The Mid-Year vacation is over, and we’re back with our Remedial Classes in schools. In this new school year, we started the first session with two schools: Sigcay Elementary School and Lapnag Primary School. The students recognized us in schools, and they greeted us just like they greeted their teachers. The first session was fruitful, as well as the second session. We have a new school partner, Polo Elementary School, and we will start the remedial lessons in the fourth week of September. We are so happy with the support of the teachers. We are also happy to see the gradual improvements in students. We spent last school year with a different set of students, and we are looking forward to more memories with this new set of students from our partner schools.

The schools reopened again for the new school year on the last week of August. We started the month of September by visiting schools where we conducted our remedial classes and sports project. We visited first the Sigcay Elementary School and Lapnag Primary School. We brought our Letter of intent with the schedule and time. We talked with the teachers if our schedule fits their schedule and they said ‘yes’. They signed the letters and we officially started our remedial lessons and sports project on the second week of September. The teachers were grateful that we continued the project in their schools. We posted our school visitation pictures on our Facebook page and the head teacher of Polo Elementary School commented that they would like to have the same projects in their school. We arranged a visitation schedule and went to the school on September 12th. The Head Teacher, Ma’am Emma Intano, accommodated us. She also served us some refreshments. We went to the classrooms and she introduced us with the teachers. Our schedule was approved by Ma’am Intano and we can start right away depending on our schedule. We are so happy with our new school partner and we are thankful with the kindness of the teachers. The school also is a cozy place.

A refreshing tour was organized for the students of Shrijanshil School on the 25th of September. This unique event brought together not only the students but also their dedicated teachers and project participants. The successful execution of this initiative was the result of numerous meetings and collaborations with the esteemed Principal of Shrijanshil School, along with the diligent coordination of Saom Sir, the GFF Asia Pacific Coordinator.

The program proved to be highly effective in fostering stronger connections between parents and their children. Often, in the hustle and bustle of daily life, parents are engrossed in their responsibilities, both at home and at work. This tour provided them with a precious opportunity to step out of their routine and celebrate quality time with their beloved offspring. The highlight of the event was witnessing the deep emotional bonds between children and their parents. Games were thoughtfully incorporated into the itinerary to encourage parents to express their feelings toward their children. These activities served as a medium through which parents could convey their love, care, and support, strengthening the parent-child relationship. Furthermore, the program featured a short but impactful awareness session on parenting styles for children wellbeing, facilitated by Namrata Bhattrai, which offered valuable tools for parents to enhance their parenting skills, leading to more profound bonds and attachments with their children. This session proved to be enlightening and empowering for all in attendance. In conclusion, the refreshment tour for students of Shrijanshil School was not merely a recreational outing but a meaningful endeavor to bring families closer together. It provided a platform for parents to connect with their children on a deeper level, fostering mutual understanding and love. Through games, shared experiences, and insightful parenting guidance, this event was a significant step toward building stronger, more harmonious family relationships.

Handing over essential materials designed to improve children’s gross and fine motor skills to Shrijanshil School is a significant step towards fostering their holistic development. These materials play a pivotal role in nurturing the physical and cognitive growth of the students, leading to happier, healthier, and more confident children.

Firstly, these resources encourage active engagement, helping students develop better hand-eye coordination and dexterity through activities like puzzles, building blocks, and art supplies. Secondly, they facilitate the refinement of fine motor skills, which are crucial for tasks such as writing, drawing, and buttoning clothing. This, in turn, can boost students’ academic performance and self-esteem.

Moreover, materials that promote gross motor skills like sports equipment and play structures encourage physical fitness and teamwork, contributing to overall physical health and social development. The importance of these materials extends beyond the immediate benefits, as they provide students with opportunities for creative expression and physical activity, promoting a well-rounded and fulfilling educational experience.

Ultimately, witnessing the joy on children’s faces as they engage with these resources underscores the invaluable role, they play in shaping the future generation’s development and happiness.

GFF Sri Lanka, in its unwavering commitment to uplifting rural communities, hosts the “English for Village” program on two days every week. This initiative is specially designed to cater to the educational needs of underprivileged children living in rural areas, empowering them with vital English language skills. The program provides them with a comprehensive educational experience encompassing listening, speaking, reading, and writing skills.

Through the “English for Village” program, GFF Sri Lanka aims to bridge educational gaps and empower rural, economically disadvantaged children with a valuable set of language skills. This initiative not only enriches their lives but also opens doors to better educational and career opportunities in the future, ultimately contributing to the holistic development of the community.

The Mobile Library initiative played a vital role in nurturing the development of the students. By offering them access to books, it fostered a culture of reading, prompting the children to explore paragraphs and encounter unfamiliar words. This process of encountering challenging vocabulary led to meaningful discussions, ultimately resulting in the expansion of their language skills. Additionally, the Mobile Library featured engaging storytelling sessions, providing students with an interactive and immersive experience related to expand vocabulary.

Every week, GFF Sri Lanka organizes an art session for preschool students of Yusuko Ono. This special session is designed to help these young kids become more creative and improve their motor skills.

The impact of these art sessions is remarkable. The children get to explore their artistic side, using colors and materials to make beautiful creations. Not only does it make learning fun, but it also helps them become more skilled at using their hands and fingers for various tasks. Overall, these art sessions are making a positive difference in the lives of these preschool students, helping them grow and develop in exciting ways.

The Drama Club has begun as a vital component within the English for Village program, organized by GFF Sri Lanka, with the primary objective of strengthening participants’ English language skills.

It is purposefully designed to address the common fear of using English as a second language among the students. Recognizing that confidence plays a vital role in fluent communication, this initiative seeks to empower individuals to articulate themselves effectively.

Every week, GFF Sri Lanka allocates half an hour of valuable learning time to the Drama Club sessions. During these engaging gatherings, participants actively engage in practicing dramatic scenes and singing songs. These activities not only make language learning enjoyable but also serve as a powerful tool for building language skills.

The Phillippines Team managed to create amd conduct a health seminar related to Hepatitis and Diabetes Awareness in a Indigeneous Tribe here in Aklan, Philippines. It is in partnership with the Rural Health Unit of Numancia Town and it was approved by the Municipal Health Doctor, and the Resource Speakers for Diabetes Awareness are Mrs. Melanie Aguirre, a Registered Midwife and for Hepatitis Awareness, Mrs. Femy Tejada, Registered Nurse. It was also approved by the Town Mayor and Village Chieftain, Mrs. Alicia Javellana. According to her, the seminar was very timely as her members are almost senior and needs to be educated about it. They now also know to maintain healthy and clean lifestyle. She is very thankful to this initiative by the GFF HELPS and the Numancia Health Workers.

On the 28th of September, an orientation session for women’s literacy classes was conducted with the aim of empowering their learning process, literacy equips women with knowledge and skills, enabling them to make informed decisions, pursue employment, and engage in their communities. Additionally, adult literacy fosters gender equality by enabling women to assert their rights, participate in social and political activities, and contribute to the advancement of gender equality and overall societal progress. In essence, adult literacy classes for women serve as a catalyst for positive change, promoting empowerment, equality, and sustainable development. During this session, several important matters were discussed, including the starting date of the class, the class timings, and the participants’ field of interest for learning.

The orientation program spanned a duration of 2 hours, during which participants actively engaged in the discussions. After thorough deliberation, it was mutually decided that the literacy program would officially commence on October 2nd. The classes will be conducted for 2 hours each session, twice a week. The primary focus will be on teaching English, mathematics, and Nepali.

This commitment to prioritize English, mathematics, and Nepali instruction reflects our dedication to providing women with valuable skills that will empower them in various aspects of life.

On 21st of September GFF Helps India conducted a LPG Gas Fire Safety Awareness Workshop at Deorali, Lower Bong village.

For this workshop we collaborated with David Gas, Kalimpong who brought in the resource person for this workshop. This awareness program for safety around LPG Gas was especially requested by the residents of this village.

The resource person explained in detail all the safety measures that is to be taken while using the stove and LPG Gas cylinders, giving examples of casualty cases that have taken place. He also showed the new type of LPG cylinder available in the market that are extremely safe and do not burst. The villagers were unaware of this and got knowledge about this new cylinder. At last, a question answer session where the all the queries of the villagers were answered and resolved.

CACL (Campaign Against Child Labor) is a national level civil society forum. They had organised a consultation meeting with NBCRN (North Bengal Child Rights Network) on the 15th of September at Siliguri. Since we are a part of the core committee member of NBCRN, GFF Helps India Local Representative Ms. Surabhi Subba and Pudung area coordinator Mr. Suk Tshering Lepcha travelled all the way to Siliguri and attended the meeting. Many NGO’s and organizations from North Bengal working of child rights attended the program, where we got to learn a lot about the current situation and nature of child labour in these various districts. It was a great opportunity for us to share our works and learn from each other. NBCRN as a whole also decided to collaborate with CACL Forum in programs against child labour in North Bengal.

On the 24th Sunday, a significant event took place at the Bulluruppa Community Hall, organized by GFF Sri Lanka. This event served as an educational awareness program aimed at educating the local community about non-communicable diseases. The primary objective was to equip the public with knowledge about these prevalent health issues, given the alarming rise in non-communicable diseases attributed to unhealthy lifestyles and dietary habits.

In current society, a considerable number of individuals over the age of forty find themselves handling with non-communicable diseases such as diabetes, heart attacks, cancers, and kidney diseases. To address this concerning trend, Dr. Rajapaksha, the esteemed Medical Officer of Kegalle Hospital, graced the occasion with his presence.

Through this insightful session, the rural community received vital information that can empower them to take charge of their health and make informed choices. The attendees were highly engaged and displayed gripped attention as they absorbed the wealth of information presented. They expressed their gratitude to GFF for organizing this invaluable program, recognizing the immense significance it held in enhancing their understanding of non-communicable diseases and their preventive measures. The heartfelt thanks from the participants emphasized the program’s success in providing them with the knowledge and tools needed to prioritize their health and well-being.

The sport’s project Scrabble and Chess this month embraced the knowledge and skills to the hearts of the students. As we guided and played with them, they were enjoying and learning at the same time. We’re fond and comfortable with each other’s presence that’s why they’re treating us with humble respect and admiration. We can see the progress happening to them not only with the socialization they had created upon playing with each other but also the cooperation, teamwork, and dedication to fulfill their part in the game. We, as their mentors or their teacher believes that these young students will gain more learnings and experiences that will play a great role in shaping their nature, helping them nurture their talents and skills, and fulfilling their eagerness, perseverance and opportunities to learn.

On the 25th of August, the Chess project was introduced with the objectives to help and motivate the students to think critically, build confidence to influence students to believe in themselves, and develop confidence in their strengths. Also, they could work on their weakness. Chess is a mentally demanding game that needs intense concentration. In addition, since every choice made affects how the game will go, it is also a game of life. So, it was commencement by a national-level chess player Shurshut Dahal. A total of Seventy-six students from classes 7,8 and 9 participated in the first session along with school coordinator Mr. Bikash and principal Indra Bahadur Rai. Mr. Dahal started the program with motivational videos along with the technique of chess. Almost all students show their interest in the game and play with enthusiasm.

The second session was conducted on the 15th of September which was on Friday from 1 P.M. to 4 P.M. every four consecutive Fridays. Chess to students offers numerous advantages. This intellectually stimulating game enhances critical thinking, problem-solving, and strategic planning, contributing to cognitive development. As per the students, it has improved concentration and decision-making skills and also taught them to be patient and perseverance in the face of challenges. It enhances memory, encourages strategic thinking, and provides stress relief. Moreover, chess promotes sportsmanship, social interaction, and time management skills.

Introducing Scrabble to over 50 enthusiastic students, alongside their English teachers, has proven to be a valuable addition to their educational journey. This classic word game offers a multitude of benefits that extend beyond the confines of the classroom. Firstly, it acts as a potent tool for enhancing vocabulary, as students are motivated to explore and employ a diverse range of words. Moreover, Scrabble contributes significantly to improved spelling skills, reinforcing the importance of accurate and effective communication.

Furthermore, the game’s strategic nature fosters critical thinking skills as students meticulously plan their moves, make decisions, and adapt to changing circumstances on the board. Scrabble also serves as a platform for nurturing creativity, challenging participants to form meaningful words from a limited set of letters, thus igniting their imaginations. In addition to enhancing cognitive abilities, Scrabble aids in memory development, as players must commit words to memory and recall them during the game.

Through active participation, students have become more confident in using the English language, resulting in improved fluency and articulation. Beyond these academic benefits, Scrabble promotes social interaction, allowing students to bond with peers and teachers over a shared interest while instilling valuable life skills such as sportsmanship, resilience, and the appreciation of effort. Ultimately, Scrabble transforms education into an enjoyable and memorable experience, preparing students for academic success and the challenges they will encounter in the real world, equipped with a rich vocabulary, strategic thinking abilities, and effective communication skills.

Chibbo SOGG Learning Centre celebrated their teacher’s day along with celebrating their 5th Foundation day of the Taekwondo club on 16th of September. SOGG (Sir Owen G Glenn) Learning and Centres are our partner Glenn Project in India. The Chibbo taekwondo club has partnered with Chibbo SOGG Centre, where the children from the village are able take lessons and pursue Taekwondo. The presence of the Taekwondo club in the village had made a very positive impact in the village as children have learned to live a disciplined life by incorporating the values of this sport. GFF Helps India extended their support in the Chibbo Taekwondo Club Foundation Day and has been supporting them since its inception. The event started from 10 a.m. and the students where they performed dances and songs for the teachers and managing committee members. The teachers also gave motivational and encouraging speeches to the students.

Debanjan Girls Academy is a residential place for girls from underprivileged background and nurture them in the field of football. GFF Helps has been actively partnering with Debanjan Girls Academy for the past two years through our various projects of Mobile Library, Newspaper Project and awareness programs on health & hygiene. Debanjan Girls football academy, share football club and Darjeeling Football association had organised an all-girls free football league for girls from marginalised communities. The finals of football tournament were held at Carmichael ground on the 20th of September. In the DSGA Football Champions Cup, several girl groups from Darjeeling, Pokhrabung, Gorubathan had come to compete in the football match where they got the opportunity to compete in a bigger platform and gain more exposure. Therefore, our help and presence in the event was very essential. GFF Helps supported them organize this program and attended it too. It was a wonderful experience watching young girls pave their way into the field of sports.

The First Aid Training Workshop was conducted on 5th August Saturday from 8.30am to 4.30pm by Mr. Wimalasena, Officer of First Aid Society, Kegalle at SANASA Campus Kegalle. The community members of Akiriyagala, Students of Vocational Training Institution, Kegalle and SANASA Campus participated in.

The training consisted of; Introduction to First aid and Incident Management, Disorders of respiratory system, Unconsciousness and CPR, Wounds and bleeding Management, Bone and musculoskeletal injuries, Medical Emergencies and Lifting and transporting of causality management. During the Introduction to first Aid and Incident Management training, participants were aware of the First aid and how the immediate and initial assistance provided to a person who has been injured or suddenly taken ill. It is a crucial skill that can make a significant difference in preserving life, preventing further harm, and promoting recovery until professional medical help arrives. First aid training equipped individuals with the knowledge and skills needed to respond effectively in emergency situations.

Next the training was done by explaining the importance of CPR and how it can help maintain blood flow to vital organs when the heart stops beating emphasizing that CPR buys time until professional medical help arrives. The participants were also taught how to recognize the signs of cardiac arrest, including unresponsiveness, absence of normal breathing, and lack of pulse. The participants practiced performing chest compressions. Compressions involve using the heel of the hand to push down hard and fast in the center of the chest, between the nipples.

It’s great that the participants learned about how to provide assistance to a person who has been rescued from drowning. The trainer demonstrated and participants practiced the method. The trainer used visuals and demonstrations to show participants the correct technique for the Heimlich maneuver and allowed them to practice on models or training aids. In addition to practicing on models, participants also engaged in scenario-based training. This involved simulating choking situations using role-playing or scenarios to help participants practice the Heimlich maneuver in a more realistic context. Proper wound care, immobilization of fractures, and how to mobilize a fractured person was demonstrated involving the participants.

The participants actively participated in the workshop, and demonstrated in groups what they learned. The participants thoroughly equipped the knowledge provided by the workshop because they participated in demonstrating the training activities.

Every week English for village program is conducted in two days, on Tuesday and Thursday. During these days listening, speaking, reading and writing activities were conducted. Students were encouraged to talk about giving different information. This interactive approach encouraged active participation, enhancing their English speaking skills and strengthening their confidence in using the language.

Small children were asked to make words using given set of letters. Through this activities they learned the formation of words.

A Drama was also introduced during the program. Students were divided into groups and pairs to read the drama script, which featured the humorous adventures of Andare. Each group was assigned specific characters to read. After reading the script, participants gathered in smaller groups to practice their assigned roles. They focused on improving their reading and speaking skills. The mobile library initiative played a key role in expanding the students’ language growth. By providing them with books, they were encouraged to read a paragraph and meet unfamiliar words. These challenging words were then discussed, leading to an expansion of their vocabulary. Storytelling sessions were also conducted with relation to the Mobile Library.

The Art Session at Yusuko Ono preschool is conducted on every Tuesday for one hour. Session began with a communicating introduction to different themes related to the lessons on preschool.. They were encouraged to share their knowledge and experiences related to what they learned at class and reinforcing them through coloring.

The impact of the session was evident through the active participation and enthusiasm displayed by the students. Moreover, the color mixing activity provided a multidimensional learning experience, development creativity and thinking skills.

The storytelling sessions also conducted with relation to the Art sessions. Following the storytelling, the participants were provided with coloring sheets featuring an outline of a lion. They were encouraged to use a combination of colors to bring the lion to life and let their creativity shine. The coloring activity aimed to develop their artistic skills, color recognition, and attention to detail.

The participants displayed high levels of engagement throughout the activities. They actively listened to the story, eagerly asked questions, and expressed their thoughts.

Reading Club is conducted every Saturdays and Sundays as a voluntary service to enhance students’ reading skills. During the session, students were instructed to read at least one chapter from a given book and extract answers to specific questions provided. Once the reading task was completed, the students engaged in a collaborative discussion, sharing their answers and addressing any challenging vocabulary encountered

Following the question and answer exchange, the students were asked to provide a summary of the material they had read. This exercise encouraged them to not only comprehend the content but also extract it into a brief and clear form.

Many of the undergraduates of SANASA Campus come from rural communities, it is important to ensure their successful future. These driven individuals secure their education through government loans, but upon entering the job market, they often encounter significant challenges in finding employment. To address this issue, it becomes crucial to equip these students with the essential tools and skills necessary for a successful career. By providing comprehensive support and resources, we can bridge the gap between education and employment, enabling them to thrive in the competitive job market. To fulfill this gap GFF implemented the Shape the Future Program in Collaboration with Global Shapers Community Kandy Hub and SANASA Campus.

By implementing these comprehensive measures, we can equip the undergraduates of SANASA Campus with the necessary tools and confidence to overcome job market challenges and secure a prosperous future. Empowered with relevant skills, practical experience, and a strong support system, these graduates will not only enrich their own lives but also contribute significantly to the development of their rural communities and the nation as a whole.

The aim of this project is to empower the undergraduates of SANASA Campus, with the essential tools, skills, and support they need to successfully transition from education to the job market.

The goal is to bridge the gap between education and employment for these students, contributing to their personal growth, the development of their communities, and the overall socioeconomic progress of the region.

Discovering yourself -Miss Shamilka Karunanayaka

Mental Wellbeing/ Mental health session – Miss Nalanga Hettiarachchi

Confidence building and Language proficiency – Toast Masters

Digital Literacy – Mr. Kasun Sankalpa

Financial Literacy – Mr. Kavindu Kahanda

Responsible Global Citizenship – Miss Niroshini Nugawela

World and Local affairs – Mr. Devminda Abeinayaka

Career Guidance – Miss. Desika Hirukaduwa

Interviews/Networking/Etiquette – Mr. Navodya Samamarasekara

Leadership and Team Building – Mr. Ruwantha Katugaha

Two programs were conducted, focusing on Logo Designing and self-confidence vs. Charisma. The logo design activity aimed to highlight the importance of self-confidence and charisma in personal and professional development. Students collaborated to create unique logos, expressing their individual qualities. The subsequent activity on self-confidence involved a speech followed by one-minute speeches by randomly selected students, boosting their self-confidence. Both activities were enthusiastically received, fostering creativity and meaningful connections among the students. Overall, the programs successfully promoted self-confidence, creative thinking, and the showcasing of unique qualities. Active participation and enjoyment were evident throughout the projects.

This week’s lessons covered three essential topics: the debt crisis and its effects, the rights and duties of citizens, and financial wellbeing. The students actively engaged in discussions, problem-solving activities, and group presentations, enhancing their knowledge and skills.

These lessons have equipped them for creative thinking with valuable insights for a successful future. These lessons provided valuable knowledge, empowering them to become knowledgeable and responsible citizens.

Students gained essential knowledge and skills for their future careers through three main lessons: stress management, critical thinking in the digital age, and effective LinkedIn and CV building. The stress management lesson delved into crucial topics such as Depression, Anxiety, and Chronic Stress, aiming to raise awareness among students. They prompted students to consider whether they would be able to revive their hobbies and discussed the potential benefits. Emphasizing the importance of managing stress, students were encouraged to engage in activities such as traveling, trying new foods, and listening to music, all of which have been shown to alleviate stress. The session concluded with an interactive discussion, where students collaboratively devised creative solutions to help one another overcome stress.

The final session focused on equipping students with the necessary tools for professional networking. Students were guided on creating LinkedIn profiles and utilizing them effectively to connect with companies and professionals in their chosen fields. The facilitators emphasized the importance of presenting oneself professionally and showcased strategies to promote individual strengths and achievements. Students also received valuable insights into crafting impressive CVs and cover letters,

The first session also aimed to enhance personal effectiveness through various skills. Students were encouraged to develop self-organization skills to effectively manage their time, tasks, and priorities. Commitment and dedication were highlighted as essential traits for achieving success in any chosen pursuit. Relationship building skills were discussed to emphasize the importance of fostering connections with others, as these connections can often lead to unforeseen opportunities. Additionally, the significance of effective communication skills was emphasized to enhance one’s ability to convey ideas, collaborate with others, and build mutually beneficial relationships.

The second session explored into the crucial do’s and don’ts of creating a personal brand through effective communication and presentation. Participants were educated on the significance of cultivating an authentic personal brand that reflects their values, strengths, and unique qualities. The session emphasized the importance of consistent and clear communication to establish a strong and memorable brand identity.

Furthermore, the session stressed the value of building and sustaining connections that contribute to personal growth. Students were encouraged to network actively and establish meaningful relationships with individuals who can support and guide them on their chosen path. Leadership qualities were also discussed.

In the morning, the students eagerly participated in two impactful sessions that simulated real-world scenarios. The first session focused on presentations, where students collaborated in groups to develop innovative new brands. The students showcased their ideas, marketing strategies, and unique selling plans each group presented their brand to the audience, who provided constructive feedback to enhance their skills further.

The morning sessions involved practical activities, including brand presentations and mock interviews, where students gained valuable skills in teamwork, communication, and problem-solving. They presented a brand and they faced an interview. The Shape of the Future program was a transformative experience for the participating students. They expressed their gratitude for the opportunity to develop critical skills and build their confidence in a supportive environment.

The second session involved mock interviews, designed to prepare students for the challenges they may encounter in actual job interviews. With a sense of excitement and nervous anticipation, the students faced a panel of interviewers who assessed their readiness, communication skills, and ability to handle pressure. The mock interviews provided a realistic simulation of the interview process, allowing students to experience the dynamics firsthand. The interviewers posed challenging questions, evaluated the students’ responses, and provided valuable feedback to help them refine their interview techniques. Through this exercise, the students gained a deeper understanding of the expectations and demands of professional interviews.

The evening commenced with a warm welcome from the program organizers, expressing their gratitude to the guests and GFF representatives for their support throughout the program. There was a warm speech from Mr. Tharaka Munidasa (GFF International Advisor) virtually. From SANASA Campus Mrs. Oshadi Dodangoda also made a valuable speech. The work done by the Shape the Future Team for students’ personal growth and the importance of nurturing the talents and potential of the youth was emphasized.

All students participated in at least one session, and any instances of missing sessions were due to unforeseen circumstances or isolated incidents. Importantly, there were no complaints about the scheduled time slots, indicating that they were suitable for everyone’s availability.

The students thoroughly enjoyed the sessions because they were interactive and conducted in a non-traditional classroom format, which made the learning experience engaging and enjoyable. However, a few students expressed that they occasionally faced challenges in understanding and absorbing information when presented in English compared to their native language, Sinhala. They expressed a desire to learn strategies for overcoming this language barrier in future modules. This feedback suggests that when conducting sessions in the future, it might be beneficial to incorporate language support or provide additional resources to aid comprehension for those who primarily speak Sinhala.

It’s noteworthy that Tamil-speaking students actively participated in the program and did not encounter any issues with language comprehension.

Another factor contributing to occasional absences on Saturdays was the majority of students living outside of Kegalle, who returned home during weekends. Only a few students stayed in their boarding places during this time. Taking this into consideration, future planning could be adjusted to accommodate the weekend commitments of these students.

The program received a positive feedback from all participants, with only a few challenges mentioned that can be addressed for an even more effective and inclusive learning experience in future sessions.

The program received positive feedback from all the students. Eight of them praised the structure of the program, considering it to be good, while two found it to be average. Additionally, six students felt that the modules covered were appropriate, and four students thought they were very appropriate. Moreover, seven students acknowledged the usefulness of the skills trained through the program, while three found them to be very useful. It is noteworthy that none of the students had any negative responses regarding the program. Overall, the feedback indicates that the program was well-received and beneficial to the students’ learning experience.