada and Dr Jagannath Hembrom.
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  • CAPTION: The final group is listing out the various mental and social changes experienced by adolescents. One of these is the development of attraction to the opposite sex. It is impressed upon participants that this is something natural that happens to everyone, and that it should not be condemned as something 'bad'. Another is that girls start wanting to make themselves appear as beautiful as possible to others. Boys, meanwhile, might like to drive very fast in front of others, or smoke and take drugs. The group is considering the consequences of these things and how they may be addressed. After discussing these things, the groups join together and discuss what they have each found. This then leads to the enactment of role-plays. LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Standing: Dr Jagannath Hembrom; sitting: multiple people.
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  • CAPTION: The trainer is teaching the girls about the menstrual cycle, what it means for them, and how they can take care of their needs after it begins. LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Adult: Rajni Lakra; children: Salomi Horo (standing front), Holika Lakraand (standing back) and multiple other people.
    IMG45186.jpg
  • CAPTION: During the first day of the training, the participants are divided into three for group work. In this exercise, the groups have been asked to consider the various developmental changes that occur socially, physically, and mentally among adolescents, and what the consequences of these are. This group is listing out the consequences of the various physical changes that occur in the body. For example, breast development among girls leads them to bend forward slightly, which can cause them pain in the lower back and waist region. LOCATION: Ghatshila Community Health Centre (CHC), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Ruby Kumari, Bela Sarkar, A Sharada and Dr Jagannath Hembrom.
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  • CAPTION: Mahila Samakhya takes on young women who’ve been abandoned or sexually abused, and teaches them with a view to mainstreaming them back into society, including the area of sexual and reproductive rights. It is a national-level NGO, and is working in 11 districts in Jharkhand. Last year, EngenderHealth worked with the Government to bring Mahila Samakhya into the Rashtriya Kishor Swasthya Karyakram (RKSK) (National Adolescent Health Program). They have since trained 27 Sayogini and district-level trainers on adolescent issues. From these, they identified 14 to train outreach and frontline workers in facilitation. They are now organizing trainings in the field, contributing to demand generation for adolescent health services. In this image, Aditi Ranjan has arrived at Mahila Samakhya's residential school in Ratu, Ranchi with Dr Satya Mohapatra. The latter is the Program Manager of the Tarunya ARSH India programme; Aditi is the Senior Program Officer with responsibility for four districts in Jharkhand, including Ranchi. LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Adults, from left to right: Aditi Ranjan, Dr Satya Mohapatra and Rajni Lakra; children: multiple people.
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  • CAPTION: Mahila Samakhya students act out a role-play. In the play, the old lady’s granddaughter has just started menstruating. She is worrying about what’s happening her, so goes to her grandmother and asks why this is suddenly happening to her. The old lady reassures her that it happens to every woman; that it also happened to her, and that there’s nothing to worry about, everything will be alright. The girl who then comes along is playing the role of a sahiya. She is visiting the household, and reassures the girl that it’s a natural process for all young girls, and goes on to explain how to take care of nutritional intake including supplementation during this period, and also how to be clean and hygienic. She then assures her that if she experiences very bad pain, she can come to her for some medicines. LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Foreground, from left to right: Salomi Horo, Shobha Pareya, Sita Kujur and Ganga Purti; background: multiple people.
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  • CAPTION: Class photo at Mahila Samakhya's residential school in Ratu, Ranchi. Mahila Samakhya takes on young women who’ve been abandoned or sexually abused, and teaches them with a view to mainstreaming them back into society, including the area of sexual and reproductive rights. It is a national-level NGO, and is working in 11 districts in Jharkhand. Last year, EngenderHealth worked with the Government to bring Mahila Samakhya into the Rashtriya Kishor Swasthya Karyakram (RKSK) (National Adolescent Health Program). LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Adults: Malti Laguri (left) and Rajni Lakra (right); children: multiple people.
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  • CAPTION: The Mahila Samakhya girls have split up into groups to draw the physical changes that occur in male and female bodies during adolescence. This is done pictorially, because this makes it easier for them to memorize. LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Moni Suren, Rajni Lakra, Tara Among and Roshni Hembrom.
    IMG45264.jpg
  • CAPTION: The Mahila Samakhya girls have split up into groups to draw the physical changes that occur in male and female bodies during adolescence. This is done pictorially, because this makes it easier for them to memorize. LOCATION: Mahila Samakhya, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Shobha Pareya, Ganga Purti, Sakro Hembrom, Hisee Murmu, Malti Laguri and Shobha Pareya.
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  • CAPTION: A trained ANM visits Bethany Convent School in Ratu, Ranchi, and teaches them on sexual and reproductive health through a game. The cards state the physical changes that occur for both boys and girls, and the boys are asked to segregate them by gender and put them in order. This is followed by a discussion. These sessions happen at the school biannually when the school health team visits. A lot more of this work is being done with girls as compared with boys. The reason is that for boys, suitable forums are not so readily accessible. For girls, there are the Mahila Samakhya schools and anganwadi centers. The latter come under the Government’s Ministry of Women and Child Development. The School Health Program, however, is a component of the Adolescent Health Program, which gives importance to both boys and girls. Rashtriya Kishor Swasthya Karyakram (RKSK) (National Adolescent Health Program) was launched this year, doing peer interventions with both boys and girls. LOCATION: Bethany Convent School, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Raj Kumari Sinha, Nikhil Tigga, Subhash Gope, Kuldeep Sahu, Ritesh Munda and Raj Kumar Prajpati.
    IMG45352.jpg
  • CAPTION: A trained ANM visits Bethany Convent School in Ratu, Ranchi, and teaches them on sexual and reproductive health through a game. The cards state the physical changes that occur for both boys and girls, and the boys are asked to segregate them by gender and put them in order. This is followed by a discussion. These sessions happen at the school biannually when the school health team visits. A lot more of this work is being done with girls as compared with boys. The reason is that for boys, suitable forums are not so readily accessible. For girls, there are the Mahila Samakhya schools and anganwadi centers. The latter come under the Government’s Ministry of Women and Child Development. The School Health Program, however, is a component of the Adolescent Health Program, which gives importance to both boys and girls. Rashtriya Kishor Swasthya Karyakram (RKSK) (National Adolescent Health Program) was launched this year, doing peer interventions with both boys and girls. LOCATION: Bethany Convent School, Ratu (block), Ranchi (city), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Raj Kumari Sinha.
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  • CAPTION: After-School Club (ASC) Coordinator Kalappa demonstrates a paper helicopter to his group, after Chowdamma - who has a learning disability - asked him how helicopters work. Kalappa says that one of the ways he makes the club more inclusive for Chowdamma is that he finds ways to explain principles as visually as possible. LOCATION: Marialla (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Kalappa, Chowdamma and Kavya M.
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  • CAPTION: Until the age of five, Naveen - who has cerebral palsy - was confined to his bed. That was the point at which he got his first life-changing surgery, after which he started to receive training from Mobility India. Rehabilitation Therapy Assistant (RTA) Kavitha patiently worked with him on a one-to-one basis, teaching him how to stand, balance and walk. Since then, he has been an enthusiastic participant at his local After-School Club (ASC). In this image, we see him standing on his own two feet at the front of his class, leading his fellow attendees in a Kannada literacy session under the watchful eye of his ASC tutor. LOCATION: Mallianpura (village), Kasaba (hobli), Chamrajnagar (district), Karnataka (state), India. INDIVIDUAL(S) PHOTOGRAPHED: Naveen Kumar N. (boy) and Vathsalakumari (woman).
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  • CAPTION: Sahiya Anupma Soren takes a monthly session with the 15-19-year olds. The discussion covers delaying the age of marriage, antenatal care, where the ARSH clinic is and what it does, the methods of family planning that the facility can help with, and what their respective pros and cons are. The Government requires these sessions to be conducted monthly. Sahiyas are given an incentive of ₹ 75 per session they lead. The girls are asked to come on a regular basis, as the knowledge imparted builds over time. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Anupma Soren, Pritilata Giope, Sarshati Hansda, Maya Namata and Kajal Namata.
    IMG44987.jpg
  • CAPTION: Sahiya Anupma Soren takes a monthly session with the 15-19-year olds. The discussion covers delaying the age of marriage, antenatal care, where the ARSH clinic is and what it does, the methods of family planning that the facility can help with, and what their respective pros and cons are. The Government requires these sessions to be conducted monthly. Sahiyas are given an incentive of ₹ 75 per session they lead. The girls are asked to come on a regular basis, as the knowledge imparted builds over time. LOCATION: Pawra Anganwadi Centre (AWC), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Anupma Soren, Pritilata Giope, Sarshati Hansda, Maya Namata and Kajal Namata.
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  • CAPTION: Teacher Margaret Nabwami uses tactile methods to help Junior, a student with both a hearing impairment and a learning disability, during class. Ms Nabwami is a SignHealth Uganda ‘focus teacher’ at Butenga-Kibanda Primary School. She has received special training in how to work with children who have hearing impairments, which she puts into effect in her own classroom and also teaches to other staff at the school. LOCATION: Butenga-Kibanda Primary School, Butenga Village, near Masaka City, Bukomansimbi District, Central Region, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: Left: Margaret Nabwami; right: Junior Steven Ssengodze.
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  • CAPTION: Teacher Margaret Nabwami helps Junior, a student with both a hearing impairment and a learning disability, during class. Ms Nabwami is a SignHealth Uganda ‘focus teacher’ at Butenga-Kibanda Primary School. She has received special training in how to work with children who have hearing impairments, which she puts into effect in her own classroom and also teaches to other staff at the school. LOCATION: Butenga-Kibanda Primary School, Butenga Village, near Masaka City, Bukomansimbi District, Central Region, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: Left: Margaret Nabwami; right: Junior Steven Ssengodze.
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  • CAPTION: Junior a student with a hearing impairment as well as a learning disability, in class at Butenga-Kibanda Primary School. Staff used to find it challenging to work with Junior in class. However, after his teacher Margaret Nabwami received special training from SignHealth Uganda in how to support children who have hearing impairments, the experience has become considerably easier for both teacher and pupil. LOCATION: Butenga-Kibanda Primary School, Butenga Village, near Masaka City, Bukomansimbi District, Central Region, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: Junior Steven Ssengodze.
    SignHealth Uganda-9.jpg
  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Yuni Purbaningsih (teacher).
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  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Yuni Purbaningsih (teacher).
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  • CAPTION: Oliva is a volunteer for SignHealth Uganda and also a focus teacher in the local school. She is responsible for going door to door in the village, identifying and helping people with hearing impairments. She says her inspiration for her work is the victimisation she’s seen her own disabled husband face. LOCATION: Kankamba Village, Lwengo District, Central Region, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: Oliva Nakyeyune.
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  • CAPTION: Alice Ajoi is SignHealth Uganda’s ‘focus teacher’ at St Jude’s Primary School. She has received special training in how to work with children who have a hearing impairment, which she uses in her own classroom and also teaches to other staff. Outside of school, she also works among the wider community in Lukaya, providing support to parents and helping to increase awareness. LOCATION: St Jude’s Primary School, Lukaya Town, Kalungu District, Central Region, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: Alice Ajoi.
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  • CAPTION: Florence Agabo with her husband Dominic Ekaju and their children. Dominic is a primary school teacher, but the family also farm in order to supplement their income. LOCATION: Apapai Parish, Otuboi Sub-county, Kalaki County, Kaberamaido District, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Damali Ilimu, John Ekaju, Abraham Ekeju, Dominic Ekaju, Francis Eyunu, Innocent Emalu, Florence Agabo, Pekula Adiao, Sarah Amwodo and Pascal Akora.
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  • CAPTION: Alice Ajoi is SignHealth Uganda’s ‘focus teacher’ at St Jude’s Primary School. She has received special training in how to work with children who have a hearing impairment, which she uses in her own classroom and also teaches to other staff. Outside of school, she also works among the wider community in Lukaya, providing support to parents and helping to increase awareness. Here, we see her teaching children about sexual abuse, which is sadly far more common among children with hearing impairment because they are often already ostracised and easy to target as ‘silent victims’. LOCATION: St Jude’s Primary School, Lukaya Town, Kalungu District, Central Region, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: Alice Ajoi.
    SignHealth Uganda-26.jpg
  • CAPTION: Alice Ajoi is SignHealth Uganda’s ‘focus teacher’ at St Jude’s Primary School. She has received special training in how to work with children who have a hearing impairment, which she uses in her own classroom and also teaches to other staff. Outside of school, she also works among the wider community in Lukaya, providing support to parents and helping to increase awareness. LOCATION: St Jude’s Primary School, Lukaya Town, Kalungu District, Central Region, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: Alice Ajoi.
    SignHealth Uganda-23.jpg
  • CAPTION: Florence Agabo with her husband Dominic Ekaju and their children. Dominic is a primary school teacher, but the family also farm in order to supplement their income. LOCATION: Apapai Parish, Otuboi Sub-county, Kalaki County, Kaberamaido District, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Damali Ilimu, John Ekaju, Abraham Ekeju, Dominic Ekaju, Francis Eyunu, Innocent Emalu, Florence Agabo, Pekula Adiao, Sarah Amwodo and Pascal Akora.
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  • CAPTION: It's not only the students who've benefited from ACCCRN's education project. Dwi's teacher, Ms Sunarsih, talks of how her habits have changed since she’s learned about the significance of climate change. ''Before this programme, we would just sweep up the leaves that fell from the trees; now, we use them for composting”, she says. “I’ve started planting trees and plants, and these days I'm even concerned about people cutting down trees from the hills, owing to the flooding it causes". LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Ms Sunarsih.
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  • CAPTION: On the right is Damodar Shit, a retired teacher, and a new and instrumental member of Community COPE. He has been very helpful in the education domain, even before joining, working in schools and bridging the gap between schools and the health system. In the center is Daya Nidhi Shit, a retired government worker who is very active in the community. He says he is especially keen on COPE because it is ensuring access to much in healthcare that was previously unavailable in this block. Here, he is raising the issue of non-availability of appropriate medicines for snake and dog bites. On the right is Shiv Shankar Chandra, Community COPE's storekeeper. LOCATION: Pawra (village), Ghatshila (block), Purbi Singhbhum (district), Jharkhand (state), India. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Daya Nidhi Shit, Damodar Shit and Shiv Shankar Chandra.
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  • CAPTION: Alice Ajoi is SignHealth Uganda’s ‘focus teacher’ at St Jude’s Primary School. She has received special training in how to work with children who have a hearing impairment, which she uses in her own classroom and also teaches to other staff. Outside of school, she also works among the wider community in Lukaya, providing support to parents and helping to increase awareness. Here, we see her teaching children about sexual abuse, which is sadly far more common among children with hearing impairment because they are often already ostracised and easy to target as ‘silent victims’. LOCATION: St Jude’s Primary School, Lukaya Town, Kalungu District, Central Region, Uganda. INDIVIDUAL(S) PHOTOGRAPHED: Alice Ajoi.
    SignHealth Uganda-25.jpg
  • CAPTION: It's not only the students who've benefited from ACCCRN's education project. Dwi's teacher, Ms Sunarsih, talks of how her habits have changed since she’s learned about the significance of climate change. ''Before this programme, we would just sweep up the leaves that fell from the trees; now, we use them for composting”, she says. “I’ve started planting trees and plants, and these days I'm even concerned about people cutting down trees from the hills, owing to the flooding it causes". LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Ms Sunarsih.
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  • CAPTION: It's not only the students who've benefited from ACCCRN's education project. Dwi's teacher, Ms Sunarsih, talks of how her habits have changed since she’s learned about the significance of climate change. ''Before this programme, we would just sweep up the leaves that fell from the trees; now, we use them for composting”, she says. “I’ve started planting trees and plants, and these days I'm even concerned about people cutting down trees from the hills, owing to the flooding it causes". LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Ms Sunarsih.
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  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Rahma Dani Putri Riyanto.
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  • CAPTION: Students and teachers have been trained on how to use organic waste to make compost. Any excess is sold as fertiliser, and the profits generated go towards building a school garden. LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Muklis Bima In, Dwi Wijayanti, Yoato Arfiru Serua and Putri Aryanti Fadillah.
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  • CAPTION: Students and teachers have been trained on how to use organic waste to make compost. Any excess is sold as fertiliser, and the profits generated go towards building a school garden. LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Dwi Wijayanti (left), Putri Aryanti Fadillah (centre) and Ms Sunarsih (right).
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  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Rahma Dani Putri Riyanto.
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  • CAPTION: Teachers and students from the four pilot schools that were part of ACCCRN's 'Building Teachers' and Students' Climate Change Resilience Capacity' project join together for a ceremony. One of the subjects discussed at the event is climate change. The pilot phase is coming to an end and the government is now replicating the project across 198 schools in Bandar Lampung. LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: N/A.
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  • CAPTION: “It’s essential for us to teach our children how to grow vegetables, how to look after their environment and how they’ll be able to feed themselves in the future”, stresses Mr Khang, Headteacher of the Huy Tuong Primary School. Gaining this experience here, students are then able to share their knowledge of organic farming when they return to their families. The model has already been replicated by Huy Tuong Secondary School, following a visit to the junior school to learn about organic farming techniques from its students and teachers. LOCATION: Huy Tuong Primary School, Huy Tuong, Son La Province, Vietnam. INDIVIDUAL(S) PHOTOGRAPHED: Lo Van Nen.
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  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Dhea Puspita Sari .
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  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Rahma Dani Putri Riyanto.
    IMG_1758.jpg
  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Rahma Dani Putri Riyanto.
    IMG_1753.jpg
  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: .
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  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Putri Muthia Miski Pratiwi.
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  • CAPTION: Learning about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: N/A.
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  • CAPTION: Pupils at SDN 1 Primary School do their morning exercises. This is one of the four pilot schools that has participated in the University of Lampung's education project, which aims to improve the capacity of students and teachers to adapt to climate change. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: N/A.
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  • CAPTION: This is the entrance to SMP N 7 Secondary School, one of the four schools chosen to pilot a project aimed at building teachers' and students' climate change resilience capacity through hands-on educational materials and outdoor practical projects. LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: N/A.
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  • CAPTION: Students and teachers have been trained on how to use organic waste to make compost. Any excess is sold as fertiliser, and the profits generated go towards building a school garden. LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Muklis Bima In.
    IMG_1317.jpg
  • CAPTION: Students and teachers have been trained on how to use organic waste to make compost. Any excess is sold as fertiliser, and the profits generated go towards building a school garden. LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Dwi Wijayanti (left) and Putri Aryanti Fadillah (right).
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  • CAPTION: Students and teachers have been trained on how to use organic waste to make compost. Any excess is sold as fertiliser, and the profits generated go towards building a school garden. LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: N/A.
    IMG_1255.jpg
  • CAPTION: Teachers and students from the four pilot schools that were part of ACCCRN's 'Building Teachers' and Students' Climate Change Resilience Capacity' project join together for a ceremony. One of the subjects discussed at the event is climate change. The pilot phase is coming to an end and the government is now replicating the project across 198 schools in Bandar Lampung. LOCATION: SMP N 7 School, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: N/A.
    IMG_0919.jpg
  • CAPTION: Grade 5 students learn about climate change and alternative forms of energy. In conjunction with various other stakeholders, the University of Lampung has prepared hands-on educational materials on climate change adaptation for teachers to use in the classroom. In SDN 1 and other pilot schools, climate change has now been integrated into the school's curriculum. LOCATION: SDN 1 School, Langkapura, Bandar Lampung, Indonesia. INDIVIDUAL(S) PHOTOGRAPHED: Fadillah Safira.
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