Detailed Project Report – Sikshana Phase III

Nov 2007

From

(Sivasri Charitable Trust)Under conversion to

Sikshana Foundation

Executive Summary

Sikshana is an effort evolving a sustainable and replicable model for the public education system at the primary level. It is backed by a team of senior Professionals with considerable expertise and Managerial skills

At Rs 500 per child per annum, It is a low cost effort and focused on motivation as a tool rather than infrastructure; it differs from other initiatives in the field in its adoption of a ‘bottoms up’ decentralized approach and involvement / empowerment of schools and communities. The program has well defined exit strategies in view.

In its first two phases during 2002-07, the program has achieved notable success, in quantifiable terms, in improving the quality of education in the schools that have been adopted under it; as a result, it has grown to cover nearly 50 schools and 10,000 kids

In order to establish the statistical validity of the model under varying conditions, we now seek to extend the program under a third phase to cover all the Upper Primary schools in the Taluk, in which it is presently functional. Proving the concept at this level can lead to eventual wide scale adoption of the model elsewhere.

The project needs funding to an extent of Rs 5280 k ($139k) / Rs 5938 k ($156k)/ and Rs 6596 k ($174k), during its three years of implementation. In the process, the coverage will be extended to a total of 150 schools with 22,000 children.

Contents

Part 1 – Profile of Sikshana

Part 2 – Proposal under Phase III

Part 3 – Summary

Enclosures

Part 1 – Profile of Sikshana "In this world, there is no literate population that is poor, no illiterate population that

is other than poor"

Prof J K Galbraith

1.1 Introduction to Sikshana

Sikshana is a program started in 2002 by a small group of professionals towards improving the state of public education in the country. The group has since been strengthened by the induction of other like minded persons bringing in with them varied and diverse expertise. Details on those who are now behind the Trust, that is implementing the program, can be had from Enclosure 1. Considering the relevance of education to the healthy evolution of our society and the fact that the primary stage sets the trend for the entire sector, we chose to concentrate on the age group 5/12. With nearly 90% of the children in this category attending a public school, the natural focus was on primary education in public schools. It was felt that, with the expertise pooled by us, a reasonable goal would be to come up with a model for the system, which is sustainable and replicable. Thus Sikshana was born. Before we took the plunge we studied the field in some detail in order to tune our strategies appropriately. We found that the report of PROBE (Public Report on Basic Education, 1999) to be a good indicator of what could be expected in the sector. Though many of their findings are common knowledge, some of them bear repetition here in the context of our Program. Excerpts from the PROBE Report are given under Enclosure 2. The findings have since been reconfirmed by ASER report of 2005, showing that the situation in the schools has not changed much.

1.2 Present Scenario in Karnataka

At the macro level, Karnataka, which happens to be one of the better managed states in the country, has about 9 million children in the target group, of whom 8 million study in 48,000 public schools. While differing figures are offered for enrolment and depletion in primary schools, the most optimistic ones show that not more than 65 out of 100 eligible kids last up to Grade VII. With an average pass rate of 50% each at the 7th and 10th Grade open examinations, only 15 can hope to pass through High School. A mere pass being a poor indicator of acquisition of any worthwhile academic norm or essential life skills, it can be safely assumed that less than 5 can aspire for acquisition of additional skills and hope to break the barriers which confine them to their present strata. While a loss at this rate is mind boggling, it is no less a shock to realize that it is taken as ‘normal’ in our society. Further, it is this negative image which is the main cause of most ills of the public education system, like poor enrolments, drop outs etc; and not lack of awareness or knowledge of the essentiality of education on the part of the parents or the children. We found that most parents will go a long way to find an extra Rs 50 per month and seek a place for their child in a neighborhood private school, rather than risk its future in the Government run system.

1.3 Core Concepts of Sikshana

We built Sikshana around a few core concepts, which distinguish it from various other attempts in the field. Our attempt is just not towards improving the state of a few schools or a few children studying therein. Rather it is aimed at evolving a sustainable model, which will lend itself to replication on a larger scale. We operate in the facilitative mode in the field so that the local community does not start looking at us as a source of revenue but goes on to develop over a period of time adequate skills to manage the school on their own.

The program focuses on the child as the sole beneficiary of all efforts; in cases where its interests clash with those of others around it, the former prevails. We believe that the interest of the child can and should be served even if the Community and / or the parents are not adequately motivated in the initial stages towards this objective. Mobilization and deployment of resources under our program is solely for the enhancement of the learning levels of the children. All proposals for expenditure are strictly judged against this criterion.

There are three major resource inputs which are essential for the success of any effort to improve the academic performance of the children. Of these, the first pertains to the nutritional needs of the child; fortunately, the State has taken the responsibility to provide one hot meal a day to every school going child up to Std VII. The other two vital resources are: adequate space – physical and notional – around it to be able to concentrate on the studies and a ‘dedicated’ teacher exclusively available for the benefit of the group, to which it belongs. The State is increasingly active in providing the infrastructure in terms of class rooms. However, the situation with respect to the deployment of teachers cause serious concern still, resulting in Sikshana having to provide the necessary resources to the schools to bridge the gap.

We believe that most of the management concepts that are applicable to other sectors such as Industry are equally valid for the educational sector as well. It should be possible to set quantifiable and measurable targets and deploy resources commensurate with them. Accordingly the use of the “return on investment” index is encouraged. Enhancement of performance is often related to non-fiscal/ quasi-fiscal measures such as motivation, training and low cost environmental upgrades. Co-curricular activities such as library sessions, fine arts meets, educational tours, etc., are encouraged, as they are considered to be significant factors in enhancing the receptivity of the children to academic inputs.

In brief, Sikshana is

• A 'Facilitator' rather than a 'Provider' in schools• An integrated program for basic skills• An effort at evolving a statistically valid model • A logical step towards empowerment of schools and communities leading to

the decentralization of the process of delivery of education

1.4 The Program

The Government of Karnataka has a commendable program under which interested individuals or groups can adopt schools and carry out innovative ideas for their improvement. We have adopted so far 48 schools under this scheme, with about 10,000 children studying in them. Being a child- centered program, we started by listening to them. The class rooms were so cramped that jostling among the kids was seriously hampering their attention to the teacher. We have been assisting the School Committees to build additional class rooms, with our funds supplementing those from the Government. The next major factor for poor performance was the lack of ‘dedicated’ teachers, resulting in shared classes and ‘part time teaching’, which gives a strong negative signal to the kids – that strengthens a “nobody cares about education” syndrome. We have been providing these schools with additional staff from our resources to supplement the existing staff. With these basics taken care of, we were convinced that everything else thereafter is a matter of plain common sense and good management practices.

In this phase, we started by setting quantified targets for performance evaluation. However discredited, examinations, passes and marks or grades are still the best options available. The state run system has abolished many of these, with the result that the kids under the PES (Public Education System) do not have to face a serious test or grading till they reach 5th and no threat of detention till 7th. The non-quantitative skill based progress reports under the present system are so complex that they cannot be expected to relate meaningfully to the semi-literate parents. We have reverted back to a meaningful and quantified system of evaluation which gives feedback to the kids and their parents. Not surprisingly, the community, the parents as well as the kids are overwhelmingly in favor of this and more such changes. There are many indicators which show how successful this effort has been over a year. While at least 30% of the children even in the 5 th Grade were initially unable to read and write Kannada fluently, we find that, after 3 years of Sikshana, almost all kids in Grade 3 are able to do so! There has been a corresponding increase in the computational and cognitive skill as well at all levels. We get near 100% passes in 5th

as well as 7th Grades, with some kids going beyond 90% - a very unusual situation in State run schools.

On the resources front, we adopt standard management concepts like return on investment, accountability and physical budgeting, which are routinely practiced in other sectors like Industry but generally ignored in the Education. The school is encouraged to come up with proposals for expenditure that are directly related to the improvement of learning levels of the children. The staff members were initially unable to come with such proposals as they were unable to link the poor performance to lack of specific inputs and they needed external support and guidance to frame the proposals. We sent all the teachers for a one day program on TQM, a package designed and organized specifically for primary school teachers in the PES. Besides making a deep impact on their ‘status-quoist’ mind, this also equipped them to meet the changing environment, being brought in by us.

With the children, the motivation started with ‘group counseling sessions’ run with the help of our volunteers, aimed at what they want to become in their lives and providing information and guidance on what they need to do to be able to achieve their goals. We were very happy and pleased to note that children, even from these strata, have a wide range of aspirations- many of them eminently feasible, given their circumstances. Their lingual skills were found to be skewed, with poor writing and reading abilities even in their respective mother tongues. The reason was obvious: they have little scope to practice these skills at home where reading and writing materials are scarce. The text books prescribed under the system are too unattractive to be of any use beyond the school hours. We launched on a library movement, wherein we sent selected children from each school with escorts to go shopping, browse and select books of their choice for ‘their own’ library. They were then encouraged to take these books home every week, read them and come back to narrate what they have read to their class mates. This gave such a boost to their lingual skills that even third graders could now stand up and not only read but also express themselves in Kannada fluently. Other techniques used by us for igniting the spark for knowledge include co-curricular sessions with our volunteers on subjects of interest, educational tours, growing of indoor plants, use of multimedia content and unlimited access to the Computers in each school. As a result, we have a situation, where the kids prefer to stay extra hours in the school and often insist on the volunteers and the teachers to do the same! The kids continue to hang around the school even on holidays to get a chance to play with the PC’s! Just a year back, these kids had to be coaxed to come to the school on a normal working day. This goes to show that it needs little more than a few marginal improvements to the environment

and some innovative motivational steps to get the kids back on line for higher learning levels.

We are now active in consolidating the gains in the existing schools by encouraging self dependence in the various processes of planning, fixing of targets, budgeting etc., within a given set of guidelines.

We believe that it is possible to make a significant impact on the learning levels in the public schools at a cost less than Rs 20/ 35k per annum At this level, the proposition becomes highly attractive for mass replication.

1.5 Progress under Phases I and II

The physical progress during the two phases is shown under Enclosure 4.

The schools which have gone through two years of this program are showing significant improvements in the learning levels of the children in the various grades.

The typical assessment results conducted in the schools last year under the APF Model, described elsewhere in this Report in detail, are given below:

The Score Card from Kanakapura

The results obtained in the first cluster of 15 Kanakapura schools at the beginning of the current academic year as well as at the end are given below:

School Start 06-07 End 06-07Kaduhalli 58 77Padavanagere 54 83Jyothi Colony 24 74Hulibele 64 93Aralalu 45 67C’Sandra 61 82Cheelur 74 82Arosh’halli 54 73Uyamballi 43 91Atthihalli 59 77Harohalli 36 77Average 52* 77* Improvement during the year averaged nearly 50% in this cluster.

Tests conducted under the supervision of Integral Advisory Services, Bangalore

Score Card for City Schools

School Start EndK Layout 84 77Chandranagar 77 69CKSandra 64 68

Gubbalala 53 64S Colony 84 92Arehalli 55 57KHalli 76 66Vasanthapura 60 58G’palya 69 88Average 69 71

Our target was to ensure that every school registers a minimum of 65% which signifies an acceptable level of proficiency in the class room, against a State average of 40. We have also persuaded the schools to accept a challenging task of improving the score by 15% in a year. Results above show that the schools have done commendably well against these goals.

Another benchmark is the number of students obtaining Grades lower than B in the Semester examinations. The result of our intervention in the Kanakapura schools, in terms of the number of students getting below B, is given below:

SL No. Name Of The School Dec 06 Mar 07 TOTAL STR Final %

1 HAROHALLI 35 27 161 172 CHEELUR 8 5 47 103 PADUVANGERE 18 15 26 584 JYOTHI COLONY 1 2 37 55 ARALALU 4 Nil 23 06 HULIBELE 19 Nil 29 07 UYYAMBALLI 11 10 25 408 HOSA DURGA 35 31 105 309 HUNASANAHALLI 6 8 65 1210 ATHI HALLI 7 13 25 5011 SASALAPUR 12 9 31 2812 HALSURU 12 8 23 3413 KADAHALLI 7 7 22 3114 HAROSHIVANAHALLI 8 9 24 3615 T.HOSAHALLI 1 2 18 1116 THUNGANI 14 13 88 1517 KALLAHALLI 0 Nil 20 018 HALUGONDANAHALLI 7 4 30 1319 MARALEBEKUPPE 18 4 28 1520 KRISHANAI HANADODDI 0 30 45 6521 NALLAHALLI 38 13 41 3222 HEGGANUR 0 Nil 15 023 NARAYANPUR 16 Nil 33 024 ARKERE 6 4 11 37

25 HUKUNDA 26 15 47 3226 KOTEKOPPA 2 1 23 527 MULLAHALLI 18 17 35 4828 KADUSHIVANA HALLI 3 2 10 2029 DODDA KABBALLI 2 3 18 1630 BANNIMOKODLU 23 8 42 1831 ALNATHA 0 7 33 2132 SHIVANAHALLI 45 22 79 2733 ACHALU 68 28 77 2834 KACHUVANAHALLI 2 1 26 4

TOTAL 472 318 1362 23

Note:

Initially, some of the schools adopted the overall Grade for this study while others interpreted that even one sub-standard Grade a single subject qualifies. In March 07, we have implemented the latter norm uniformly. This accounts for some major discrepancies in individual cases under the above statement. The significant result however is the decline seen, in spite of the fact the latter results are under a more severe interpretation.

It is also significant that 77% of the students are passing with the bar set higher at 50%. Eight of the schools register less than 10% of the students failing to qualify under this norm; this is in spite of the ‘abnormal’ conditions that govern admissions to these schools.

15 of the above schools are going through Sikshana effectively for the second year, while the other are going through the first- commencing in Sep 06.

In addition to the above, we also look for qualitative and intangible gains in the form of:

Kids coming to school ahead of time Teachers spending additional time on weekdays and weekends General housekeeping standards Discipline in class rooms and in the playground Enthusiasm shown by students, staff and the community in school functions

Going by any or all of these norms, Sikshana seems to be making good headway towards achieving the long term goals.

1.6 SWOT Analysis of Sikshana

An analysis as of now shows the following:

Current strength

Trust Restructured and strengthened Top Professionals Inducted

Executive Committee constituted Monthly Meets of the EC scheduled Program Director and Mentors in Position

Financial Viability

Even after Five years, expense per child per annum has not strayed much beyond Rs 300 from the original ball park number of 200

Learning Level enhancements significant within this moderate resource limits These numbers are to be viewed in the context of Rs 5000 ++ spent by the

State on each student

Sustainability

Sikshana is designed to run for about 5* years in each school; however the field data to justify this is yet to be generated

Schools are expected to retain the benefits of the program; external support may no longer be needed

Additional funds needed will be generated by the local community once the viability of the school is demonstrated

Existing funding mechanisms can cover the additional needs as it accounts for 5%; only acceptable delivery models need to be evolved

Opportunity

PLUS(Program of mobilizing Public Support to Primary Schools) existing under Sarva Shiksha Abhiyan of Government of India can be used to spread Sikshana

We believe that there is a tipping point for an effort of this type too. Once a school shows promise, the community is expected to rally round it. Success in a few schools zones will spawn a move towards replication in other areas. We expect Phase III to be a major step in this direction.

Part 2

Details on Phase III

2.1 Selection of the project site

Phase III involves validating the concept of Sikshana over all the schools in a Taluk. We have already adopted 34 upper primary schools in Kanakapura school District, which has a total of 132 such schools. It naturally qualifies as a preferred site for this intervention. Some of the schools in this zone have medium of instruction other than Kannada. For operational reasons, we have decided to focus exclusively on Kannada schools for the present. The list prepared on this basis is given under Enclosure 5. The number of schools works out to 89, with an approximate strength of 12,000 kids. In our assessment of costs, we have assumed a typical school to have 150 students. Some of the schools however have strengths much in excess of this number, while others have very few; accordingly, we have used the concept of equivalent numbers, with 150 as the base. Accordingly, the number of equivalent schools works out to 80. The details may be seen in the above Enclosure. We will be formally adopting these schools under a legally valid deed of adoption signed between us and the Department of Education of the Government of Karnataka. A typical deed of adoption signed by us in the earlier phase is given under Enclosure 6.

2.2 Organizational structure

Sivasri Charitable Trust which implemented the first two phases of Sikshana under the direct guidance of Mr ES Ramamurthy is now being strengthened and reorganized to handle the difficult task of scaling the program to the next higher level under Phase III. To start with, it is proposed to change the name of the Trust itself into Sikshana Foundation, a step aimed at eliminating the confusion arising out of the use of two names – one for the Trust and another for the program. At the same time, the bye-laws are being amended for a more professional and effective management of resources. The Board is being strengthened with the inclusion of more members to widen the base of expertise available for tackling the problems that are likely to come up during the implementation of this project. A provision is being made to include representatives of major Donor Organizations to bring about a change in the conventional approach of funding in the Voluntary Sector from one of monitoring/ supervision to participation. The amended constitution of the Trust, which is going through the statutory legal processes, is likely to come into effect by the first Quarter of 2008- so as to be available for Phase III.

While the first two phases of Sikshana depended almost totally on intervention through volunteers, the increasing number and complexity under this phase call for a more structured Organization based on deployment of salaried staff with well defined responsibilities and functions. In order to assist us in taking the right decisions on the appropriate Management Structure that will ensure scalability, we used the services of a highly competent Professional, Mr Venkatachalam, who came in with impressive credentials for the job. He spent three months with us and interacted extensively with the people in the field. The salient features of his report are given under Enclosures 7. We discussed the recommendations arising out of it in a Special Trust meet and based on the deliberations, we are taking some of the critical steps under this Phase, as may be seen below.

For the present, we propose a three tier organization headed by a Program Director and staffed by Mentors and Field Workers. The former working under the direction of the Board of Trustees will be effectively the CEO of the Program and will be responsible for compliance of the schools to the concepts of Sikshana. While the Board itself is expected to meet typically every quarter of the year and review the

operations and other policy issues, a smaller working group consisting of not more than 5 Members is proposed to be formed which will meet every month, or more often as required, for a closer monitoring of the program. In fact, the current Board has already started implementing this concept- a step which has considerably improved the efficacy of the operations of the Trust.

It is proposed to organize the 100 schools into five clusters, each roughly comprising of 20 schools. This step will take into account the geographical limitations and ground realities to yield the most cost effective coverage of each cluster. The program requires that a Mentor visits the schools at reasonable intervals to guide them and ensure optimum compliance to the task schedules under the Sikshana template. We plan to have one Mentor for each cluster of 20 schools, which will enable one visit per school per month based on coverage of one schools per day. A volunteer bank of 15 is being created in Kanakapura to supplement the efforts of the Mentors. The respective roles of the Staff and Volunteers are described under Enclosure 8B. In order to ensure that the time of the Mentors is not wasted on logistic activities, which we have found till now to occupy a considerable part, we propose to deploy three persons at a lower entry level in the category of Field Workers. Their role is also defined under the above Enclosure. In addition, we propose to deploy a Senior Project Coordinator at Kanakapura, who in addition to taking care of day to day logistics and data base management, will also deputize for the Program Director at Kanakapura in the interactions with the Department, Schools and the Communities, as and when required. We are looking for a person with the right aptitude and the background of a Business school for this post.

We propose to induct the Mentors from local resources, typically with Master’s degree or equivalent and aptitude for the type of work involved. The Field Workers will be at the level of PUC; they will also be typically from the same rural clusters.

Each cluster of 20 schools will nominate a HM (Headmaster/ Headmistress) to represent them in our periodic interactions; the five nominees so chosen will form a Core Working Group which will bridge the gap between the Organization and the Schools. A meet will be organized every month at Kanakapura with the Program Director to look into the various problems and issues that crop from time to time, and find solutions.

2.3 Logistics and Facilities

A field office is proposed at Kanakapura in the form of a three bed room house which is a typical structure in the Town. The office will be provided with a Telephone, a PC and Broadband Connection. In assessing the mode and cost of school visits, we need to take into account the nature of the project terrain. The schools are spread over a radius of 50 Kms from Kanakapura. Many schools fall very much out of the range of the public roads radiating from Kanakapura, being reachable only through rutted local roads and bye-lanes. The public buses which ply on these routes often have a frequency of less than 5 trips per day. Some schools fall even beyond these, requiring a walk up to 2kms from the feeder roads. Incidentally, this is one of the major reasons for a poor attendance record of the teachers.

The school visits, except in 20% of the schools at the most, have hence to be by personal conveyance. This is on account of the fact that public transport in these areas is infrequent; depending on them will result in wastage of time and reduction of school visits per day by half. Considering that the volunteers are mostly women and that the total number of people going out every day is likely to be 16 plus, we propose to have a mix of taxis and two-wheelers, the former on wet lease and the

latter on a re-imbursement basis. In assessing the costs, we are assuming that we will need one taxi under this arrangement; and that the others will be reimbursed their costs of travel. It is proposed to encourage owning of a two-wheeler by all those who need to travel and reimburse them on the basis of EMI for the hire purchase and the cost per km.

2.4 Features of intervention

Step 1

Our proposed intervention will be through a number of graded and sequential steps. To start with, a meet is scheduled with the Principals of the schools and the staff, in which we will seek to introduce them to the salient features, the concepts and strategies of our program. The staff will then be exposed to a one day workshop on Total Quality Management in batches of 50/75. We will then sit with each school and work out a detailed plan with benchmarks for its up-gradation during the ensuing year. To start with, each school will be encouraged to come up with their own assessment of where they stand in the quality hierarchy and the slot they would like to reach in a year. The staff will then be guided to come up with a suitable plan of action within the scope of the Sikshana template that will enable them to reach their goals. During these interactions, it is emphasized that our role is essentially that of a Facilitator in the process and the plans/ goals will have to be owned by them. The Mentors are expected to play a key role in assessing the progress and providing a feedback to both the schools and the Trust for corrective action in case of shortfalls.

Exchanges between our First/ Second Phase schools and the new ones will be encouraged at all levels.

Volunteers will accompany the Mentors in the above school visits; it is expected that at least four out of the 10 projected will be available on a daily basis. A check list is proposed on the lines of Enclosure 8A, which will form part of the monitoring of the progress of the schools at the field level. This will be reviewed regularly both at Kanakapura and Bangalore.

Since this is an experiment which is the first of its type, the efficacy of intervention through volunteering vis-à-vis the salaried Mentors on a scale such as this is to some extent uncertain at this stage and this need to be established over a period of time.

Step 2

The initiatives in the schools under the Sikshana template will commence by the beginning of the academic year in June 08. These are adequately described under Part 1. The unique feature of the program lies in the approach to the task of rebuilding the image of the schools by the Trust and its Staff through a process of self reliance and self help aided by facilitation and guidance, without appearing to be ‘providers’ or ‘inspectors’ at any point of time.

Step 3

Even though Sikshana is a program aimed at Primary schools, it has its focus on ensuring that the momentum generated at this stage is carried to its logical conclusion by ensuring that the talented kids from this stream belonging to the deprived sections of the society get the opportunity that they deserve to realize their full potential in life. Towards this end, we provide a scholarship of Rs 150 per month

to three deserving kids from each upper primary school through the three years of high schooling. This has two salutary effects: one of ensuring that these kids do not drop out of school for want of funds beyond 7th; and the other resulting in a cascading effect whereby 10 to 15 kids in each school raise themselves to a much higher level by taking to studies seriously in the 7th Std itself. This scheme is an essential and integral part of Sikshana.

During the three years of this Phase, the number of students aspiring to this scholarship will increase from 240 in the second year to 480/ 720 in the third year and beyond. The staggered cash outflow is reflected in the budgeted estimates.

2.5 Schedule of Implementation

This phase is essentially a Pilot Project with a time line of academic three years, starting from June 2008 and running up to May 2011. The first ‘year’ of intervention however is planned for a period of 18 months, commencing from Jan 08, though the cash flow during Jan- June 08 will be kept to a minimal level.

Our past experience showed that initiation of a school in June invariably means that the benefits start reaching the kids only by Sep/ Oct of the year, thereby resulting in loss of valuable time during the academic year in progress. The current thinking is to announce the induction/ adoption of the schools in Jan 08 and go through the various steps involving sensitization and re-orientation of the staff listed under Step 1 above during the six months prior to the start of the first academic year.

2.6 Benchmarks for Progress

In order to establish the quantum of progress, we have examined the various methods currently used to assess academic standards in the public school system at the level of a school. We found that the one developed by the Azim Premji Foundation most suitable, especially for a program like ours. We have been following this model for the last three years with satisfactory results. The concepts underlying the tests as well as the outline of two typical papers are given under Enclosure 9. As may be seen, the tests are in two categories: lingual and arithmetic, applied in written and oral forms. Depending on the resources available, they may be carried out in one or more among classes 2 to 5. All children in a class are covered and the average obtained over the class may be taken as representative of the school, when applied at the optimum levels and numbers.

The assessment is done twice a year, once at start and the other at the end of an academic year, so as to obtain a picture of the impact of the program on the school. The schools are encouraged to aim at an improvement of 15% in the annual scores or a sustained score of 65 plus in the case of schools which are faring well at start. There are many Organizations in the State, who are competent to carry out this assessment in a professional manner; we have been utilizing a couple of them to do this for us in the past. Azim Premji Foundation provides support in the form of training the prospective assessors. With the increasing load under this project, we intend to use this resource and develop a set of committed persons for this effort.

Another benchmark used by us is based on the conventional tests provided for under the Syllabus and the Department guidelines. We have introduced one minor variation through the introduction of examinations with the grading system in Classes 1 to 4, under which the existing scheme calls only for a skill based chart to be furnished to the parents. This is very much in line with the expectations of the parents, who prefer this feedback to the others.

In this case, we encourage the schools to aim at getting all kids in Classes V / VII to pass with Grades B or more. This is against a normally expected C+, which raises the bar from 35% to 50% in effect. The results of the first semester examinations are reviewed to ascertain the weaknesses and take remedial action to achieve this goal. The results in Classes 1 to 4 or in 6 are taken only as indicative and not for setting goals in view of two crucial factors:

The stipulation pertaining to admissions in a State run school: that a kid has to be taken into a class appropriate to his age irrespective of his prior schooling status

The fact that the upper primary schools get kids into 6 th Std from rural feeder schools which are invariably single teacher schools and hence with poor academic records

In the light of the prevailing standards in state run schools, a voluntary acceptance of a Grade B goal means a major improvement aimed at and achieved.

We have also identified a few qualitative benchmarks, which are as significant as above. The schools have been coming forward to accept the following goals in this category:

That all kids in Std 3, barring those with recognized handicaps, will be able to read and write fluently non-text book Kannada content appropriate to their level; this is against a prevailing scenario in which 30% plus kids cannot read or write in their mother tongue even in Fifth

A similar target for computational skills in Class 4; and a minimal power of expression by Class 5 as evidenced by ability to talk on any given subject fluently for 3 minutes

It may be noted here, that with the introduction of mid-day meals by the Government, attendance of registered kids has ceased to be a factor to be taken cognizance of; and dropouts are directly indicative of the parents’ lack of confidence in the quality schooling system, rather than a lack of understanding on how important education is to their kids.

2.7 Budget Estimates

The project is estimated to cost Rs 5280 k ($139k) / Rs 5938 k ($156k)/ and Rs 6596 k ($174k), during its three years of implementation. The details are given under Enclosure 10.

Part 3

Summary

Summing up….

The project envisages extension of Sikshana into a rural environment and testing its validity by covering all the Upper Primary Schools in a Taluk. It is also for the first time that the program is sought to be tried out with a really decentralized and an “arms’ length” management. Proving it at this level will go a long way towards establishing its replicability on a wider scale. To this extent, this may be deemed to be a Pilot Project for proving a concept.

The total estimated cost of the proposal is Rs 52,80,000 (US$ 139K) during the first year of its operation. The cost goes up to Rs 59,38,000 ($156k) and 65,96,000 ( $174k) respectively during the second and third year on account of the provision for scholarships after the first set of students pass out of 7th in the first year.

While this phase is operational, Sikshana will still be covering the 48 schools adopted under the earlier phases. The costs as well as the resource deployment under this segment of the program have been kept out of the Estimates shown above.

While seeking external supports for this expansion, the Trust offers to raise through its own resources Rs 10,00,000($27k).

Though not desirable, it is feasible to implement the program in two phases depending on the resources raised. A decision and an announcement on the scope of our intervention in Kanakapura will however have to be made by Jan 08, so as to enable the implementation by June 08.

Sikshana is built around the belief that

• Once a school shows promise, the community is expected to rally round it• Success in a few schools zones will spawn a move towards replication in other

areas• There is a tipping point for this effort too; it could be as low as a thousand

schools• Phase III is a major step in this direction

List of Enclosures

1 Board of Trustees

2 Excerpts from Probe Report

3 On Going Projects

4 Growth during First and Second Phases

5 Schools selected under Phase III

6 Adoption Agreement Deed

7 Study of Sikshana for scalability and Report

8A Master Check List for field Visits

8B Roles of Staff and Volunteers

9 Assessment Tests- Concepts and Model Papers

10 Budget Estimates

Enclosure 1

Board of Governors for Sikshana( in order of Induction)

The founder member of Sivasri Trust, which operates Sikshana is Mr E S Ramamurthy. He has had a long and distinguished career in Industry, ending up as the CEO of a large Organization. Subsequently, he functioned as a Senior Adviser to the Govt. of India for a while, before opting to involve himself with socially productive causes on a full time basis.

Ms Meenakshi has been the driving force behind Mr Ramamurthy. She strongly believes that there is more in 'giving' than in 'acquiring', more so beyond a point in life. The Trust was started with her Funds at a time when she least afforded it.

Mr Srivatsa Krishnaswami is a software professional with an M Tech from IIT Chennai. He presently holds a senior position in a major multi-national firm in Bangalore. With a passion for the cause of public education system, he is a strong motive force behind the Trust in all its programs.

Ms Indira Sharma is a Post Graduate in Business Administration from the University of Mysore with awards from the State and the University for her performance. She is presently a Vice-President in a large reputed Company, responsible for marketing its products in a highly competitive environment. She has a strong parallel interest in primary education, to which she devotes considerable effort and time.

Mr A Balamuralikrishna, the financial expert in the group, is a highly successful and competent Chartered Accountant, with extensive practice both in India and abroad. He has a personal interest in assisting social causes.

.

Mr Ravindra Krishnappa, Director and Co-Founder of Inatech Infosolutions Pvt. Ltd. has been in the IT industry for more than two decades. He started with Tata Unisys after his Mechanical engineering degree and spent many years outside of the country in the US, UK and Switzerland. He left TUL in 1995 to help start a Business and Software consulting venture called EWI Business Consulting. Oracle Corporation acquired this company and renamed it as Oracle Solution Services in 1999. He left Oracle in Feb 2003 as the Executive Director of their offshore consulting division. His special professional interests include Business and strategy consulting, application of new technology and change management. He is a regular speaker at seminars and is also on the board of several companies in an advisory capacity. On a personal level, he has a passionate interest in the public education system.

Mr M Prabhakaran, had spent more than forty years in Industry, ending up in a Senior Management position in a public sector unit. He is an internationally recognized expert on Frequency Control Devices and Techniques. He has a deep and abiding personal interest in the field of public education. He has been instrumental in giving a shape to the entire program, right from the stage of its inception.

Mr Prashanth Prakash has over 16 years of experience in information technology, Internet product development and consulting services. He started his full-time career at S3 Technologies a division of GSE systems. Working for them in various capacities he led a team that was responsible for building the next generation Case Tools for real-time simulations (GemCase). Prashanth has also widely consulted for various companies in the US before returning to Bangalore to setup NetKraft in 1998.As Founder/CEO of NetKraft he helped define both the Vision and Strategic direction for NetKraft to establish it as one of the leading Offshore solutions company focusing on the Retail and HealthCare Verticals. In 2004, NetKraft had 400+ employees with offices in US, France, UK and Belgium, when it was acquired by Texas based Adea Systems. Previously, Prashanth secured two rounds of Venture Funding for NetKraft, from funds based both in Europe and US. For the past year Prashanth has focused on building Erasmic, an across board venture fund focused on early stage investing in India. He holds a Masters degree in Computer Science from the University of Delaware, USA, and an Undergraduate degree, also in Computer Science, from the Bangalore Institute of Technology, India.

Dr. V.A.Sastry, Director, RelQ holds an Electrical Engineering degree from REC Warangal and a PhD in Computer Applications from the University of Waterloo in Canada. In his 25 years of professional Software experience, Dr. Sastry has been responsible for the successful completion of a number of software projects of varying sizes in the field of Process Control and Simulation. Dr. Sastry has been associated with Tata Consulting Engineers and Macmet's Simulation system division. He has been credited with the achievement of obtaining an ISO 9001 / TickIT certification for Infosys Technologies Ltd, Bangalore where he was a Director on the Board responsible for Quality and Productivity. Dr. Sastry is a co-founder of RelQ and manages the Quality Processes implementation at RelQ. Dr. Sastry is also a Director at MUSA Software Engineering that does consulting on ISO & CMM for various large IT Companies. Dr. Sastry is a staunch believer in the statement that a Healthy Mind is a necessity for a healthy body. His mantra to ensure a healthy body and mind is by virtue of meditation and spiritual cleanliness.

Dr. Ashoka Gurudas is a physician by profession. He completed his M.B.B.S. from J.N.M.C. Belgaum, Karnataka University in the year 1981. Subsequent to which he acquired postgraduate specialisation as Doctor of Medicine (M.D.,) from Bangalore Medical College. He worked as a lecturer in General Medicine at M.S.Ramaiah Medical College, Bangalore. He is also one of the Promoters of Bangalore Hospital, South End Circle, Bangalore, which is very well known for its Medical Facility for more than 15 years. In addition to his profession he was actively involved in the family business of Horticulture, Farming and Real Estate for more than 20 years. Presently he is the Secretary of Basavanagudi Brahmo Samaj and one of the Trustees of Brahmo Samaj Appavu Pillai Girls School. He is the Managing Director of Niju Scribe a Medical Transcription Unit in Bangalore South.

K. K. Subramaniam ("Subbu") is a post-graduate in computer science with a deep interest in designing elegant and reliable system software products. He has over two decades of experience in UNIX/Linux based software in the areas of real-time embedded kernels, device drivers and network stacks. He has held various R&D positions as designer, architect, development manager, and world-wide product manager and consulting engineer in multinational companies IBM, Novell, Oracle and Network Appliance. In 2005, he founded a company, Axcode Consulting, to focus on design consulting services in system software and network stacks that leverage FOSS developments. On a personal level, he has deep commitment to the cause of Education in the true sense of the term, and has been studying the subject extensively from academic and technical perspectives.

Mr V.R. Prasanna, has joined Sivasri Trust as the Program Director of Sikshana, an effort aimed at improving the quality of education in Government primary schools. The program now covers 50 schools and 10,000 children in the State. Prior to this, Mr Prasanna was the Director of Softrends, Inc. USA and has over 16 years of experience in the software industry. He has a

Bachelor's degree in Electrical Engineering from S.J. College of Engineering, Mysore and a Master's degree in Computer Engineering at Texas A&M University, College Station, Texas.

After spending over 16 years in the US, Mr Prasanna has returned back to India and now venturing into spending his energy and talent to make a difference in the lives of the less fortunate here. Back in 1989 in his final year of engineering he joined a group of fellow students to start an organization called Mysore Amateur Naturalists to work towards preserving our environment. In the years spent in US, he was involved with various NGO’s in different projects. In 2004 he got introduced to a Bangalore based NGO called Samarthanam Trust for the Disabled and has been working with them for their various projects. He cofounded Pragathi in Nov 2005 with a few like minded individuals in Austin and executed various projects in collaboration with Odanadi, Rotary, AID and Sikshana around Mysore and Bangalore.

Enclosure 2

Excerpts from PROBE Report

The constitution of India stated that "The State shall endeavor to provide within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years." Forty years have passed since the 1960 deadline for universal primary education and this goal is nowhere near to being realized.

There is a myth that poor parents do not care about educating their children. This is astonishingly widespread, especially in official circles, where it provides a convenient rationalization for poor performance. A typical father or mother is very keen that their children receive a good education. The problem lies in the fact that they do not always have much faith in the system’s ability to impart such education.

Our founding fathers did not intend that we just set up hovels, put students there, give untrained teachers, give them bad textbooks, no playgrounds and say, we have complied with Article 45 and primary education is expanding. They meant that real education should be given to our children between the ages of 6 and 14. The expectation of two reasonably large, weather-safe rooms for primary schools is far from ambitious, yet it remains unrealized in the majority of schools in India. Most schools are held outside, in rented rooms, or in crumbling structures with leaking roofs, bad lighting, few resources, poor teachers, and conditions of social discrimination.  

Teachers play a crucial role in fulfilling the potential of a community school. If any single factor can make the difference between a poor school and a successful one, it is the commitment and initiative of the teacher. However the state of teachers in India is very poor. The primary school teacher occupies the lowest position in the hierarchical administrative structure and is expected to bear the burden of education in complete isolation with very little support. A typical teacher is also expected to perform other functions such as census taking, etc., which take time away from teaching. Paralyzing curriculum, dismal environments, excessive paperwork, unwanted postings, and lack of respect create teachers who are discouraged and unmotivated.

Another factor that discourages children and teachers is the unfriendly and unimaginative curriculum currently used in schools. Teaching continues to be completely de-contextualized. An irrelevant and uninteresting curriculum, boring teaching by an often bored or frustrated teacher, very little to learn or understand besides what is thoughtlessly memorized — this is the experience of most children who do manage to attend school.

The current situation in education management makes it difficult to reform the system or make any real changes to education in India. The education system operates with top down management style from the national government down to the rural level, and gives the impression of a rigid

bureaucracy, unresponsive to the real needs of teachers and children. Classroom realities are out of focus and the preoccupation instead is with fulfilling official directives. Teachers are not respected or listened to, the school inspection system is inept and ineffective, and there is a huge lack of understanding and training about education at every level.

There has been little change in the state of India’s schooling system in the last few years, but there have been a few interesting ideas that have been experimented with to help improve education. All across the country, alternative schools, private schools, and non-formal schools run by NGOs have sprung up to meet the demand for education as an attempt to make up for unsatisfactory government schools. While all these efforts are well-intended, they do not make up for the poor condition of the government school system and should not be viewed as a substitute for good government-funded schools.

Enclosure 3

On Going Projects

List of schools in City

School 1 2 3 4 5 6 7 8 TotalCSandra 30 51 40 38 34 x x 193

Gubbalala 41 32 33 22 32 27 24 211Srinivasa Colony

30 15 10 20 15 x x 90

Turahalli 26 27 21 21 21 x x 116Gowdenpalya 30 32 30 30 20 x x 142

Arahalli 44 49 41 42 45 50 52 323Vasanthapura 54 54 45 48 62 40 x 303

K’Halli 60 45 53 68 52 71 82 431Chandranagar 30 53 42 44 44 35 32 280

K layout 44 21 32 16 21 27 21 182Total - City 389 379 347 349 346 250 211 2271

Kanakapura – First Cluster

School 1 2 3 4 5 6 7 TotalKaduhalli 15 20 15 15 15 25 25 130Padavanagere

15 15 20 20 25 50 40 185

Jothi Colony 40 45 32 35 40 45 45 282Hunsanahalli 268Hulibele 20 20 30 30 20 55 50 225Aralalu 30 30 20 20 20 30 30 180C’Sandra 20 20 15 15 10 90Cheelur 20 25 25 25 30 30 35 190Halasur 35 35 30 30 30 45 45 250Arosh’halli 10 10 25 25 25 50 35 180Uyamballi 25 25 40 40 30 50 50 260Sasalapura 20 20 40 29 35 35 37 226Hosadurga 40 57 50 46 68 113 100 474Atthihalli 10 20 20 25 30 30 40 175Harohalli 35 34 35 35 50 95 110 394

Kanakapura – Second Cluster

1 Shivanahalli 241 11 Alanatha 145

2

Nallahalli 287 12 Kadushivanahalli 124

3 Kallahalli 130 13 Hegganur 80

4 Halagondanahalli 204 14 Narayanapur 130

5 Thungani 190 15 Kachuvanahalli 149

6 Dodda Kabballi 111 16 Acchalu 268

7 Maralebekuppe 119 17 Hosahalli 119

8 Krishnaiana Doddi 122 18 Hukunda 162

9 Kotekoppa 154 19 Arakere 81

10 Bannimukkodlu 164 20 Mullahalli 223

21 Chikkalegowdana Doddi 46

Enclosure 4

Growth during the First and Second Phases

Enclosure 5

Schools selected under Phase III

SL NO SCHOOLS NAME STRENGTH1. Model School Sathanur 3802. G.K.B.M.S. Kanakapura 3053. Konasandra 774. Kolliganahalli 805. T. Bannikuppe 1336. Anedoddi 2247. Hulugondanahalli 848. Dyavasandra 949. Chikkamudavadi 20910. Kottanuru 9811. Chikkenahalli 11012. Hallimaranahalli 15013. Somendyapanahalli 7514. Thimmegowdanadoddi 8715. I.Gollahalli 19116. Kokkarehosahalli 7817. Shivanegowdanadoddi 15518. Model Sc DoddaAlahalli 34919. Yadumaranahalli 12220. Naikanahalli 9321. Kolagondanahalli 43522. Bilidale 10423. K.P.L. colony 17824. Baradanahalli 7325. Mavattur 8826. Keralalusandra 11427. Chakanahalli 3328. Gowdahalli 13729. Horalagallu 14030. Koothaganahalli 10031. Sigekote 11432. Mallappanahosahalli 4233. Thigalarahalli 4734. Aanamanahalli 9535. P. Rampura 9436. Salabanni 10637. Thippuru 8038. Erindappanahalli 19039. Bejjahalli 10940. Kibbare 8541. Hancakuli 5242. Alagadakallu 8843. Model Sc Kodihalli 58644. Thokasandra 19045. Doddasadenahalli 9346. Dunnasandra 4447. Gabbadi 10548. Kaggalahalli 16249. Gottigehalli 38

50. Medamaranahalli 13551. Kadujakkasandra 12552. Vaderahalli 9653. Kottagalu 12554. Kadasikoppa 10455. Singasandra 4656. Doddamudavadi 8057. Angarahalli 4458. Chikkalbalu 11559. Bandiganahalli 14160. Pichanakere 7361. Gollahalli 11962. Doddakalbalu 11063. Chikkalahalli 5664. Arekattedoddi 9365. Thotahalli 13466. Nagarasanakote 12067. Udahalli 8968. Boovahalli 15269. Honniganahalli 10270. Harihara 13171. Kabbalu 9472. Venkatarayaradoddi 24173. Gerahalli 10774. Guruvinamara 12275. Kamsagara 11676. G.G.M.S Kanakapura 22977. Kanakapura -2 57478. Ambedkarnagara 13579. Goduru 6380. Thattegere 11981. Banavasi 14682. A. Rampura 14783. Biliganakuppe 9084. Karikaldoddighate 8785. Maralavadi 35586. Kallanakuppe 12287. Therubidi 11688. Yalachavadi 16889. Malligemettilu 80

TOTAL 12117

Enclosure 6

ADOPTION AGREEMENT DEED

Agreement of adoption entered on ------- between Education Department, Government of Karnataka represented by Deputy Director Public Instruction -------- and Sivasri Charitable Trust, Bangalore at

B 1103 Brigade Residency, Uttarahalli Road, Bangalore 560061

As per Circular dated May 03, 2001 it is agreed to adopt the Government Upper Primary Schools at -------------------------for over all development for the year 200x- 200y by implementing programs based on the guidelines of the above Circular.

Following Programs are identified based on the Annexure for implementation.

1 Provision of water, power and sanitary facilities for the schools 2 Provision of teaching and learning aids 3 Provision of computer based education to the children4 Academic guidance and training to the teachers5 Scholarships for deserving children belonging to SC/ST and families below poverty line6 Assistance towards overall personality development of the children through co-curricular activities7 Runnning of Balwadis8 Motivate and realize greater community involvement in the Development of the schools

It is agreed to implement programs jointly prepared by the Donor and the representative of Public Education Department.

It is agreed to appoint a nodal officer to help and oversee implementation of these programs. He will co-ordinate for sanctions required from various other Departments. Donation and contributions made under this program forms part of the property of the respective Government Upper Primary schools.

This deed of adoption is read, understood and agreed by both the parties and will be reviewed once in two years.

Donor Dy Director For Public Education Department

Enclosure 7

Study of Sikshana by Mr Venkatachalam P

Profile:

He holds a Master's Degree in Electrical Engineering, with specialization statistical and neural pattern recognition. Towards the end of my degree, he felt that the high-tech world he was living- and thinking- in was very disconnected from the under-privileged world and he wanted to make a difference to it. Since then, he had worked for 3+ years in the marketing and financial analysis department of one of largest credit card issuers in USA, Capital One. Over this period, he has been coaching himself to apply what he learnt in school in the context of marketing and consumer finance, which he felt were much more relevant to the up and coming social entrepreneurs in India. At the time of offering his services, he was a Senior Business Manager in his Company here and leading some of their marketing and product strategies.

He has also been spending time with Asha since Nov 06 and has been using the time to begin to understand some of the problems at the grass-roots level.

Brief given:

To come with an appraisal of the present scenario under Sikshana

To recommend suitable steps for scaling the Program to higher levels

Recommendations

1. Task - Develop Mentors into Managers

• Focus today on developing the “middle-management” of tomorrow • A number of considerations make Sikshana mentors the ideal target group

– Aspects of role readily provide managerial exposure – Full-time employees -- role at Sikshana is primary professional focus – Paid performers -- fully accountable to mgmt

• The leadership team should therefore work systematically towards creating an environment where mentors can be developed into effective managers

2. Need - An Operations Manager and his Profile

• Strong values– Naturally assumes responsibility for fulfillment of org objectives– Is focused on “big picture”, can differentiate “urgent” and “important”

• Leadership ability– Able to leverage local organization to optimize/ innovate programs – Can get folks w/ different priorities to sign up to a common goal– Recognizes the importance of building teams to achieve goals

• Managerial ability– Should be able to prioritize programs within a budget– Able to oversee the implementation and monitoring of programs with a

strong focus on achieving organizational performance standards– Leverages all types of performers to achieve efficiencies– Effective in developing a new generation of managers– Can identify and secure local infrastructure needs

3. Mentors at Different Levels

Level 1 - Trainee

Typical role: Shadow Mentor I for 1-2 weeks and prepare report on observations. Have a moderated discussion w/ peers on what an ideal mentor I looks like.

Reward: Advancement to Mentor I, visiting cards

Level 2 – Mentor 1

Typical role: Execution-- Visit schools, check and collect logs, data collection for analysis, data organization, perform tasks like getting train tickets, help with analysisReward based on: Inclination to take responsibility and show attention to detail. Creation of efficiencies

Typical reward: Employee ID card, employment contract

Level 3 – Mentor 2

Typical role: Self-directed execution and analysis-- For self and juniors design school visit plans that include visit schedules and on-site activities as per org needs. Design analysis towards program optimization and prioritization. Carry out analysis leveraging juniors, volunteers, school faculty, etc. Reward based on: Degree of responsibility assumed towards solution of challenge/ problem. Performance impact created by analysis; Ability to leverage others towards goals; Ability to prioritize day-to-day tasks for self and juniors based on short-term objectives.

Typical reward: Financial incentives, “stretch” opportunities, public recognition, training to help towards a corporate career, help getting access to financial instruments

Level 4 – Senior Mentor

Typical role: Program management-- Lead the design, development and execution of key Sikshana programs. Optimize programs to boost impact/ Re. Leverage full spectrum of performers to achieve goals. Solve through infrastructure and organizational hurdles.

Reward based on: Strength of focus on results. Performance efficiencies created through leverage or even discontinuation of program. Ability to inspire responsibility and ownership in juniors.

Typical reward: Financial incentives, “stretch” opportunities, exposure to senior leadership and donors, public recognition, exposure towards a corporate career,

4. Create advocates/ champions for prominent functional areas

• Especially as an organization gets increasingly de-centralized, very little will get done without a passionate and powerful champion

– Who in the organization will obsess over whether volunteers are feeling fulfilled?

– What about whether donors received the report they requested?– How about whether the tax statements got filed on time?– Who wonders whether “mentors” are OK with their title?– As importantly, will they naturally be rewarded for this?

• Recommend creation of functional areas and the dedication of individuals to finding and addressing issues:

– At a given time, there should always be an individual tasked with and incentivized to solve specific organizational problems

– Performers can be rotated through the organization to add variety, increase exposure and avoid super-specialization

5.Proposed Organization

Enclosure 8A

Master Check list for Field Visits

Vision statements

Prepare and follow upEnsure visibility/ effective displayHelp in action plans to achieve goals

Budgeting

Library movement

Identify grades in which adoptedExtent and frequency of distributionFeedback sessions: Total complianceBooks for teachers- suggestions and usage

Dictation Hour

Identify grades in which adoptedExtent and frequency of practiceCheck completed specimens / Possible increase in scope

Opportunity for expression

Handling of a class by a studentTalk sessions on given subjectsInitiating debates

Pre-day home work: Three steps

Advance study introduced by teachers in different grades and subjectsAdvance study programs for semester vacationsAdvance study between academic years/ distribution of books

‘Goal, Path and effort’ routine

Focus on each child in grades VI and above; counseling sessionsCheck individual work study plans/ involve teachers

Career/ Behavior counseling

Counseling sessions on career prospectsFocus on self motivation/ concentrate on emerging adulthoodBehavior counseling/ involve teachers

Work schedule at home

Help in preparing work schedules for home studyCheck compliance at frequent intervals

Use of Diaries

Check effective usage of diaries distributed

Spot prizes

Check effective implementation of the spot prize schemeMonitor at the level of the child

Use of Display and Eraser/ Pin-up Boards provided

Check effective use / recommend additional facilities where required

Extra-curricular activities

Check use of available facilities Suggest additional steps in Sports/ Fine Arts: infrastructure and training Help in organizing programs and adopting professional techniques Help in identifying/ announcing talented kids for intensive coachingGreater awareness and use of house journals

Training on the use of PC’s in the class room

Check extent of usage of the available PC’sIntegration of the PC’s into syllabus-based teaching

Introduction of gardening – Group activity with indoor plants

Help in inducting alumni concept

Interaction sessions

Documentation at the schools

Register of assets received from Sikshana

Accounts register showing monthly expenses with vouchers

Monthly statement of expenses – category wise

Class register to log spot prizes, library book distribution and dictation hours

Enclosure 8B

Roles of the Staff and Volunteers

Project Coordinator

He functions effectively as the lead local resource for the Program Director of the Trust in Kanakapura and covers the entire cluster of 100 schools. His role is to ensure compliance of the schools to the concepts of Sikshana and provide field data for reference, studies and corrective action. He will be responsible for coordinating the activities of the Staff and the Volunteers. On a day to day basis, he will be responsible for organizing the Sikshana level interschool meets and events, while handling all issues pertaining to the Dept of Education at the Level of the Block Education Officer.

Mentors

They will be responsible for ensuring effective implementation of Sikshana’s core philosophy and concepts. They will motivate students to develop above average well rounded skills. They will create teams of dedicated HM and the teachers in each of the schools working for a common goal. They will strive for a sense of ownership among the community members towards the school. They will study the school and community dynamics and come up with innovative solutions to the problems of the respective schools. On a day to day basis, they will develop a template of self checks for each school along the lines envisaged under Enclosure 8B and ensure that each school complies with it effectively.

Field Workers

The field workers will handle all logistic support activities between the Trust and the schools, which in the environment of the rural clusters is considerable. In addition, they will cover routine items in the checklist that are not assigned to the Mentors.

Volunteers

The volunteers will act as the conduit for getting a feel of the field realities, by keeping close liaison with the community leaders and identify problem areas/ schools/ communities and suggest suitable remedial measures. Being experienced and mature individuals, they will handle issues which are beyond the scope of the Mentors in the field.

Typical Check List for Mentors

Vision statements

Prepare and follow upHelp in action plans to achieve goals

Budgeting Help school staff in making the best use of the ‘school expense’ budget

Library movement

Identify grades in which adoptedExtent and frequency of distributionFeedback sessions: Total complianceBooks for teachers- suggestions and usage

Dictation Hour

Identify grades in which adoptedExtent and frequency of practice

Opportunity for expression

Handling of a class by a studentTalk sessions on given subjectsInitiating debates

‘Goal, Path and effort’ routine

Focus on each child in grades VI and above; counseling sessionsCheck individual work study plans/ involve teachers

Career/ Behavior counseling

Counseling sessions on career prospectsFocus on self motivation/ concentrate on emerging adulthoodBehavior counseling/ involve teachers

Use of Diaries

Encourage children to use diaries and talk of its significance

Spot prizes

Check effective implementation of the spot prize schemeMonitor at the level of the child

Extra-curricular activities

Check use of available facilities Suggest additional steps in Sports/ Fine Arts: infrastructure and training Help in organizing programs and adopting professional techniques Help in identifying/ announcing talented kids for intensive coachingGreater awareness and use of house journals

Training on the use of PC’s in the class room

Check extent of usage of the available PC’sIntegration of the PC’s into syllabus-based teaching

Introduction of gardening – Group activity with indoor plants

Help in inducting alumni concept

Interaction sessions

Documentation at the schools

Register of assets received from Sikshana

Accounts register showing monthly expenses with vouchers

Monthly statement of expenses – category wise

Class register to log spot prizes, library book distribution and dictation hours

Enclosure 9

Assessment Test – Concept and Model Papers( Courtesy: Azim Premji Foundation)

GUIDELINES FOR EVALUATION AND COMPILATION OF THE BASELINE STUDYObjectives:• To examine whether every student has gained the expected learning outcomes specified inthe subjects taught in the class.

• To identify the student who lacks in the expected learning outcomes. To explore the causesresponsible for this lack of competency and analyze the same to suggest methods that canimprove the student's performance. To implement an action plan and make the LearningGuarantee Program a success.• Each learning competency provides the foundation for a higher step of learning in the nextclass. Every student will therefore be encouraged to complete the expected learningcompetency so as to take the next step with confidence.Scope:• To ascertain the learning outcomes among the students of standards 2, 3, 4 and 5. Theevaluation is done of the outcomes acquired in the previous year.• To evaluate a student's performance in language and mathematics.Preparation of question papers• The method of preparing a question paper on the basis of the textbooks has been detailedin the guidelines.• The question paper includes oral and written questions.• Learning skill achieved/not achieved can be indicated by (√) mark or (x) mark respectively.Pre-baseline study activities:• Question papers have to be prepared according to the number of students and then oraland written tests are to held per class, subject-wise.• Attention has to be paid to ensure that the students understand the question. Difficultpassages have to be noted so as to explain the same to the students.• Proper seating arrangements are to be provided to the students to sit and write.• It is to be made certain that all students will be present on the evaluation day.• Students should be asked to bring their own writing material like pad, pencil, pen, eraseretc.• Teachers should prepare the flash cards before hand needed for the oral tests (These applyto language and mathematics).LANGUAGE TEST• Five areas including listening, speaking, reading and writing, apart from constructivegrammar have been identified.• Listening and speaking – The status will be assessed on the basis of oral tests (For thestandard 1 and 2, reading is also considered as an oral test).• Reading and writing are assessed in the written section.• On the basis of the methods followed for evaluation, a complete assessment of the learningskills will be undertaken.• Wherever possible, attempts will be made to evaluate the learning competency throughmore than one activity (This applies to mathematics also).Suggestions to conduct and record oral testsOral:

• On a class-wise basis, the students have to be called one by one and their address writtenin the answer paper (baseline study form). The questions given in the test paper have to beasked according to the serial number and a (√) mark for a correct answer and a (x) mark for awrong answer are to be affixed against the question. [On no account should the box againstthe question be left blank. It should contain either the (√) mark or the (x) mark].Listening and Answering• The students of the class are to be seated in a group and asked to pay attention to thenarration of the story. A student will have to answer any question on the story and re-narrate itin an interesting manner.• Once the story has been narrated, each student has to be called near the teacher andquestions asked (who? where? when? why? etc.) For each question, the correct answer has tobe marked as (√), and if the answer is wrong, it is to be marked as (x) at the appropriate box inthe answer sheet of the student.Speaking• The answer given by the student has to be treated as correct only if he/she can speak onthe subject in a comprehensible manner.• The student can be asked to recite any poem/passage from any textbook of the previousyear and if he/she cannot answer, he /she can be made to tell any story/poem known to him.• While the student is reciting / narrating, pay attention towards clear pronunciation, a logicalcourse of events and voice modulations. If he/she can narrate anything in a proper sequence,he/she can be deemed to have narrated a story.• While reciting a poem, clear pronunciation, tone, emphasis on a correct punctuation is to bepaid attention to. If the recitation can be properly understood, he/she can be deemed to haverecited a poem.Reading• The studentts of classes 1 and 2 should be asked to read the text from the answer paper.investigator.• The students of standard 4 can read a story and answer questions upon it.Constructive Grammar:• Making own sentences: If a student can use any given word to form a correct sentence,he/she can be deemed to have constructed a proper sentence.• Two questions are asked about meanings, opposite word, gender and plurals/singulars.Even if one is answered correctly, he/she can be deemed to have attained the learningcompetency.Written tests

Suggestions to conduct written test and to evaluate them:• The answer paper used for oral activity can also be used for the written test and thestudents should be asked to write correctly in a neat handwriting.• The sheet should be folded in such a way that the written portion is at the front. Theattention of the children should be drawn towards the first question and the same should beexplained well to them. Then time should be given to answer the question. In a similar manner, the subsequent questions should be made understood and time given to write the answers. Dictations can be given by choosing from the oral text itself.Copying• This type of question will be asked only up to the 4th standard. If the student can write anysentence/ word verbatim, a (√) mark is to be affixed against the appropriate box.Word formation using alphabets• This is restricted only to the 1st standard. The student has to form at least two wordsproperly, in which case put a (√) mark giant the relevant box.Writing dictation• This will be only for the classes 1 to 3. Along with the story matter given class-wise for theoral test, words for the dictation have also been provided. Only these words have to be used.The words for dictation have been divided into alphabets and words as per simple Kannadagrammar. For those who write at least two words in each section correctly, a (√) mark shouldbe affixed in the box relating to that section.Rhyming words• This will be only for the 2nd standard.• Even if one pair of words is rhymed a (√) mark is to be denoted in the relevant box.See the picture and form a sentence:• This will be for classes 3 and 4 only.• If the written answer directly relates to the picture and consists of at least two words, a (√)mark is to be denoted in the relevant box.Construction of sentences• This will be for only class 4. Even if one sentence is written properly, a (√) mark is to bedenoted in the relevant box.Meanings, opposite words, plurals and singulars and gender• Some classes may have these tests; some others may not have them. Even if one word iscorrectly written, a (√) mark is to be denoted in the relevant box.Read and answer• This will be only for classes 3 and 4. The 3rd standard students have to answer 5 types ofquestions like who, where, when, what and why. Even if the answer for each category is aphrase, a (√) mark is to be denoted in the relevant box. For the 4th standard studentsquestions like why and how will be asked and a correct answer, a (√) mark is to be denoted inthe relevant box.

Fill in the blanks• This will be for class 3 only.If at least two correct answers are given, a (√) mark is to bedenoted in the relevant box.Proper sequence of events• This will be for class 3 only.• If the narration of events is in a proper sequence, a (√) mark is to be denoted in therelevant box.Tally the columns (Formal and informal words)• This will be only for class 4. Even if 3 out of 5 are answered correctly, a (√) mark is to bedenoted in the relevant box.MATHEMATICS• The five sections of mathematics are 1) an awareness about integral numbers and numerals, 2)basic calculations of integral numbers, 3) solving day to day problems by using measurements ofmoney, length, weight, volume and time, 4) usage of fractions, decimals and percentages as also5) knowledge about geometrical figures and place values. These have been included in theevaluation process depending upon the class and its scope of mathematical calculations.

• The status of the student will be assessed both in the oral and the written sections for all theclasses. In the oral section, emphasis is given to knowledge and comprehension whereas thewritten section includes comprehension, skill and application.• As in the case of language, wherever possible, the learning outcomes of the student will beassessed in more than one aspect of problem solving.• An attempt has been made to know about the outcomes of the student within a stipulated time by following the evaluation process.Suggestions to conduct and record oral tests• In the oral section, it is possible to show flash cards and ask questions and hence these flashcards have to be prepared before hand by studying the question papers.• The students have to be called by turn and their names written in the answer papers.• The questions have to be asked according to their serial number and only if they are answeredcorrectly, a (√) mark is to be denoted in the relevant box. A wrong answer is to be indicated by a(x) sign.Suggestions to conduct and record written tests• Each student has to be given the relevant paper (one used for oral test) and asked to solve theproblems well.• Proper explanations have to be given to the children and give them time to write their answers.• Only if each question has been answered correctly, should a (√) mark be denoted in the relevant box. A wrong answer is to be indicated by a (x) sign.• 1st standard: Only when the answers to all questions from 1 to 5 in section I are correct should a (√) mark be put in the relevant box.

• 2nd standard: Only when questions III (a) and (b) are correctly answered, should a (√) mark beput in the relevant box.• Only when all the figures have been correctly identified in respect to question IV (a), should a (√) mark be put in the relevant box.• 3rd standard: Only when both the sums given in I (a) have been correctly solved, should a (√)mark be put in the relevant box.• Put a (√) mark in the relevant box only if +, - and = signs are properly used in question I(c).Suggestions for compilationIn order to compile the figures for assessing the learning outcomes, form 1 and form 2 have been prepared class-wise and subject-wise.In form 1, information has to be filled in along with the name of the student. To begin with, all the names of girl students have to be written. Against the name of each student, the (√) and the (x) points earned by her is to be clearly written in the answer paper and thereafter the denoted (x) points have to be • The status of the student will be assessed both in the oral and the written sections for all theclasses. In the oral section, emphasis is given to knowledge and comprehension whereas thewritten section includes comprehension, skill and application.• As in the case of language, wherever possible, the learning outcomes of the student will beassessed in more than one aspect of problem solving.• An attempt has been made to know about the outcomes of the student within a stipulated time by following the evaluation process.Suggestions to conduct and record oral tests• In the oral section, it is possible to show flash cards and ask questions and hence these flashcards have to be prepared before hand by studying the question papers.• The students have to be called by turn and their names written in the answer papers.• The questions have to be asked according to their serial number and only if they are answeredcorrectly, a (√) mark is to be denoted in the relevant box. A wrong answer is to be indicated by a(x) sign.Suggestions to conduct and record written tests• Each student has to be given the relevant paper (one used for oral test) and asked to solve theproblems well.• Proper explanations have to be given to the children and give them time to write their answers.• Only if each question has been answered correctly, should a (√) mark be denoted in the relevant box. A wrong answer is to be indicated by a (x) sign.• 1st standard: Only when the answers to all questions from 1 to 5 in section I are correct should a (√) mark be put in the relevant box.• 2nd standard: Only when questions III (a) and (b) are correctly answered, should a (√) mark beput in the relevant box.• Only when all the figures have been correctly identified in respect to question IV (a), should a (√) mark be put in the relevant box.• 3rd standard: Only when both the sums given in I (a) have been correctly solved, should a (√)

mark be put in the relevant box.• Put a (√) mark in the relevant box only if +, - and = signs are properly used in question I(c).Suggestions for compilationIn order to compile the figures for assessing the learning outcomes, form 1 and form 2 have been prepared class-wise and subject-wise.In form 1, information has to be filled in along with the name of the student. To begin with, all the names of girl students have to be written. Against the name of each student, the (√) and the (x) points earned by her is to be clearly written in the answer paper and thereafter the denoted (x) points have to be counted from the top to the bottom and written in the number form. A similar procedure is to be followed for the male students also. The marks scored by the girls and the boys have to be totaled and noted down.In such a format, the individual scoring by each student can be identified by the (√) and the (x) signs and it will also indicate as to which student (both girls and boys) lacks in learning competence. Once this form is filled up and retained in the school, it will be a valuable guide to plan strategies for improved learning.The form can also be provided to the evaluation team at the time of its visit to the school.Form 2The total information available through the class-wise and subject-wise assessment of the learning outcomes of both the girls and the boys are to be filled in form 2 according to the indicated columns. This form is to be enclosed to the registration application for the Learning Guarantee Program.Learning Outcomes Baseline Question PaperName of the student:……………………………………………………. Class:……………………………..Name of the school: ……………………………………………………... Subject : LanguageTaluk:…………………………………………….Date:…………………….. Paper: 4KName of the examiner:……………………………………….Signature: …………………………………………………..ORAL1. (a) Ask the students to speak on one of the following topics and put a (√) mark in the box immediately opposite to it. If the student is able to speak fluently in a comprehensible manner, put a (√) mark in the next box.(b) Ask the student to recite any poem of the 4th standard. If recited with a proper pronunciation, deem it as a correct answer and put a (√) mark in the box.II (a) The student should read the newspaper. If read in a clear and comprehensible manner, a (√) mark may be put in the relevant box.1. Reading the headlines from the newspaper2. Reading Poster / handbill / invitations.III (a) The story of "The boastful Grandma " may be narrated to the children and then, questions like “why" etc may be asked. If correct answers are given, these may be indicated by a (√) mark in the allotted box.Note: For each of the following words from IV (a) to IV (e), a (√) mark may be put for every correct answer given by the student.IV (a) Ask the student to construct his/her own sentence for any of the following two words.Forest Accident Celebration PoetsDisaster Forget Ingredient EntertainmentIV (b) Ask the student to convey the meaning for any two of the following words.Famous Huge InterestTail Collection CockIV (c) Ask the student to say the opposite for any two of the following words.Non violence Sad Courage Pure

Health Difficult Live Dry

IV (d) Ask the student to change into plural any two of the following words.Bangle Donor OrnamentWorker Child Brother10(e) Ask the student to change into female gender any two of the following words.Uncle Hero NephewGod MasterWritten testI (a) Copy the following sentenceGandhiji is the father of our nationKumuda, why have you dressed like this?O Arjun! What makes you so sad?(b) See the picture and write four sentences about it.II (a) Read the table given below carefully. Co- relate them properly. Eg. Salim drank the milk.Raju is his sister.Salim drank the lesson.Pushpa read milk.(b) Write the meaning.Nuisance Stupid(c) Write the opposite.Difficult x.................. Friend x.....................(d) Change into plural.Friend Tree(e) Change the genderFemale =...................... Grandmother =.....................(f) Add the correct preposition (as per example)(h) Match the colloquial expression in column "A" with the formal expression in column "B"A Answer BDon't It isIt's CannotCan't do notRead the following text and answer the given questions.RAINRainfall occurs only in a few months of the year. Rainy season starts after summer. Would you not be keen to know how rainfall occurs, isn't it? The moisture content in wells, tanks, river and the seas evaporate due to heat emitted by the sun and gather in the form of dark clouds. When these clouds melt, we get rain. Rain brings us many benefits. Water level in tanks, wells and rivers also increases. Trees and plants grow well. Rain washes away all the dirt and is a source of water for the crops. When the reservoirs fill up, irrigation becomes easy and power supply is also ensured. If rains fail, people, cattle and all beings suffer as no food can be grown without water. Then drought occurs. Depleted water level in reservoirs also hinders irrigation and power production. Too much rain is also bad. This causes floods and houses are washed away due to gushing waters. People suffer, many may die. It also causes immense loss of livestock, birds and insects. Presently rainfall has not been sufficient. If occasionally it increases, it floods the area and causes damage in many ways. This is because of de-forestation. The trees in the forest grow deep roots and can bind the soil, which in turn absorbs the rainwater. Thus there will be no flooding. We sometimes get non-seasonal rains. This is due to a low intensity pressure blowing from the ocean/sea. Then strong winds blow the clouds over land and bring rain. This is called a cyclone.III (a) Write answers for the following questions

1.How is rain caused?Ans:3.How does drought occur?Ans:Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Learning Outcomes Baseline Question PaperName of the student:……………………………………………………. Class:……………………………..Name of the school: ……………………………………………………... Subject : MathematicsTaluk:…………………………………………….Date:…………………….. Paper: 4MName of the examiner:……………………………………….Signature: …………………………………………………..ORALNote: If each question is correctly answered, put a (√) mark in the box opposite to it.I (a) Make the student read the following numbers from the flash card.1406 8459(b) Ask the student to state the place value of these numbers.6759 8001(c) The following numbers in the flash cards are to be quoted in an ascending order.615 3000 3426 9990(d) Ask the student to give an example of a divisible number.II (a) A farmer bought a cow for Rs. 5400 and a buffalo for Rs. 2300.What is the total amount of purchase?(b) A godown had 8000 mangoes out of which 5600 fruits were transported tothe market for sale. What is the balance number of fruits in the godown?(c) A sack of jaggery had 50 pieces of jaggery. If there are 10 such sacks,what is the total number of jaggery pieces?(d) 25 children are seated on 5 benches equally. How many children are seated on one bench?III (a) How many meters does a kilometer have?(b) How many grams does a kilogram contain ?(c) How many milliliters does a liter have?(d) How many minutes does an hour have?(e) What is today's date?

(f) If Raju buys a cow for Rs. 3000 and sells it for Rs. 2,500, does he gain or lose?Make the student read the following numbers from the flash cards shown to him/her.IV (a) 3/12(b) 24.15V (a) What is an acute angle?(b) How many faces does a solid cube have?WrittenI(a) Write the following in the number form.Four thousand five hundred seventy eight _____________(b) Expand the following numbers.8907 __________________________________________(c) Circle the least among the following numbers.4001, 3899, 4000(d) Identify and write down the indivisible numbers among the following.12, 13, 17, 14, 15, 18, 19, 20, 11, 16Indivisible numbers =----------------------(e) Write all the factors of the number 16.II. Calculatea b c d

1763 6070 124 x 13 = 3876÷8 =2308 - 3584+ 4888 -------------------- --------------------III (a)Raju traveled by car a distance of 10 kms and later another 25 kms by bus. What is the totaldistance traveled by Raju ?(b) Bhimavva had 28 kgs of butter out of which she sold 19kgs. What is the balance quantity of butterremaining with her?(c) If there are 1000 millilitres in 1 litre, how many millilitres will 5 litres have?(d) Sudha needed 1.30 minutes to write a page. Bhima wrote a page in 1.55 minutes. So, who neededmore time to write a page and how much extra time was needed by him/her to write the page?(e) A school room is 10 meters long and 8 meters wide. What is its total area?IV (a) Write in fractions the colored portions of the picture.(b) 1/2- Write an equivalent fraction for this number.(c) Divide the following fractions into pure, unequal and mixed fractions and write them accordingly.1 1/4, 5/4, 3 1/3, 10/5, 2/6Pure Unequal Mixed(d) Write in ascending order.1/6, 4/6, 3/6, 2/6(e) Calculate¼ + 2/4 =(f) Calculate15/20 - 5/20 =(g) Indicate the colored portions of the picture as decimals.(h) Write 1/2 as a decimal.(i) Write the following number according to its place valueTens ones point 1/10 1/10080.25V (a) Draw a straight line AB of 9.5cms length.(b) Match the following angles in A with their correct answers in B.A BObtuse angleAcute angleRight angle

TABULATION OF RESULTSName of school______________________________________________ Cluster________________Taluk_______________________________ District_________________________________________Date: _______________ Place: ____________________Signature of Head Teacher_________________________________No. of childrenenrolledNo. appeared forexamsS. No. who passed No. who failed

NoGradesBoy Girl Total Boy Girl Total Boy Girl Total Boy Girl Total

Enclosure 10

Budget Estimates

1 Program expenses

Estimated at Rs 30k per annum for 100 schools, this works out to Rs 300k.

2 Common Expenses

2.1 Sikshana level meets

A provision of Rs 150k is made to cover all Sikshana level meets involving the 100 schools.

2.2 Sikshana level events etc

A provision of Rs 150k is made to cover all Sikshana level events involving the 100 schools

2.3 Training Programs

The TQM training sessions to cover all the staff of the 100 schools are estimated to cost Rs 300k. In addition, an ad-hoc provision of Rs 200k has been made to meet the special needs of training of the teachers in areas not generally covered by the Department.

Monitoring Expenses

3.1 Program Director

3.1.1 Salaries

Estimated at Rs 50 k per month, this costs Rs 600k per annum

3.1.2 Transportation expenses

A car is leased in the City @ Rs 23k per month, costing Rs 280k.

3.2 Project Coordinator

3.2.1 Salaries

The salary for this person is estimated at Rs 30k per month, inclusive of all benefits. No travel expenses are involved.

3.3 Mentors

3.3.1 Salaries

Five mentors @ Rs 8 k per month cost Rs 500k.

3.3.2 Transportation expenses

We intend to fund procurement of a two wheeler on hire purchase to each of these mentors. At Rs 30 k per bike, the EMI works out to Rs 1000 per month. The cost of travel to schools is assessed at Rs 1000 per month.

3.4 Field Workers

3.4.1 Salaries

The salary of the staff under this category is estimated at Rs 3 k per month. The total cost for three workers thus amount to Rs 108k.

3.4.2 Transportation expenses

We intend to fund procurement of a two wheeler on hire purchase to each of these mentors. At Rs 30 k per bike, the EMI works out to Rs 1000 per month. The cost of travel to schools is assessed at Rs 1000 per month.

3.5 Volunteers

3.5.1 Transportation Expenses

A provision of a car has been made to meet the needs of the volunteers who visit the school regularly. This are leased on a monthly rate at about Rs 18.5 k per month, which is the going rate in Kanakapura for a 8hour/ 40 kms usage.

4. Scholarships

This has been assessed at the rate of three kids from a typical school of 150. The amount is Rs 150 per month. The disbursal starts one year after the commencement of the program on the schools.

Note: For all expenses which are subject to annual inflation, a provision of 10% escalation has been provided in the estimates for the second and third years of operation.

Summary of the Budgeted Expenses

(In Rs K)

Year 1 Year 2 Year 31 Program Expenses 2400 2400 24002.1 Sikshana Meets 150 150 1502.2 Sikshana Events 150 150 1502.3 Training Programs 300 300 3003.1.1 Program Director - Salaries 600 660 7203.1.2 Program Director - Transport 280 308 3363.2.1 Project Coordinator- Salaries 360 396 4323.3.1 Mentors- Salaries 500 550 6003.3.2 Mentor – Transport 120 132 1443.4.1 Field Workers- Salaries 108 119 1303.4.2 Field Workers- Transport 72 79 863.5.1 Volunteers- Transport 240 264 2884 Scholarships - 430 860

TOTAL 5280 5938 6596TOTAL in US$ 139K 156 174

Estimated Enrollment of Children 12500 13000 13500Cost per child in Rs 422 456 488