Last Updated:  16/10/2019

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Project Pitch By: Women's Organisation for Socio-cultural Awareness (WOSCA)


Proposed Project Title

WOSCA Life-Lab Science Program


Thematic Area

Promotion of education, special education and vocational skills

Sub Thematic Area

Education Programs

Project Synopsis

The WOSCA Life Lab Science Program since 2013 has worked towards creating joyful and meaningful learning experiences for students. Our core focus is towards impacting underprivileged students in the government schools gain access to state of the art experiential science labs, Do It Yourself activity kits and graphic novels which are aligned to the state curriculum. The Life-Lab Science Program plays a vital role in the lives of underserved schools and children as 78.5 % of children are experiencing Fun & Engaging learning environments as compared to 1/3rd children in Indian schools dropping out due to lack of interest in studies. 18% of children are now demonstrating Problem Solving & Creative Mindsets. In 2018-19, Life-Lab has impacted over 4.5 lakh children across 6 states. The majority of the population are from urban slums and rural, tribal belts across Maharashtra, Chhattisgarh, Madhya Pradesh, Telangana, and Andhra Pradesh.

Overview of the Proposed Project

Estimated Budget
INR 0.6 Cr - INR 1.0 Cr
Proposed Location
Pune, Mumbai, Delhi

Key Project Partners
Government,NGOs,Municipal Corporation

Project Status


Beneficiary Type (Primary): Children
Beneficiary Type (Secondary): Teachers
Estimated No. of Beneficiaries: 3000 - 10000 Individuals
Status of Baseline Survey: Already Done

Proposed Project Description

Women's Organisation for Socio-Cultural Awareness (WOSCA), established under the Society Registration Act XXI of 1860 in the year 1994 and registered under FCRA in the year 2000, has been working exceptionally in the areas of livelihood, income generation, health, child rights environment conservation, and human resource development for the past 26 years.


Understanding the need to improve the quality of education in India, Life-Lab (a program under WOSCA) has been working tirelessly since 2013 to create a fun and experiential learning environment in every classroom. We achieve this by creating the following:

  • 100% alignment with the children’s learning levels and textbooks
  • 80% increase in children’s curiosity towards science
  • 20% increase in children’s understanding of scientific concepts
  • Fosters creativity and problem solving amongst 10% of children to solve community issues
  • Develop social, communication and cognitive skills amongst children


With a mission to replace a one-dimensional rote-learning based education system with teaching-learning practices steeped in an inquiry and experiential based system in classrooms, the proposal aims to implement the WOSCA Life-Lab Science Program in 10 underprivileged schools with approximately 2500 children in Maharashtra or Delhi.


The implementation of the program is done at schools based on rigorous need assessment criteria. We choose highly motivated schools for the  STEM intervention which is driven by Science teachers. This along with the high involvement of the school Headmaster creates an ecosystem where children can learn through experience. 

The Life-Lab Science program 

  1. Codifies and designs teaching-learning materials and pedagogies, aligned to the child's learning levels.
  2. Encourages children to be curious
  3. Empowers children to self-reflect the experience gained through classroom learnings.
  4. Fosters creativity and develop social, communication, and cognitive skills amongst children.    

The objectives of the Life-Lab science program are:

  1. Setting up science labs to help improve the infrastructure of the schools
  2. Enhancing fun, engagement, problem-solving and creativity levels in the classroom
  3. Improving Science Conceptual Learning Outcomes of children
  4. Enhancing the quality of delivery of science teaching by teachers

Life-Lab uses science as a medium of expression by providing: 


A set of 81 demo models, that covers about 540 scientific concepts of science from Grade 3rd - 10th. These models are mapped to the school's science curriculum and provided with lesson plans for teachers to refer.

Along with serving as teaching aids to science teachers (for explaining concepts to children in classrooms), these models help improve the infrastructure of the school. With ease to demonstrate concepts and carry to a classroom, these models offer children less ambiguity than passive study methods, leading to fewer misconceptions, and better learning outcomes.



Grade-specific Teacher Activity Box consists of 12 DIY activities for teachers to demonstrate in the classroom for the children. These activities are mapped to concepts in the child's science textbook, helping teachers deepen the conceptual understanding of the topic for children. An instructional booklet, based on the school’s the medium of instruction, assists teachers in making and demonstrating activity in the classroom.



Science toon posters inculcate the spirit of inquiry and maximize science mastery levels of each and every child. These posters have a set of open-ended questions and statements which provide an opportunity for teachers and children to have open discussions regarding concepts in science, thus increasing the interaction of students and teachers in the classroom to make it more inquiry-based.



Life Lab builds the capacities of school educators by conducting training sessions on conducting an effective ABL class with the usage of the demo models and other aids. The training will also equip them with the skills and mindsets required to independently facilitate ABL in classrooms.



The impact is assessed on the parameters of fun, engagement, conceptual clarity, creativity and problem-solving.

  • Fun and Engagement

This is captured, through the school teachers/mentor teachers/Life-Lab member, by observing children while conducting an activity-based science class. Children are observed for their behaviour and questioned for their experience during the class. Data Collection Forms and Google sheets are used to capture these observations and feedbacks for evaluation.

  • Conceptual Clarity

This is measured based on their application based knowledge of a science concept taught in their curriculum. A baseline test before the initiation of the program and an endline test at the end of a year is conducted for evaluation.


Problem Solving and Creativity 

To evaluate Problem-solving and Creativity, it is very important to create a platform where these new ideas and innovations can be showcased. There are two approaches through which this can be achieved.

i. Design Challenges

ii. Science Clubs and School-Level Showcases

These platforms will create a huge pool of science enthusiasts and will be the culmination of the entire science program.



Monitoring and Evaluation of the program outcomes and operation will be overlooked by Life-Lab's on-ground program team consisting:

  1. A Program Lead (PL) will be stationed in 10 schools to provide fortnightly support to teachers. These support visits will provide teachers with the necessary knowledge, mindsets, and bridge the skill gap required to conduct an ABL class using Life-Lab aids. He/She will equip the teachers to effectively and independently conduct activity-based learning classes for the long run.
  2. A Program Manager (PM) will overlook the operations and be responsible for the effectiveness of the program by understanding the ground challenges, using the available tools to assess the program and suggest any course corrections or additional inputs towards the design of the program to improve the outcomes.
  3. A Partner Relationship Manager (PRM) will be mapped to this program to be the first point of contact between the operations team and the donor. He /She will be responsible for sharing reports, ground requirements, client requirements with the ground team and all required documentation with the donor in a timely manner.

Over the past 6 years, students who are part of the intervention have seen a growth of over 15% in their conceptual clarity.  10 Students have also been part of national-level science competitions and won state-level prizes for their innovative ideas.


Salient Features

  1. Building infrastructure of schools and capacity of educators
  2. Scalable in Rural and Urban locations in PAN India
  3. Low cost model for impacting students and teachers in Government schools

About Women's Organisation for Socio-cultural Awareness (WOSCA)

Women’s organization for Socio-Cultural Awareness (WOSCA) is a voluntary organization born on 20th December 1993 with the commitment to serve the underprivileged people. It has been registered under the Society Registration Act XXI of 1860 in the year 1993-94 and registered under FCRA in the year 2000. With a mission to transform thoughts into deeds through participatory actions and learnings and people's organization,  WOSCA is taking up need-based programs primarily in the areas of livelihood, income generation, health, child rights environment conservation, and human resource development.

At present, WOSCA caters to more than 62500 families across nine blocks of Keonjhar district. It facilitates public benefit schemes implemented by the government (MGNREGA), and projects of National Health Missions and National Rural Livelihood Mission. WOSCA also helps people in building access to social security entitlements and Panchayat on governance planning. 


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