Gyan Kanya Shakti
Empowering underprivileged girls in rural Madhya Pradesh and Uttar Pradesh through smart class-based education, healthcare and life skills training
Our Footprint
Overview
In many rural and underserved regions of India, particularly across Uttar Pradesh and Madhya Pradesh, adolescent girls face barriers to quality education due to social norms, economic challenges, and limited school resources. Many struggle to build foundational literacy and numeracy skills, restricting future opportunities.
Gyan Kanya Shakti (GKS) addresses this gap by empowering girls in Kasturba Gandhi Balika Vidyalaya (KGBVs) in Uttar Pradesh (Chitrakoot, Banda, Mahoba, Hamirpur, Kaushambi, Jalaun, Jhansi, Lalitpur) and Government Girls Higher Secondary Schools (GGHSSs) in Madhya Pradesh (Sheopur, Satna, Panna, Sidhi, Umaria and Shahdol). The programme creates supportive learning environments where girls strengthen academic foundations, develop life skills, and build aspirations for higher education and meaningful careers.
Through smart classrooms and digital learning, GKS improves literacy and numeracy while integrating vocational exposure, health and hygiene awareness, menstrual health education, and socio-emotional learning. By engaging teachers, parents, and communities, the programme builds sustained support for girls’ education—empowering confident young women ready to lead, learn, and shape more equitable communities.
How We Do It
Latest Updates
Gyan Kanya Shakti – Uttar Pradesh
In January 2026, GKS-UP, in partnership with Lotus Petal Foundation, delivered 514 academic classes across 25 KGBV schools in 8 districts, achieving 90% of planned sessions. To strengthen institutional engagement, Dr. Poonam Singh Parihar (Senior Manager – Operations) visited the Samagra Shiksha Office, Lucknow, for renewal of the GKS non-financial MoU, presenting programme reach and impact. A four-day field visit was also conducted across Chitrakoot, Banda, Mahoba, and Lalitpur to review implementation in 7 KGBV schools and identify areas for quality improvement. The visit was undertaken by Mr. Paras Mahendru (Project Associate – GKS, UP). Schools observed World Environmental Education Day, National Girl Child Day, and Republic Day through competitions, cultural programmes, and pledges, promoting environmental responsibility, girls’ empowerment, and social awareness.
Gyan Kanya Shakti – Madhya Pradesh
The online academic curriculum has been successfully completed across all grades in Madhya Pradesh. Revision classes were conducted in January to ensure students are well-prepared for the End Term Examinations.
In Shahdol, health camps screened 64 students. Those identified with significant health concerns received immediate medical support and follow-up care.
A two-day field visit to Sheopur was undertaken by Ms. Jessica Gill, Programme Lead and Ms. Neha Chaudhary, Programme Co-ordinator. They met with the District Magistrate, Mr. Arpit Verma, and engaged with school leadership at Government Girls Higher Secondary School (GGHSS), Sheopur and SKSP Karhal to review programme implementation, strengthen coordination, and address on-ground priorities.
Capacity building efforts advanced significantly. All District Coordinators completed certified online training in MS Word and MS Excel, enhancing administrative effectiveness. A streamlined, real-time attendance system was also introduced to improve monitoring, transparency, and operational efficiency across districts.
Health camps were conducted in schools across districts of Madhya Pradesh, Sidhi and Shahdol, screening 154 students, of whom five require spectacles, 50 were found to be underweight, and some were identified as anaemic; families of students with major health concerns have been informed and regularly updated. On the operations front, English, Maths, and Science books along with T-shirts promoting limited screen time were distributed across schools. Academically, the midline assessment report for Grades 7, 8, and 9 shared by the Lotus Petal Foundation showed overall improvement in student performance, though a few schools remain below average and will be a key focus in the upcoming academic session. Additionally, the endline life skills assessment for all schools reflected significant gains in mental wellbeing, social wellness, and vocational wellness.
Stories of Change
Anjana Devi’s Return to Learning
After a three-year gap due to financial hardship, 11-year-old Anjana re-enrolled in Grade 6 at KGBV Manjhanpur with support from the GKS programme and Lotus Petal Foundation’s online classes. She has regained confidence and now aspires to become a police officer or IAS officer.
Nancy’s Health Transformation
During a health camp at KGBV Kabrai, Grade 6 student Nancy was diagnosed with severe anaemia and low weight. Prompt medical intervention, including supplements and a structured diet plan, significantly improved her health and classroom participation.
Mahila Sashaktikaran Programme Impact
On October 7, adolescent girls participated in a unique initiative allowing them to serve as government officials for a day. The experience strengthened their confidence, leadership abilities, and understanding of governance.
Madhu’s Recovery and Return to School
A Grade 6 student at GGHSS, Vijaypur (Sheopur), Madhu struggled with prolonged illness due to undiagnosed anaemia and her family’s limited means. During a health camp by Mobius Foundation in December, she was diagnosed and immediately hospitalised 150 km away, where she received critical treatment. Following recovery, Madhu has resumed regular school attendance in improved health.
Lavanya Kashyap’s Journey of Confidence
A Class 6 student at GGHS Sheopur, Madhya Pradesh, Lavenya Kashyap has demonstrated strong academic progress and 76% attendance. With a growing understanding of English and a passion for learning and art, she aspires to become a teacher, inspired by her own educational journey.
Muskan’s Dedication to Learning and Aspiration to Become a Doctor
A Class 6 student at SKSP, Sheopur, Muskan maintains 100% attendance and excels in her studies with strong support from her father. She finds online classes engaging and effective, and aspires to become a doctor, driven by her commitment to learning and desire to serve others.
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