Assessments: Understanding the Realities of Young People and Girls
- Samanta
- 33 minutes ago
- 5 min read
1.Rethinking the Meaning of Assessment
When we hear the word assessment, we often think of school exams, marks, results, and comparisons. It feels as though assessment is about measuring someone and deciding whether they are successful or not. For many young people, especially girls, the word assessment is connected with fear. They worry that if they do not give the right answers or cannot speak confidently, they will be seen as weak.
However, while working with young people and girls from remote forest and rural communities, it becomes clear that the true meaning of assessment must be very different.
At Parvat Youth Collective, assessment is not a one-day activity and it is not limited to reports. For us, assessment is a long, patient, and deeply human process. It begins with understanding how young people live their lives, what struggles they face every day, and what obstacles stand between them and their dreams.
We believe that every young person has the ability to create change, but not everyone has equal access to opportunities, information, or support. Assessment helps us understand who needs support, when it is needed, and how it should be provided.
Numbers are also part of our work. We need to know how many young people participated, how many calls were held, and how many meetings took place. These numbers provide an outer picture. But if we stop at numbers alone, we miss the deeper story.
Real assessment happens when we notice that a young person who was silent in the first meeting begins to speak later, or when a girl who once avoided eye contact starts asking questions, or when a confused youth begins thinking clearly about their future. These small changes are the most meaningful indicators for us.
Overall Outreach Data
Total youth engaged: 89
Total girls participants: 75 (63%)
Villages / communities covered: 14
2. Learning from Focus Group Discussions
When we started Focus Group Discussions (FGDs) in different villages, we clearly saw that young people rarely get the space to speak. In the beginning, many girls only listened. There was hesitation in their eyes and fear on their faces. But as the conversations continued and they felt safe from judgment, they began sharing their real experiences.
They spoke about unsafe routes to colleges and coaching centers, forest paths, isolated roads, and long distances that create daily fear. Because of these risks, many families stop girls from continuing their education.
Many girls also shared that they want to study and move forward, but they do not know which course is right for them, where to get application forms, or how to fill them. There is no reliable system in villages for career-related information. Whatever little information reaches them is often incomplete or incorrect.
These conversations helped us understand that the challenge is not only education, but also access to information, guidance, safety, and social support. This understanding became the strongest foundation of our assessment process.
FGD Data Summary
Total FGDs conducted: 13
Key issues identified:
Safety concerns in accessing college – 68%
Lack of career information – 74%
Family restrictions – 52%
Limited digital access – 61%
3. Youth Centers, Peer Support, and Guidance
In almost every discussion, girls clearly said they need a place where they can sit without fear. They wanted a space within the village where they could study, access books and notes, learn computer or vocational skills, and feel safe from restriction or judgment.
This was not only a demand for facilities, but also a demand for dignity and opportunity.
Based on this collective voice, Youth Centers were initiated. These centers are not just physical spaces; they are symbols of trust.
As girls began visiting Youth Centers regularly, we noticed slow but meaningful changes. They started coming on time, planning their studies, and discussing ideas together. Those who once spoke only about problems began thinking about solutions. Some girls even started guiding new participants and explaining activities.
This change cannot be measured through exams, but it is the truest form of assessment for us.
During FGDs and meetings, a strong peer-support system also emerged. If a girl is restricted from going out, her friend may visit her family and speak with them. If someone does not know how to fill an online form, another girl teaches her. If someone is emotionally distressed, peers sit with her and listen.
This mutual support shows that leadership is developing quietly but strongly. It is visible not in speeches, but in everyday relationships.
Weekly counseling calls further deepened the assessment process. Through these calls, young people received information about scholarships, fellowships, admissions, and career options.
Initially, many girls only listened. They may have felt their questions were unimportant. But when they saw every question being taken seriously, they began speaking openly.
Some applied independently for the first time. Some gathered the courage to talk to their families about continuing their education.
These shifts became important indicators of growth.
Youth Centers & Participation
Youth Centers established: 2
Average monthly attendance: 123 youth
Regular girls participants: 7
4. Experience, Data, and the Way Forward
Exposure visits broadened young people's thinking. Many girls traveled outside their village or district for the first time. They visited universities, historical places, and social organizations. They met people who once studied in government schools like them and are now confidently sharing their journeys.
After these visits, a new sense of belief appeared in their conversations. They began dreaming about their futures and expressing those dreams in words.
For us, this was experience-based assessment.
We also collect data, but we do not see it as numbers alone. We try to understand why participation was low in some activities, what timing works best, and which methods young people prefer.
If online platforms are uncomfortable, we increase offline engagement. If time or distance becomes a challenge, we change program structures.
In this way, assessment keeps us flexible and learning-oriented.
The high participation of girls in our program is itself a strong indicator. It shows that when safety, respect, and trust are present, girls step forward.
They do not just want to learn for themselves; they want to contribute to their communities.
Many girls now facilitate small meetings, welcome new participants, and explain processes. This is early leadership, and it will grow stronger with time.
The assessment process is not always easy. Building trust can take months. Conversations require repetition and patience.
But this continuous effort teaches us that assessment is not a one-time event, but an ongoing journey.
In the end, assessment for us means sensitivity, patience, and partnership. It is not only about completing reports or meeting targets. It is a way to understand the real lives of young people and girls.
When we listen carefully, value their experiences, and plan accordingly, assessment becomes a living and human process that slowly builds confidence, leadership, and a strong foundation for community transformation.
Counselling & Guidance
Weekly counselling calls conducted: 24 (in 3 months)
Total youth reached through calls: 361
Scholarship / fellowship applications: 10
Successful selections: 5
By Aamna
program Manager (PYC)
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