TEACHFORINDIA

PHASE 3 STRATEGY

2017-2022
 CONTENT
PART 1 THE PHASES OF TEACH FOR INDIA 01
PART 2 THE PROCESS OF PHASE 3 04
PART 3 WHAT WE HOLD SACRED 09
PART 4 OUR 5 YEAR CHOICES 14
PART 5 PHASE 3: A SUMMARY 16
PART 6 2017-2022 - OUR NEXT 5 YEARS 24
TOGETHER
 PART 1

THE PHASES OF
TEACH FOR INDIA
 THE PHASES OF TEACH FOR INDIA

Teach For India began, eight years ago, as only an idea. It began as a belief,
moreover, that solving Indias educational crisis demanded more than a
compilation of old solutions. Reaching all children in India would demand
leadership, at every level.

In May of 2009, we welcomed our rst batch of 87 Fellows onto the stage of
Symbiosis in Pune, where they began their Institute journey. Overwhelmed
with emotion and anxiety, they held their newly-gifted Firkis, unsure of their
new designation, uncertain of what Teach For India would become. They
knew little about what would soon await them, when they stepped into 34
schools across Mumbai and Pune.

40000 38,000 350 330 1200 1100

35000 300 1000

30000
250
800
25000
200
20000 600
150
15000 400
100
10000
200
5000 2400 50 34 87

0 0 0
2009 2016 2009 2016 2009 2016
Children Schools Fellows

1000
200 190 1000 80

70 64
800
150 60

50
600

100 40

400 30

50 20
200
10
5 0 3
0 0 0

2009 2016 2009 2016 2009 2016

Staff Alumni Budget (in crores)

1
Seven years later, Teach For India has grown from 2400 children to 38,000,
from 34 schools to 330, from 87 Fellows to 1100, from 5 staff members to 190,
from no Alumni to 1000, from a budget of 3 crores to 64 crores. We have
trained 2451 Fellows over 13 Institutes, generated more than 700,00 followers
through social and print media, built a national focus on Indias educational
crisis through our inspirED conferences, and received starting support from
seven city governments.

Our past seven years have witnessed both successes and failures. Through
all of that, we have gained immense learnings from our most
transformational classrooms - showing us all whats required to put Indias
most disadvantaged children on a different life path. Of our 1000 Alumni,
60% of them are working full-time in the education sector, with an additional
8% studying education in graduate school. Within the educational arena and
beyond, our Aumni work across sectors with one compelling shared vision:
to provide an excellent education to all of Indias children.

Despite that progress, were aware that we still stand only a few small steps
down the long path to educational equity. Hundreds of millions of Indias
children are still in need of an excellent education.

In April of 2015, we began to ask ourselves what those steps should entail. In
Phase 1 (2009 - 2013), we built clear and undeniable momentum. In Phase 2
(2013 - 2017), we diligently focused on the depth of our impact. In Phase 3,
were asking ourselves a seemingly daunting question: How do we do as
much as we can for as many children as we can?

Today, nearly twelve months later, weve grown acutely aware that the
urgency and enormity of Indias educational crisis demand that we be
prepared for that question. On the one hand, we are propelled by the need to
infuse more leaders, with the skills and beliefs needed to effect
transformational change, into Indias vast educational system. Every
additional high-quality leader committed to educational equity is of critical
importance. On the other hand, we are cognizant that the the number of
Alumni next year will outgrow the number of Fellows. Given the sheer
magnitude of our vision - one day, all children in India will attain an excellent
education - we believe that we must focus on both: we must continue driving
depth and impact through our Fellowship, but we must also urgently
accelerate the impact and enormous potential of our Alumni. 2
 PART 2

THE PROCESS OF
PHASE 3

1
 THE PROCESS OF PHASE 3

In May of 2015, we formally launched a strategic planning exercise, rooted in

the principles of design thinking, to examine our current reality and dream
about our next ve years. The process began with a collective understanding
of our current reality (feel), progressed to the stage of collective dreaming
(imagine), then advanced to the creation of our strategic possibilities
(do) before nally culminating in the alignment and communication of
Phase 3 (share).

Under the guidance of our Phase 3 facilitators, Craig Johnson and Joseph
Cubas, and our external consultant Avi Patchava, we constituted a 50
member Planning Committee largely responsible for ideation, as well as a
Core Committee who would drive the Phase 3 process and work closely with
the Teach For India Board. We released a survey to our wider community of
Fellows, Staff and Alumni, held focus groups, and conducted interviews with
external stakeholders. We designed three retreats with our Planning
Committee, received continuous feedback from our Board, and met weekly
as a Core Team to push our collective thinking forward. Through the process,
we held Phase 3 sessions across all Teach For India cities to gather inputs
from Fellows, Alumni and Staff.

Phase 3 Teams Role in Phase 3

Teach For India Board
Core Committee
Planning Committee
Team Leads & Action Teams
Teach For Indias Leadership Team
Wider Teach For India Community
Continual guidance through board
meetings and a day-long retreat
An eight-member staff committee that
steered the Phase 3 planning process
A 50 member committee consisting of
students, Fellows, Alumni, Staff members
and external experts
A group of staff members who led specic
Phase 3 strategies
Continuous guidance through the Phase 3
process and a day long session
Engaged with the process through surveys,
focus groups, and individual meetings. 4
In August, we held a joint Board and Leadership Team Retreat that included
a variety of learning experiences, including an exploration of our current
reality and an analysis of our wider community inputs which was conducted
through survey results and focus groups. We revisited the essence of Teach
For India, examined the consistency of our Core Values, and even reafrmed
leadership development as being both integral and core to Teach For Indias
DNA.

Post the Retreat, our Core Team synthesized those inputs to form an initial
consortium of ideas, including an overarching intended impact statement:

By 2022, one million children will access an excellent education

Our rst Planning Committee Retreat further explored a set of pre-crafted Big
Goals - a series of ambitious and measurable milestones for Phase 3. The
50-member committee later began generating a list of initial Possibilities -
varying approaches to reach our outcomes - which ranged from partnerships
with graduate schools that could co-lead the Fellowship to even adapting the
Fellowship for key inuencers, such as government ofcials.

A set of four criteria were subsequently used to prioritize and choose from
the list of more than 55 proposed Possibilities.

Those criteria included:

1. Apply a Phase 2/ Phase 3 lter: We distinguished between modest

improvements of Phase II strategies and innovative or new ideas
endemic to Phase III.

2. Mutually Exclusive, Collectively Exhaustive: We used the MECE

framework to collate and prioritize the list of possibilities.

3. Impactful: We ultimately chose possibilities that were deemed most

effective in reaching our Big Goals.

4. Mission aligned/Non-negotiable: We chose possibilities that were

explicitly and most convincingly aligned to our mission

5
To support these possibilities, the Core Committee identied a list of
Enablers that would buttress the long-term health and infrastructure of the
organization -

Talent Partnership Learning

sourcing, developing, acquiring the resources capturing and sharing
and retaining staff we need knowledge

The months following included two subsequent Planning Committee

Retreats; multiple conversations with a wide range of stakeholders (i.e. staff
members, Board members, consultants, practitioners, Alumni, and Fellows);
weekly meetings between a core team steering the strategic planning
process; as well as stepbacks to gather inputs from various levels of Teach
For India staff.

Team members committed to drafting the strategic plan not only consulted
individual experts, but also conducted independent research to ensure
approaches were informed by best practices. Some of our biggest ndings
and inection points over the past nine months include the following:

SABER (Systems Approach For Better Education Results): The

adoption of a framework designed by the World Bank to better inform
the pathways and key levers we prioritize over the next ve years.
Five Possibilities: The development of ve unique possibilities -
prioritized from an initial list of more than 55 - researched and drafted
with accompanying operational plans guiding implementation through
2022.
Three Enablers: The design of three supporting enablers, intended to
buttress and support the long-term capacity of Teach For India.
Growth Model Pilots: The conception of competing avenues to explore
growth and scale.
Core Values: Inputs from our wider community on the DNA of Teach
For India, in an effort to better dene and simplify our core values.
Our initial research, which will culminate in a revised set of values, has
given us ve emerging themes:
6
 1 2 3
INNOVATION, SENSE of POSSIBILITY, TEAMWORK,
CREATIVITY, GRIT, COLLABORATION, HELPFUL,
ADAPTABILITY, HARDWORK, OPEN, CONNECTEDNESS,
EVER CHANGING COMMITMENT, APPROACHABILITY
PERSEVERANCE

4 5
LEARNING, REFLECTION,
BELIEF in POTENTIAL,
OPENNESS to FEEDBACK,
HOPE, PURPOSE DRIVEN,
ALL VOICES MATTER,
KID at CENTRE,
EXCELLENCE,
POTENTIAL, LIGHT
CONTINUOUS LEARNING

Themes emerging from our Core Values review

WHATS HAPPENED SO FAR?

September November January

Dened 4 Big Goals Imagined 50+ Developed and

for each stakeholder distinct possibilities stress-tested the 5
group Strategic Possibilities,
3 enablers and our
growth model
Researched and
Deduced concrete
narrowed down to a
End-Results from each
smaller set of
Big Goal.
possibilities

7
 PART 3

WHAT WE HOLD SACRED

 WHAT WE HOLD SACRED

As we move into Phase 3, there are some things that we will hold not just
constant, but sacred. These make up our unique organizational identity - one
that we wish to preserve as our journey progresses over the next ve years.
Notably absent from the list below are our core values. While our values, in
many ways, are perhaps most sacred to us, we are currently undergoing an
intensive review to arrive at a revised and simplied set of core values.

We believe the following ve components are sacred to Teach For India:

Vision and Mission

Vision: One day, all children will attain an excellent education

Mission: To create a movement of leaders who will eliminate educational

inequity in India.

On the one hand, we believe that all children deserve an excellent

education - realizing that vision means we must continue to revisit our
very denitions of education, particularly for the students we serve. On the
other hand, knowing that the gap widens dramatically for disadvantaged
children, we will strive to work directly with children from low
socio-economic backgrounds - we believe they need our work the most.

Taken together, the Vision and Mission form the bedrock on which our
entire organization is built; they are eternal and immutable - a north star
that will guide our actions for all time.

9
 Quality and Scale

Implicit in both our Vision and Mission is the ever-present tension

between quality and scale. We envision a world centered on all children -
which refers to the more than 320 million children across India, a
mind-boggling number to even fathom. At the same time, our vision is
rooted in the concept of an excellent education - a concept rooted in a very
high bar.

Similarly, our mission stipulates a movement of leaders which refers to an

inclusive collective of people from all backgrounds working across sectors.
And yet, we hope to make the teaching/education profession extremely
aspirational by recruiting Indias most promising talent to this sector for
which we need to maintain a high bar of selectivity for Fellows, a process
that is inherently exclusive.

While these ideals might seem paradoxical, we believe that India demands
that we always strive for both quality and scale.

Teaching and Leadership

Teach For Indias leadership philosophy is rooted in the belief that great
teachers are best positioned to impact student outcomes; our philosophy
further states that teaching in impoverished, under-resourced conditions
is, ultimately, an act of leadership. In the pursuit of battling systemic
inequities and ghting against all odds, our Fellows undergo a
transformational experience where deep leadership mindsets and skills
can be forged. These mindsets and skills (e.g. vision-setting; strategic
planning; stakeholder investment) are commensurate with the
competencies todays leaders need to succed. Thus, the fact that teachers
matter and the belief that teaching is leadership will continue to inform all
aspects of our program in the future, even if the nuances and specics of
our approach to Training and Development evolve.

10
 Academics and Values

While the National Curriculum Framework (2005) has articulated a broad

and holistic vision for education, todays schools are largely rooted in
academic success alone. As a result, educational success continues to be
equated with scores and percentiles on standardized entrance and board
examinations.

Teach For India strongly believes in a very different concept of education.

In alignment with the National Curriculum Framework, we believe that
education is not something that happens only in the four walls of an
institution called school but in every aspect of an individuals life.
Education is not just about achievement on tests and exams but a growing
understanding of the academic disciplines and how they connect with each
other. Education, moreover, is not just about academics but is also about
awareness - awareness of the world within - of our values and strengths
and passions and interests.

Short-term and Long-term Impact

Teach For Indias mission has been operationalized through a two-part

Theory of Change. In the short-term, Teach For India runs a Fellowship
program that recruitsw high-potential talent, as teachers, placed in Indias
low-income schools. Through the Fellowship, Teach For India provides the
training, support, and on-the-ground exposure to develop participants to
become great teachers and leaders. Fueled by the intensity of their
exprience, once they complete the Fellowship, Fellows begin their journey
as Alumni who are committed to solving Indias educational crisis. They
attain positions of leadership and inuence at all levels of the education
system, in the process building a larger movement for educational equity.

Teach For Indias unique value proposition lies precisely in this

two-pronged Theory of Change. While the emphasis on the short-term
versus the long-term might change over time, the fundamental
two-pronged nature of our Theory of Change will remain constant. In other
words, we will always run a version of the Fellowship program in the

11
short-term that recruits individuals with leadership potential and facilitates
a powerful grassroots experience where they grow as leaders, while also
supporting them in their life-long journey towards achieving our vision in
the long-term.

12
 PART 4

OUR 5 YEAR CHOICES

1
 THE FOUR CHOICES TILL 2022

As we think about the next 5 years, we are both cognizant of Indias daunting
need yet equally aware of the limitations underlying our resources and
capabilities. We have therefore made certain overarching choices for Phase
3. These choices are born from our current understanding of what will most
impact our children, Fellows and Alumni.

Geographic
We will grow from seven cities, to nine regions
that expand the geographic boundaries of
where we work. In addition to having a presence
in the North, South and West of India, we will
add two sites in the East. We believe that the
additions will give us a presence across each
major region of India.
Language
We will continue to place predominantly in
English medium schools, but will expand our
reach to semi-English and vernacular schools as
well. Where we place Fellows in English
medium, we will work to ensure that our
children have strong second language
instruction in their mother tongue. Where we
place Fellows in vernacular medium, we will
work to ensure that our children have strong
second language instruction in English. Our
belief continues to be that while children require
prociency in their mother tongue, English is an
important skill that will increase their chances
of employability and their ability to access
information in a global, interconnected world.

Fellow Selection Bar Fellow Placement Model

As we grow, we will uphold and improve our
selection model to better align with our Alumni
vision. On the one hand, regardless of scale, we
must never lower our bar or our selection
criteria. Lessons from the past seven years have
shown us that our most transformational
teachers and leaders do indeed share a
common set of competencies. On the other
hand, we will continue to improve our selection
criteria so that our Fellows are better prepared
to lead on day one.
To increase the impact we have on our
childrens learning, we will try to place Fellows
in a relay, staying with our children from
primary school through graduation. We will also
nd ways to expand learning time, trying to nd
six hours a day of active learning time with our
children, even where the school does not give
that to us.

14
 PART 5

THE PHASE 3 STRATEGY

- A SUMMARY -

1
 THE PHASE 3 STRATEGY - A SUMMARY

Our Phase III Strategy, found below, can be best explained through ve
essential components:

To redefine and demonstrate an excellent education at scale

Where What Who Why

Student Leaders, Fellows Leaders, Alumni Leaders, Staff Leaders

Collective action in key education system change levers

7 Teach For India regions, 2 New regions and 10% beyond

Fellowship possibilities: The 6000 Leaders, The Maya Movement
Alumni possibilities: Talent Incubator, Leadership Accelerator, Learning Circle
Growth Model: TFIx
How

Enablers: Talent, Partnership, Learning

Core Values

Phase 3 attempts to alter the denition of education in India today, moving it

from being an examination-driven system that prepares children for the
workforce, to a holistic education that places them on a path of maximizing
potential and contributing to society. In that pursuit, the purpose of Phase 3
is rooted in redening the relationships between poverty and destiny for
Indias disadvantaged children. It is rooted in simultaneously ensuring that
low-income students, given the right inputs, can identify and fulll their
highest potential - a vision that is independent of caste, income, or
background.

We believe those relationships and denitions are only altered when impact
happens, at scale. Phase 3 is therefore rooted in the dual pursuit of depth and

16
breadth. On the one hand, were aiming to continuously rene our practice
and deepen our program; on the other, we intended to expand and accelerate
our impact.

Why one million? We believe that the enormity of India's educational crisis
demands thinking that is both bold and ambitious. It is in the pursuit of
accelerating our impact, therefore, that our goal of one million was born. The
'one-million goal,' achieved through our Fellows, Alums, and Partners
together, forces our community to begin thinking about the scale and
complexity of India's educational crisis.

It is our belief that holding this aspirational goal post will enable us to
redene and demonstrate collective action towards an excellent education at
scale.

WHAT

Providing access to an excellent education for one million children is a

daunting task; its one, moreover, that we cannot achieve alone. Three beliefs
have converged to form our approach in Phase 3:

1. A lack of concerted collective action is stymieing progress within

Indias education system - despite the more than two million social
sector organizations working in India, our impact children remains
fragmented and incremental.
2. Practitioners working within education lack a shared vision of what
children need and a shared understanding of whats required to solve
it.
3. The diversity of India presents unique challenges pertaining to
contextualization. While key areas of educational solutions are indeed
standardized, much of it must be contextualized depending on the
contexts.

Our approach, therefore, consists of the following:

I. Collective - We will prioritize collaboration and connections between

the work of our Alumni and partners.

17
 II. Regional - We will tailor our solutions to the diversity of Indias
children, ensuring that interventions are regional instead of one
standardized national approach.
III. Schools - We will center strategic solutions around a common unit
of change - the school - and accordingly prioritize the development of
a shared vision around children within the school.
IV. Systemic - We will root strategy in a well-researched body of ten key
levers to effect educational change.

To guide our strategic shifts, our initial research has helped us prioritize a list
11 key levers for systemic change in education - early Childhood
of ten
Development, Teaching and Teacher Development, School Leadership and
Community Engagement, Curriculum and Assessment, Technology in
Education, School Finance and Resources, Education Policy and
Management Systems, Student Health and Nutrition, Private Sector
Engagement and Tertiary Education,and Equity and Workforce
Workforce Development.
Development.

School Leadership Teaching &

Equity & Community Teacher
Engagement Development

Tertiary Education Curriculum &

Technology
& Workforce Development Student
in Education
Assessment

Early Childhood School Finance

& Development & Resources

Student Health Education Private Sector

& Nutrition Management Engagement
Information Systems

**adapted from the SABER framework 18

WHERE

Our learnings from the past seven years have been insightful on the diversity
and complexity of India: our impact has undoubtedly been greatest when our
strategy has been tailored to the contexts and voices of the regions and
communities we serve.

The heart of strategy in Phase III is rooted in regionalization, a marked shift

from our past seven years of thinking. As Teach For India, and our
surrounding communities, grows to scale, we will ensure that our operations
remain connected to meet local needs. On the one hand, well therefore
ensure our cities are drafting local theories of change, shared visions, and
landscape analyses. Nationally, on the other hand, well begin to identify
system-wide challenges and trends that could be addressed collectively.

We will continue to operate within our current seven cities (Mumbai, Pune,
Delhi, Ahmedabad, Bangalore, Chennai and Hyderabad), but will begin
redening the boundaries to include surrounding semi-rural areas. The newly
envisioned sites will therefore now be called regions.

Using our placement criteria - including need, potential funding, government

openness, and Fellow/Staff availability - we will simultaneously shortlist two
additional regions in East India - a part of the country where our direct
presence is absent. Together, we will therefore operate within nine regions
that span North, South, West and East India.

While we will continue to focus 90% of our efforts in urban-based, English

medium schools, we will also begin placing Fellows in three new settings:

1. semi-rural/rural settings
2. vernacular medium schools
3. schools that lie outside of our nine regions.

While our Alumni will naturally be working in areas across India, we will
similarly focus 90% of our direct Alumni support on leaders within our
regions and working within one of our ten prioritized puzzle pieces. 10% of
our support will be on Alumni identied as having a high potential for impact
beyond our regions; these projects will simultaneously serve as learnings for
Phase Four.
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HOW
The nine-month planning exercise that encapsulated our preparation for
Phase 3 has largely reinforced a foundational pillar of our approach -
leadership development. Over the next ve years, we will shift and widen our
approach to include four types of leaders working together - Students,
Fellows, Alumni, and Staff - but we will continue honing our abilities to
develop and grow these four bodies.

Furthermore, in Phase 3, we will focus our efforts on ve strategic

possibilities best positioned to drive systemic change towards our 2022
vision, thus ensuring that one million children will access an excellent
education.
POSSIBILITIES

THE 6000 LEADERS

Why: The complexity and scale of Indias educational crisis demands leadership.
Every high-quality leader committed to educational equity is of critical importance.

What: Recruit, select, and develop 6000 Fellow & Alumni Leaders who, in the short
term, transform the lives of their students and, in the long term, become lifelong
advocates for educational equity.

How: We will simultaneously focus on depth and scale. By 2022, we will double the
size of our Fellowship. We will also make dramatic investments in our abilities to
better recruit, select, and develop Fellows that are committed to leading
transformational change in both the short and long term.

THE MAYA MOVEMENT

Why: Our students have enormous potential and, ultimately, are integral to the
future of this movement to eliminate educational equity.

What: Develop and cultivate 10,000 Student Leaders who not only act as proof
points of what's possible, but also help other children access an excellent
education.

How: Through a combination of teachers, tools, platforms, and communities, we

cultivate and develop interested students into becoming Maya Student Leaders
who solve local, community-based issues and problems, while also working to help
others attain an excellent education.

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 THE TALENT INCUBATOR
Why: Alumni within ventures and key prioritized puzzle pieces currently face a
daunting litany of entry barriers that prevent both impact and career interest.

What: Support Alumni to enter key roles or launch new organizations within
prioritized puzzle pieces, particularly where barriers to entry are high but the
potential for impact is large.

How: Regional teams identify promising Alumni committed to prioritized puzzle

pieces and, subsequently, design personalized programs to support and cultivate
skill and readiness.

THE LEADERSHIP ACCELERATOR

Why: Many Alumni currently lack the ecosystems of support needed to further their
development and enable greater impact within their roles.

What: Accelerate the leadership development of select Alumni working in

prioritized puzzle pieces and enable them to gain mastery in their roles.

How: Together with partners, design and implement leadership development and
skill-building programs tailored to Alumni working within prioritized pathways.

THE LEARNING CIRCLE

Why: Building a movement committed to educational equity demands that we
foster strong and sustainable communities between Alumni.

What: Empower Alumni to create collaborative spaces, both virtual and in-person,
to foster a culture of shared inspiration, support, and learning throughout the
Alumni network.

How: Regional Teams, through community-organizing best practices, develop

spaces for Alumni to self-organize around shared objectives, interest areas,
identities and beliefs, both virtually and in-person.

Fueling the internal capacity to drive these strategic shifts, we have

prioritized three key enablers to undergird our organizational health: Talent,
Partnership, and Learning.

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ENABLERS

TALENT PARTNERSHIP LEARNING

The Talent Enabler will source
exceptional staff, accelerate their
development, and create a culture
where they learn, contribute and
feel supported.
The Partnership Enabler will The Learning Enabler will capture
mobilize partners to generate the and amplify Teach For Indias
nancial and non-nancial learning internally and beyond
resources needed to fuel Phase 3. Teach For India.

In preparation for Phase 3, we will spend 2016-17 focusing on two key

priorities - operational planning and pilot implementation. We will also
rene our set of Core Values and begin embedding them into our daily
practices and organizational customs.

22
 PART 6

2017-2022
OUR NEXT 5 YEARS TOGETHER

1
 2017-2022
OUR NEXT 5 YEARS TOGETHER
We believe that our ve year vision - ensuring that one million children attain
an excellent education - will necessitate a multidimensional approach that
spans boundaries. On the one hand, we must deepen and expand our
understanding of an excellent education. On the other hand, we must
urgently develop thousands of proof points, while working collectively across
our regions to address a set of key levers that are best positioned to elicit
systemic change.

While the table below attempts to illustrate this vision, we intend to remain
both exible and nimble. Driven by the belief that opportunities will arise and
landscapes will change, we must always ensure we never sacrice our
commitment to our vision and mission.

On the Path: One Million Children will Access An Excellent Education

2017 2018 2019 2020 2021 2022

Fellowship Total Fellows

1223 1349 1690 1952 2224 2400
Growth

Total Alumni
2079 2667 3352 4188 5109 6190

Total Student
Maya leaders 400 1200 2800 5900 12300 12300

Total children
our Student NA 4000 14000 33000 70000 1,50,000
Leaders
Impact
Number of 25 75 150 150 200 225
Incubator Alumni
covered
Number of
25 75 150 150 200 225
Accelerator Alumni
covered
24
 2017 2018 2019 2020 2021 2022

Number of
Circle Alumni 600 1200 1800 2000 2500 3000
covered
Number of NA 6 16 31 31 31
TFIx entrepreneurs

Total
leaders Student 1800 6600 14100 22800
impacted
1223 1349 1690 1952 2224 2400
Fellow

650 1350 2100 2300 2960 3670

Alumni

253 299 354 405 467 497

Staff

Total children in our 36690 40470 50700 58560 66720 72000

direct care

Total children in our

261201 335076 421138 526171 641884 777698
Alumnis direct care

*this is illustrative

25
We will close Phase 3 having:

Impacted Fought for Demonstrated

one million Educational that Collection
children Equity Action works

Strengthened Catalyzed Piloted an

our denition 10,000 innovative
of an student growth
Excellent leaders model - TFIx
Education

Supported
Launched Alumni Accelerated
Alumni startups in the impact of
circles across prioritized our Alumni
the country puzzle pieces

Infused
signicant Developed
partnerships Captured and
talent into the
to raise the shared our
Education and
resources we learning
Development
Sector require

Attracted, Inuenced
developed and Held our
government
retained Core Values
& other
exceptional close to our
key stake
people heart
holders

26