1. e-Patashale * Strengthening Rural Government Schools for Elementary Education * A proposal for 3-year Funding Extension to Asha Foundation CLT INDIA

2. Table of Contents About CLT e-Patashale The Backdrop: CLT e-Patashale in Government Schools Hub & Spoke Model Program process e-Patashale in spoke schools Scalability Present needs to scale the program Amount to be raised Sustainability

3. Who we are About CLT People Milestones Reach Beneficiaries At CLT, our approach to ‘Development’ is to: ~ Work with the conventional wisdom ~ Respect native intelligence ~ Observe regional practices ~ Blend in modern technology to make it more effective and efficient. It’s the Seamless Integration of ‘Tradition & Technology’ & ‘The Coming Together of the ‘Community and the Children’ that make CLT work. It’s the youth from the corporate sector mentoring a village child or working in a rural slum putting together a Rainwater Harvesting System with the CLT team that makes CLT’s vision come alive….

4. About CLT CLT, an Education & Developmental Alternatives Model, was founded in December 1997. It is a registered, non-profit, non-government organization. Vision: Combine the power of technology with conventional schooling to make education more effective & efficient. Mission : To build conducive, interactive and creative environments in education through community awareness, nutrition aids, and alternative educative means to support children’s education Objective :  Access to quality education for children in underserved communities  Capacity building of teachers in government schools  Strengthening of government schools with infrastructure support and best pedagogical practices

5. People Bhagya Rangachar, Founder and Managing Trustee- Bhagya lived in the U.S. and worked as a Software Professional. She also has an extensive background in the field of social service in the U.S., having worked for the Blind Association for many years both as a volunteer in the rehabilitation program as well as an Executive Director for the organization. She has also worked for the adult literacy programs in the U.S. She believes that each child that is set free with education, in turn, will set a chain of actions that frees many others. Aravind Sitaraman, Trustee - Has 18 years of experience in the high-tech industry. He has been working for Cisco System for the last 6 1/2 years. He has created numerous technologies and holds many patents. He was the Chairman of DSL Forum's Auto-configuration of DSL End Points and Co- Chairman of DSL Forum's Voice over DSL Forum. During his stay in the United States, Aravind started a policy-influencing body that had a membership of 5000 Indian-American professionals. One of his goals is to start a web-based newspaper those links intellectuals and the educated on issues that concern India. Harsha Murthy, Trustee - Harsha Murthy is currently Executive Vice President and Corporate Head- Strategic Planning and Business Development for King Pharmaceuticals, Inc. He currently serves and has served on a number of corporate and not-for-profit boards of directors, including those of Electrolux Corporation, Duke University Libraries, Battery Dance Company of New York, the Asian American Legal Defense and Education Fund, Circle Networks, and the National Asian Pacific American Legal Consortium. He has also lectured widely before business, government and professional groups and at colleges and universities, including Harvard, Princeton, Yale, the University of Richmond and Georgetown. Born in New Delhi, India, Mr. Murthy was raised in Ohio. He received a Bachelor’s degree from Duke University and a Juris Doctorate from Stanford Law School and completed additional course work at Harvard College and Oxford University. Saroj Gandhi, Trustee - Saroj Gandhi grew up in North India. She was working on her master's degree in English Literature when she got married and moved to the states as a World Bank spouse. She has given her time to various causes as a volunteer over the years. She is a student of Vedanta and that is a big part of her life now. She says she has been extremely blessed and wishes to share her good fortune in any way that she can. Jai Shree Poddar - “An ever present drive to "make things" to work with material substance during formative years led to my training as a Textile designer at the National Institute of Design, Ahmedabad. Designing fabrics for the hand weaving industry, led to my joining the organized industrial sector. I have been working as Design Director for the company "Himatsingka Seide". My area of work has been in development of fabrics using all manner of inspiration and techniques using technology of a highly advanced nature The villages of India, its peoples and living environment has always been a source of joy and inspiration for me and some initiatives have been taken in recent times for an involvement in the craft sector of India.” Gurushri Swamy - Dr. Gurushri Swamy is a development economist with more than twenty years of experience with the World Bank, Washington D.C., working on several countries in Africa and East Asia. Her work has covered many areas, including poverty, human development, gender and food security. She has also taught at George Washington University in Washington D.C. on development, and lectured at IIMB, NAIS and ISEC in Bangalore, and consults for donors and aid agencies. Kentaro Toyama - is Assistant Managing Director of Microsoft Research India, in Bangalore. He leads a group that conducts research to identify applications of computing technology in emerging markets and for international development. From 1997 to 2004, he was at Microsoft Research in Redmond, where he did research in multimedia and computer vision and worked to transfer new technology to Microsoft product groups. In 2002, he took personal leave from Microsoft to teach mathematics at Ashesi University, a private liberal arts college in Ghana. Kentaro graduated from Harvard with a bachelor’s degree in physics and from Yale with a Ph.D in Computer Science. Dr Krishna Challa - Dr. Krishna Challa is a graduate from an I.I.T., two Master's Degrees in Engineering and Operations Research, and a Master's and Ph.D. from M.I.T. (Sloan School of Management and Economics/Finance). After a brief tenure in the U.S. private sector, he grew in the World Bank to become the manager of a variety of Units and Divisions. His development at WB work covered some forty countries and focused on many disciplines and their inter-disciplinary links, including finance, capital markets, infrastructure, rural and social development including health and education, private- public partnership methods, decentralized development of countries and national and sub-national economic management. Volunteers The main strength behind CLT is the volunteers. There are several overlapping layers of volunteers that make it possible for the organization to function at an optimum level with minimum salaried staff. The essence of CLT’s activities is the inter-connectivity and involvement of these groups at various levels. Young Professionals: This is a group of young professionals (from the art, media and technology industries) who contribute time, resources and energy. They meet periodically in informal settings and come up with ideas and plans. Women: A wide and energetic network of women taking responsibility of running nutrition and health programs in various schools. Community: The main reason for the success of all CLT programs is the direct involvement of volunteers from the local community. CLT works with local community leaders, teachers, parents, housewives, and youth to enable continuous and effective functioning of the programs through the year.

6. Milestones 1997 - CLT is Registered with the 80 G Tax-exemption number. 1998 - Launched school Mid Day meal program in government schools 1998 - Partnership with Department of Education for CLT intervention program for the Government Schools 1999 - Adoption of rural schools 2000 - Setting up CLT Education Resource Centre – ‘ SRUJANA’ 2002 - Upon the recommendation of IT and Education Ministry and the Village Panchayat, CLT has been granted ¼ acre of land on lease for 30 years for the Community Learning Center. 2002 - Clearance from Reserve Bank of India to accept foreign funding (Foreign Currency Regulation Act FCRA No.) 2002 - Partnership with MIT Media-Lab, Boston Museum of Sciences and Intel for the Technology – Enabled Learning programs. 2003 - Launched Intel Computer Clubhouse at CLT Learning Center 2003 - Launched Community Outreach initiatives to empower women 2003 - CLT sets initiatives to popularize and set up units for Rain Water Harvesting in the villages 2004 - CLT joins hands with University of Agricultural Sciences to popularize Hands-on Environmental Sciences for Government schools. 2004 - CLT is recognized by Intel Foundation and CISCO Foundation as a credible NGO to partner with for their Corporate Social Responsibility Program. 2004 - CLT participates in International Conference on Hands-On Science "Access of Women to Science", Cologne, Germany. 2004 - Participated in a seminar for Media Lab Asia on Education with ICT Tools (Indian Institute of Sciences, Bombay) 2004 - 3 government school children from Jakkur attend Teen Summit in Boston, U.S.A 2005 - Set up Reads Scholarship College Fund 2005 - Launched e-Patashale program in 6 Government schools 2006 – Set up a school and Community Learning Center for the Tsunami affected village in Tamil Nadu & initiated Technology-aided Learning & community initiatives 2006 - Extension of e-Patashale model to 40 government schools 2006 - CLT Education Resource Center – Digitizing content for government schools 2006 - International Conference: Hands-On-Science and Education with ICT tools in Government Schools, Portugal. 2007 - e-Patashale Program Expansion

7. Reach - 2006 ProgramsBeneficiariesReach Education Education Resource Center & CLT e-Patashale Program Technology-Aided Learning/Teaching Sharing best pedagogical practices Teachers’ workshops Content development 30 Government Schools 200 teachers 6,000 kids

8. Why CLT? There is a need for alternative developmental models that score high on the sustainability quotient and are scaleable and replicable. CLT addresses the needs of the Child in a holistic manner. The very approach of CLT lends itself to impacting the child’s development from their immediate environment (family) to progressively their wider environs (community) including institutional settings (schools). With a focus on long-term sustainability, CLT does not believe in replacing the existing mainstream models but rather, endeavor to strengthen them with informed support systems and structures that would greatly enhance their efficiency and effectiveness - Adoption of Government Schools.

9. CLT LEARNING MODEL – The 2-Pronged Approach CONFIDENT LEARNERS EMERGENT COMMUNITY OF LEARNERS TEACHERS RESOURCE CENTER CHILDREN LEARNING CENTER - Technology-Enabled Learning - Self-Directed, Constructivist Approach - Integrated learning - Peer-to-peer & mentor-driven learning - Hands-on Science -Technology-Aided Teaching - Workshops on best pedagogical practices -Teacher’s Network – platform for knowledge sharing on e-learning - Content Repository – live recorded classes by model teachers & creation of relevant digital content in local languages EMPOWERED TEACHERS

10. e-Patashale * Strengthening Rural Government Schools for Elementary Education * A proposal for 3-year Funding Extension to Asha Foundation

11. The Backdrop: CLT e-Patashale in Government Schools CLT collaborates and seeks partnerships to build a network of individuals and institutions to take quality education to the door-step of Government Schools free of cost. What is e-Patashale? Integrating technology-aided teaching / learning into conventional school system. Intervention program aimed to enable teachers to be more effective Teachers’ participation in creation of content for the People’s Database, accessible to other government schools Empowerment of Teachers with augmented teaching skills. Making quality education accessible to children in Government Schools Key Process: MOU with the Department of Education Adoption of Government School Clusters - an Avg. of 30 schools in a cluster Used PCs converted as Teachers’ Tools Creation of locally relevant digitized content at CLT Resource Center Teachers’ training workshops Free access of content to teachers through centralized website & distribution of CDs Sharing and Learning through e-Patashale Teachers’ Network

12. Teachers’ Training Workshops Best Pedagogical Practices Integrating Technology in classroom teaching SPOKE Government Cluster Resource Center (GCRC) Distribution of Content On-site training for teachers Documentation Research Monitoring & Evaluation Sharing reports with the Dept of Education Content Creation Capturing best teaching practices Curricula based content methodologies Digitizing Content Recording Uploading to the People’s Database Digitizing the recordings into DVDs & CDs Teachers’ Network A platform for sharing Teaching & Learning experiences HUB CLT Education Resource Center GCRC acts as both – a Spoke & a secondary Hub CLT Resource people, Govt & Private School teachers participate in this process The Hub & Spoke Model Spoke Schools EMIS for Department of Education – North Zone

13. Program process Identification of cluster Adoption of schools Setting up technology & content database Teachers’ workshops at CLT On-site teachers’ training in schools for integration and mediation of technology-aided teaching Capacity building of teachers to contribute content to people’s database Capturing & digitizing best pedagogical practices from the government school teachers for teachers’ network Training student leaders in peer-mediation with technology-enabled learning, so they may facilitate classes during teacher-absenteeism

14. Scalability : e-Patashale in leaf schools CLT has used ICT tools very effectively at the main Learning Center at the Jakkur government school catering to 1000 children to strengthen their ongoing programs. CLT has scaled this program with 40 government village schools in partnership with the Department of Education, Karnataka and Nagapattinam Dist., Tamil Nadu. CLT is committed to scale the program to 100 schools by June 2007. Bangalore North Rural South 2 Clusters 60 schools 1 Cluster 35 schools 1 Cluster 20 schools Note: Cisco has pledged to donate 50 more PCs by April 2007. The Department of Education has pledged to spend Rs 1000/- for each PC for peripherals. Cisco volunteers have pledged their weekends (Saturdays) to work closely with the South Cluster Schools as part of their CSR initiative. This will enable CLT to scale the program in greater number of government schools with Asha’s support for additional staff.

15. Requirements to scale the Program to 100 schools Salary for resource persons for Content Creation (Currently 2 out of 6 are sponsored) Salary for resource persons for on-site visits and Teacher Training (Currently 2 out of 6 are sponsored) Salary for technical support for Recording & Digitizing (Currently 1 out of 2 are sponsored) Postage costs for mailing content every month to the Spoke schools (Sponsored) Experiment materials for Science classes (Partially Covered) Workshop expenses – No sponsorship Transport costs – No sponsorship Computers (Cisco has donated 100 PCs so far & more available upon request) Peripheral costs for keyboards/ mouse/ inverters / etc (Need Rs. 1,000 per PC: CLT has been raising it individually for each school) Printing costs - workshop fliers/ pamphlets/manuals – absorbed by CLT at the moment Stationery, CDs, Memory Keys & miscellany -absorbed by CLT at the moment We also require things in kind. E.g., Pentium series computers, printers, scanners, speakers, blank CDs, printer cartridges

16. Budget for 3 years RequirementAmount / Month Amount / Year Salary for 1 resource persons for Content Creation Rs 12000/-Rs 1,44,000/- $ 3,200 Salary for 3 resource persons for on- site visits and Teacher Training Rs 24,000/- 8,000/- per person Rs 2,88,000/- $ 6,400 Salary for 1 technical support for Recording & Digitizing Rs 12,000/-Rs 1,44,000/- $ 3,200 Total 48,000/-Rs 5,76,000/- $ 12,800 The blue color represents the funding amount requested from Asha. Grey represents additional funding to be raised from other sources. Estimated currency value : $1 = Rs 45 Amount / 3 Years Rs 4,32,000/- $ 9,600 Rs 8,64,000/- $ 19,200 Rs 4,32,000/- $ 9,600 Rs 17,28,000 $ 38,400

17. Budget for 3 years – Meeting with Bhagya (4/17/07) RequirementAmount / Month Amount / Year Salary for 1 resource persons for Content Creation (can remove that) Rs 12000/-Rs 1,44,000/- $ 3,200 Salary for 3 resource persons for on- site visits and Teacher Training (Can reduce to 2 people) Rs 24,000/- 8,000/- per person Rs 2,88,000/- $ 6,400 ($4,200) Salary for 1 technical support for Recording & Digitizing Rs 12,000/-Rs 1,44,000/- $ 3,200 Total 48,000/-Rs 5,76,000/- $ 12,800 The blue color represents the funding amount requested from Asha. Grey represents additional funding to be raised from other sources. Estimated currency value : $1 = Rs 45 Amount / 3 Years Rs 4,32,000/- $ 9,600 Rs 8,64,000/- $ 19,200 Rs 4,32,000/- $ 9,600 Rs 17,28,000 $ 38,400 Asha AZ: $4200+3200 or 6400 Microsoft is funding the recording and digitizing Volunteers are required for content creation

18. Sustainability The CLT model is to take the existing social structure and overlay a digital network to make it more effective & efficient, as opposed to creating a parallel system. CLT intervenes & works directly with the government school teachers & supplements their curricula-based teaching to enhance & strengthen their existing teaching & learning environment. Hence, this model enables CLT to have a good exit strategy, with the government school taking the ownership for the program.

19. CLT INDIA (Regd. as Children’s Lovecastles Trust) Jakkur Village Post, Bangalore –560 064 Email Id: info@cltinda.org Website: www.cltindia.orginfo@cltinda.orgwww.cltindia.org Ph: 080 - 65596702 / 28461949 / 98801 40887 ‘This world is mine and I am its future…!’ Thank you for your support!