“This is a scientific, academically sound,

research-based programme. Concepts are

grounded with every activity.”
~ Dr.T. Padmini

Nagu Nagutha Ganitha

A Remedial Math Programme in Government Primary Schools in Bangalore

1
Published by:
Akshara Foundation Resource Centre
No.633/634, 4th ‘C’ Main,
6th ‘B’ Cross, OMBR Layout,
Banaswadi, Bangalore - 560043
Phone: + 91 80 25429726/27/28
www.aksharafoundation.org
A Programme Report

Nagu Nagutha Ganitha

A Remedial Math Programme in Government Primary Schools
in Bangalore 2007 - 2008

Table of Contents

The Context 2
The Methodology 4
Implementing The Programme 8
Assessment And Evaluation 15
Feedback From Government Officials 18
Challenges Of The Programme 21
Results 22

1
the context
What is Mathematics?
Mathematics is problem-solving. It is about questioning and
investigating and exploring.
Mathematics is communicating effectively. Using numbers,
symbols and words.
Mathematics is the ability to reason. To see the differences and
similarities which exist between objects.
“Mathematics is not isolated skills and procedures.”

“Mathematics is everywhere, and most of what we see is a

combination of different concepts. A lot of mathematics relates
to other subjects like science, art and music.1”

For children, mathematics is an integral component of living

and learning. It relates to things they do in the real world every
day. It helps them count change at the vegetable shop or add up
numbers on their mark sheet; it helps them read time from the
dial of a clock or keep track of cricket scores. It helps them with
the pluses and the minuses, what has been earned and what has
been lost.

Mathematics is all about finding correct solutions to problems.

Accuracy is key. It cannot be one more or one less. For,
mathematics is never known to go wrong.

The Need for a Remedial Mathematics Programme

Studies and assessments like ASER2 and KSQAO3 conducted
in schools reveal that there is a definite gap between school
textbook content and the actual learning that happens in the
classroom. A lot of teachers say that children find mathematics
one of the most difficult subjects to learn. Children say that it
is uninteresting and tough to understand. Learning outcomes
are poor. Std. IV and Std. V children still struggle with basic
mathematical operations. Hence, there is a definite need for
intervention.

Our objective at Akshara Foundation was to identify a remedial

programme, or a model, which would help children learn basic
mathematical concepts quickly and effectively. We needed a
curriculum that was complete and we needed to implement it
with maximum effect within a stipulated time frame, so that
children could catch up quickly.

1
NCTM, National Council of Teachers of Mathematics.
2
Annual Status of Education Report.
3
Karnataka School Quality Assessment Organisation.

2
A Complete Programme
Many factors determined our choice of a model. It had
to be a programme that would bridge the gap between
learning and understanding. It had to be in line with
school content and it had to be simple enough for easy
delivery of instruction to children.

Extensive research into available material clarified

our needs and objectives and led us to identifying
Nagu Nagutha Ganitha or “Joyful Mathematics” as our
remedial mathematics programme.

Nagu Nagutha Ganitha (NNG)

– A New Way
NNG is a basic mathematics programme for children in
lower primary classes. The methodology was researched,
developed and designed by Dr. T. Padmini, Emeritus
Professor of Education, University of Mysore.

The programme was succesfully tried and tested in

government primary schools in Mysore by volunteers of
Pratham Mysore. In 2005-2006, it was launched as an
arithmetic skill programme in 15 schools and in 2006-2007
it was implemented in 36 schools.

NNG was devised as a sixty-session module. The

programme is designed for Std. II to Std. V, but can also
be a supplementary programme for Std. I. The model
is open-ended, allowing freedom for imagination and
creativity. The child studies at his or her own pace and
there is sufficient room for learning hands-on with the
given material, through games, puzzles and activities.

NNG is an activity based method, which does not

in any way deviate from the syllabus prescribed for “That is what learning is.
the class. Concepts are taught using concrete tools You suddenly understand something
like the counting board and number grids, focusing you’ve understood all your life, but
on children and helping them see, do, learn, and
hence, comprehend mathematics. It signals a shift in a new way.”
from convention and encourages the child to explore
different ways to arrive at a solution. Thus, learning ~ Doris Lessing
and progress inevitably happen.

NNG started with the aim that every child would discover
mathematics in a new way. A subject no longer difficult
or scary, but fun to learn. Mathematics was taught by
playing games, by skipping, jumping and singing……

3
the methodology
The Concept
Dr. Padmini talks about the concept and methodology.
“NNG is a mathematics programme for building number concepts among lower primary school children. The
approach is based on sequential thinking strategies – Concrete, Representational and Abstract levels, in
that order. The programme covers a wide range of mathematical concepts and operations focusing on both
Quantitative Literacy and Quantitative Thinking.”
Thinking Strategies
• Thinking strategies can be taught for developing
arithmetic skills.
• Strategic instruction becomes a valuable ‘tool of the
mind’ promoting mental arithmetic.
• Thinking strategies allow ‘divergent thinking,’ that is,
finding different ways to solve a single problem, and
reduce rote learning.
• Thinking strategies allow ‘individual progression’ with
respect to pace of learning among differently-able
dchildren.
The Basic Plan
NNG is organized as a twelve-week programme, five days a
week, ninety minutes a day, with a series of mathematical
activities, tasks and games through which experiences are
provided for all the three modes of thinking. Planned sessions
in groups of 10 to 15 children provide for activity-oriented
learning with a team spirit.
For Concrete Experiences
The Padmini Counting Board (PCB) provides learning through
counting beads up to five-digit numeracy skills.
For Representational Experiences
A variety of Number Grids provides identification of number
gradation, number patterns etc. A Number Grid used as an
aid or a reference card to perform different arithmetical
tasks helps children to develop representational thinking
by absorbing into visual memory the number patterns made
available in the grid.
4
For Abstract Thinking Experiences
The aural testing method for mental math reduces the burden
of reading sums. Group aural testing for 5 to 10 minutes in
each NNG session not only ensures mental math skill but also
triggers children’s interest in solving problems faster, with a
competitive spirit in the group.
Principles
• Emphasise ‘reversible thinking’ at every stage through
‘counting on’ and ‘counting back’ the numerals in all
the three modes of thinking.
• Adopt strategy. ‘Reach ten or multiples of ten,’ in
both forward and backward counting to solve different
arithmetic tasks, first with counting beads and later
with the aid of the Number Grid and finally without any
external aid, thus enabling the child to carry out Mental
Mathematics.
• Integrate the four basic operations of arithmetic .
addition, subtraction, multiplication and division, as
inverse operational strategies without isolating them, as
is usually considered in textbooks. For example, 4+3=7;
7-3=4 are learnt together as inverse operations.
• Involve children in Quantitative Reasoning activities
with ‘hands on’ experiences for concepts of money,
time, measurement and shapes.
NNG provides everyday experiences for all the three modes
of thinking for selected concepts and operations through a
variety of activities, and children emerge competent and
confident in mathematical skills. Learning mathematics
is a joyful experience for every child through NNG, if its
approach, plan and principles are adopted carefully and with
concerted effort.
Flow Chart – Explaining Methodology

NNG
PRE - TEST (A 60 session package) POST -TEST

THINKING STRATEGIES

Concrete Thinking Representational Thinking Abstract Thinking

CT RT AT

Padimini Counting Board

PRINT MATERIAL MENTAL MATH
(PCB)

Different shaped Number Chart, Chips, Symbols, Games, Puzzles and

bead counting Number Grids, Flash cards, etc. Problem Solving Activities

“This is a concrete programme. It can
be touched. You are putting capacity
into children in a way that is indelible.”
~ Shabana Akhtar, teacher, them questions and children were usually ready with
Government Urdu Higher There was optimism about mathematics on children’s
Primary School, Hegde Nagar,
Bangalore
A Unique Model
NNG keeps theory to the bare minimum. It employs
a tactile strategy which allows children to experience
mathematics. The curriculum has vibrant stimuli that
nudge children’s minds into thinking and encourage
learning responses.
This was evident in primary schools where teachers said
children were energized to learn mathematics. They
looked on the kit and the novel method of learning
as a kind of adventure, teachers said. Teachers asked
the answers, which they shouted out with enthusiasm.
faces.
Reasoning, the mind’s logical progression, problem-
solving, cognitive development – these cornerstones
of mathematical operations were anchored. Every
thinking skill was backed by material that explained
it. Concepts and operations were simplified through
activities. NNG was a fun-filled way of learning.

5
A Creative Kit
The PCB is tradition reinvented, fashioned out of the
age-old pallanguzhi played in South India with counters
of tamarind seeds, cowrie shells or small stones.
Pallanguzhi is a home-grown variant of mancala, a
family of board games played predominantly in Asia
and Africa. Said to have originated in Ethiopia nearly
1,300 years ago, anthropologists call it a universal game
of pure intellectual and mathematical skill. In India,
pallanguzhi traditionally has two players engaged in
keen, quick-witted rivalry. Anyone above the age of five
can play it.

The idea of the pallanguzhi came to Dr. Padmini during

her work with children with visual impairment in
Mysore.

The PCB has counting strips, counting chips, number

chips and symbol chips. Each counting strip has 5
cases (cups) in it. Counting strips can be arranged in Components of the math kit
different ways - in rows or columns, to make suitable
number lines. Counting chips are put one by one into
the counting strip cases while counting numbers. These
counting chips represent the place value of units, tens,
hundreds, thousands and ten thousands. The plastic
counting chip for each place value has been designed
in a different colour and shape to impress the concept
• For tens, it is a circle, like a zero.
on children’s minds. Number chips are used to name the
numbers, and symbol chips to introduce basic arithmetic • Hundred, because it is a three-digit number, is a
operations. triangular chip, its three sides instilling understanding
in children.
• Thousand is a four-digit number represented by a
four-sided square.
• Ten thousand, a five-digit number, is typified by a
pentagon, a five-sided image.

The PCB’s main principle is count and learn.

• It provides ample opportunity for different kinds of
arrangements to teach number concepts from 0 to
99,999.
• Using this, children learn counting and number skills
without writing.
• They learn arithmetic operations orally, fostering
mental mathematics.

Padmini Counting Board (PCB)

6
NNG uses Number Grids which are a little bigger than
the size of postcards. Each card is bright, with an
attractive finish and numbers are marked horizontally.
They have number chips for the identification of
numbers.
• Number Grids identify number gradations and
number patterns.
• They are aids or reference cards to perform
different arithmetical tasks.
• They help children develop representational
thinking.
One each of the Number Grids is given to children.
Together, a workbook and the grids make a complete
package. Each supports the other and they are a
mandatory combination when NNG is taken in class.
“Once I got to know about NNG I felt
instantaneously that it’s going to be the
best way possible to teach children the
basics of mathematics. It is going to make
an impression on the child least interested
in mathematics. No child will ever after
forget his or her number work. This is
learning that will last a lifetime.”
~ Tabassum Sultana,
Cluster Resource Person, S4 Block,
Bangalore

The kit also has the following:

• Flash cards for basic functions and to play quizzes and
games to solve the mathematical problems of daily life
situations.
• For demonstration are a measuring tape and a specially
designed clock with rotating needles, with the 60
minutes of the hour clearly marked.
• Look-alike currency notes and coins give children an
idea of money and how to deal with it – count, calculate
and manage the change.

• A set of cutouts of triangles, squares and rectangles of

different sizes is provided for shape identification and
square construction.

Together, they involve children in Quantitative Reasoning

activities, helping them feel, touch, understand and experience
the concepts of money, time, measurement and shapes.

The programme’s kit has the entire spectrum of mathematical

activity, capturing everything that needs to be taught in the
subject for the age and level children are at. It is a practical
pathfinder in mathematics. The kit promotes suppleness of
the mind and agile, on-the-spot thinking, its final aim the
mathematical development of children.

7
implementing the programme
The KaRnataka Learning Partnership
“Performance in the field of education is one of the most disappointing aspects of India’s developmental strategy. Out
of approximately 200 million children in the age group 6-14 years, only 120 million are in schools and net attendance in
the primary level is only 66% of enrolment. This is completely unacceptable and the Tenth Plan should aim at a radical
transformation in this situation. Education for all must be one of the primary objectives of the Tenth Plan.4”

Background
In Karnataka, nearly 98% of children are enrolled in schools; yet
only 47.2% graduate from primary school5. According to the ASER
survey, approximately a third of rural Indian children in Std. IV and
Std. V can do a long division problem. Only a third can do a basic
two-digit subtraction problem6.

This performance or the lack of it has been a serious concern

within the Karnataka State Government and civil society. The
learning performance of children in government schools needed
to improve and it was against this background that Akshara
Foundation and the Karnataka State Education Department
started a dialogue on what corrective actions could and should
be taken.

Setting up the Karnataka Learning Partnership

In April 2006, Akshara Foundation and the Government of
Karnataka signed a Memorandum of Understanding and the
Karnataka Learning Partnership was formed. The objective of
this public-private partnership was to work jointly to improve
learning outcomes among primary school children in Karnataka.
The first initiative was the city wide reading programme that was
implemented in all government primary schools in Bangalore. A
similar programme to boost children’s mathematical skills was
conducted in 834 schools in the city.

The responsibilities of Akshara Foundation The main responsibilities of the Government

were:
• Develop and produce the Teaching Learning
Material (TLM) for the programmes in consultation
with DSERT. • Monitor implementation through CRPs and BEOs.
• Do capacity building and train teachers, CRPs and
BEOs.
• Create the technology backbone for the programme
for data capture, analysis and display.
• Monitor the programme and track assessments.
through the Education Department were :
• Provide the teachers for the implementation of the
programme.
• Engage as a partner to initiate change in the existing
government school system.
• Conduct an independent evaluation and validate the
programme through the District Institute of Education
and Training (DIET).

4
Tenth Five Year Plan ( 2002-2007) Volume 1 – Dimension and Strategies, Planning Commission, GOI, New Delhi, 2002.
5
Selected Educational Statistics, MHRD, GOI, New Delhi.
6
Annual Status of Education Report, (Mumbai: Pratham Resource Centre, 2007), 44.
8
Once the agreement was inked, teams that included Education Department officials, school teachers and personnel from
Akshara Foundation set to work to complete the task of getting Bangalore’s children to read and learn mathematics within
a time frame.
The Karnataka Learning Partnership was supported by Sarva Shiksha Abhiyan (SSA), which sponsors (1) innovative methods of
teaching and (2) remedial methods of teaching.
This public-private collaboration, which is the driving force of the Karnataka Learning Partnership, has become a joint
venture in the truest sense.

Training Teachers
NNG started in June 2007 with a two-day training session for 2400
government school teachers across five Educational Blocks in
Bangalore South District. They were trained in 44 training centres
by 130 Master Resource Persons (MRPs).

Teachers were trained in the methodology using the kit, and by the
end of the training they were a happy lot, thoroughly impressed
by the kit and its many components.

“This programme is solid. Children will

Starting With a Pilot grasp numbers with smiles on their
faces. There are things that facilitate
The idea of NNG had to be piloted to test its effectiveness and daily life in this kit. You know, children
acceptance. Akshara Foundation held a 30-day pilot in a few
selected schools in two Educational Blocks in Bangalore, N1 and will come to school if schools offer
S4. Government school teachers implemented the pilot. them something of interest. We will
definitely do whatever it takes to make
There was a principle behind the pilot and many factors it sought
to establish. this programme a success.”
• Would the methodology find acceptance in government ~ Asma Parveen, MRP,
schools?
Government Urdu Higher
• The kit had to be tested for wider dissemination.
• Teachers had been trained by Akshara Foundation, but were
Primary School,Vijnapura,
they geared for the programme, for its actual implementation Bangalore
on a larger scale?
• What was the feedback from teachers?
• What were the issues that the programme would face while
scaling up?
• Would children like the programme? What would their learning
responses be?
• Was the programme easy to implement?

Results and Outcomes

The pre-test and post-test results
Assessments were conducted in 3 main competencies:
• Numeration – includes number concepts and place value
• Four operations – addition, subtraction, multiplication and
division
• Mental math – to be able to mentally comprehend and write
the answer.

9
 NNG Pilot Numbers
A 30-day pilot held at select schools in January 2007.

No. of centres and No. of Children /

Location No. of schools Total No.of children
teachers centres
Bangalore 14 16 20 320

Pilot Results
Competencies

Pre-test
Post-test

Numeration Four operations Mental math

Location Competencies
Number Concepts Increase In % Four Operations Increase in % Mental Math Increase in %

Pre-test Post-test Post-test Pre-test Post-test Pre-test Post-test

Bangalore 38 72 34 18 58 40 27 84 57

10
Conclusion
Children said they liked
Based on the results of the pilot, we arrived at the
addition and subtraction
following conclusions:
with the Number Grids,
1. Activity based learning increases progress, since it helps and all the other functions
children understand and comprehend mathematics.
they could learn from
2. Importance has to be given to mental math, since it is used them. They liked the idea
in real life situations. of their teachers teaching
3. An environment where teachers and students learn together them this new way using
as a group increases the comfort level of children and math the mathematics kit.
is no longer seen as a scary or difficult subject.

4. Once the child comprehends math, concepts get grounded

better.

5. Repeated practice through a variety of methods using grids,

workbooks and puzzles/games reinforces concepts better.

The pilot yielded affirmative answers and positive reinforcement

of the belief that NNG was a programme that would have the
desired results in schools.

A good beginning had been made and Akshara Foundation, in

partnership with the government, launched NNG as a larger
pilot in the academic year 2007-’08 in 834 government primary
schools across Bangalore.

“This is a very nice programme. Ten days into the programme and
children have already improved. We help them do their workbooks.
But they eventually do the sums there individually, on their own.
Children are happy with this programme, and yet they clamour for
more. ‘Give us more. We want to do more of NNG,’ they say.”
~K. Rajanna, teacher,
S. Janardhan Government Higher Primary
School, Guruppanpalya,
Bangalore

11
Enrolment into NNG
Teachers identified the children who needed the remedial support of NNG in their classes. Selection was left
to teachers, since they knew their children best. They knew their children’s strengths and weaknesses and this
determined the selection process.

• Teachers enrolled 35,768 children in Bangalore into the programme.

Enrolment
Total Total Present
Enrolled for Both Tests
Block Enrolment by Standard
Anekal 8,607 6,137
South 1 8,059 5,562
South 2 3,812 3,538
South 3 6,862 5,339
South 4 8,428 6,266
Std.
II 9,485 6,881
III 9,302 7,068
IV 8,703 6,678
V 8,278 6,215
Total 35,768 26,842

Enrolment by Medium
Enrolment by Gender Enrolment by Block
of Instruction

NNG – The Process

Children from Std.II and III formed level one, and children from Std. IV and V comprised of level
two. NNG began with the foundation of number concepts and progressed gradually, covering the
four basic operations of mathematics and going up to fractions and decimals for level two children.
A 20th day pre-test and a 60th day post-test tracked children’s progress in each competency.

• This programme was implemented by 1933 government school teachers.

12
A Typical NNG Class
A Test for the Mind
Std. III at the Government Urdu Higher Primary School in New Guruppanpalya, S3 Block, Bangalore, was in a cramped
space where children jostled together. Zeenatunissa, its class teacher, handed out the 1 to 50 Number Grid to children.
Children repeated the numbers 1 to 50, and then their voices shot up in uncontrolled crescendo.

Zeenatunissa said the numbers from 1 to 10 and from 10 to 1, from 11 to 20 and from 20 to 11, emphasising reversible
thinking, counting on and counting back. Children repeated with gusto, not faltering or waning even in reverse order.
They went on intrepidly from 21 to 30, on their own.

Zeenatunissa put children to some quick, simple tests. Did they know the multiples of ten? What came after 1, 11, 21,
---, ---? Children said the correct numbers, 31 and 41. It was mental math that was expected of children, without the
support of the Number Grid, and they performed well. She showed them place value chips, which they identified. 10s,
100s, 1000s. Did they know how to write them as well? They chorused in affirmation. They recognised the numbers when
their teacher put the red beads into PCB cups.

Zeenatunissa took them on a slightly more difficult journey, the PCB providing for learning through counting beads up to
five digit numeracy skills. She put beads and place value chips for 514. Children identified it instantaneously.

She then put the place value chip for 1000 next to it. What was the number? It caught children off-guard. They were left
pondering, while Suhail came up with a prompt answer. 1514. The terrain got tougher still. Zeenatunissa put the place
value chip for 10,000 there, next to this configuration of values. Children were unable to answer, but, again, Suhail did.
11,514, he said, without hesitation.

A Comparative Study
Teachers across Bangalorae spoke to Akshara Foundation, drawing
comparisons between NNG and regular mathematics classes.

TEACHERS ON NNG TEACHERS ON REGULAR MATHEMATICS CLASSesES

Content, Curriculum, Methodology

Children are able to visualize everything clearly.
They sense the subject better. They understand
Concrete tools not always used.
concepts better because they learn using concrete
tools.
Everything in mathematics is demonstrated through
Children cannot experience mathematics. There are only
material. Children can visually experience the
methods, no activities.
subject. They can touch, feel, understand.

Teachers are able to identify children who do not Because of the large number of children in each class it
understand their concepts. is harder to identify those who need extra support.

Everything is like a game. Play and learn. Activity based methods not always used in class.

No chance of rote learning. Children have to Multiplication tables are learnt by heart by children,
understand. without understanding.

13
 Content, Curriculum, Methodology

Basic operations of addition, subtraction,

The traditional method teaches basic operations
multiplication and division are all learnt together.
separately, sometimes leading to confusion in children’s
NNG complements the syllabus. It works together
minds.
with the textbook.

It is easy to teach children NNG. It is possible to

No individual attention is possible.
give slow-learning children individual attention.

NNG is conducted for one and a half hours every A typical mathematics period is only for about 45
day. It is concentrated attention. minutes. It is not enough.

Materials/Kit

NNG is exciting. We use beads, cards, the counting Math unfortunately becomes a hard and dry subject
board. Children identify numbers, they recognize what taught only through numbers. We use only a
they are doing. They create their own experiments in blackboard and chalk. 2+1=3, 4+5=9. It is not always
mathematics and learn. possible to make children understand.

Children understand at that moment and forget it

Anchors memory through attractive material.
the next. It does not stay in their memory.

The numbers in the Number Grid are horizontal. That is In conventional teaching too we use a Number Grid,
much easier. but the numbers are in a vertical arrangement.

We have to make teaching aids ourselves. We don’t

The kit is provided to us and that is very useful.
have the time for it.
Children often find the workbook easier than the
The textbook is sometimes a bit difficult.
syllabus-prescribed textbook.

Class Participation

NNG elicits equal participation from both sides –

The current approach is more teacher-centric.
teachers and children.

Children show quick improvement. Improvement takes time. It is a slow process.

Peer learning is possible. Not possible.

The teacher-child relationship has become closer. It is a formal interaction.

14
assessment and evaluation
The Process
Children who required remedial intervention in
mathematics were identified by teachers and enrolled
into the programme. Once enrolled, the first 20 sessions
took them through the basic concepts and familiarized
them with the math kit. They were then assessed in
the four math competencies. A similar test in the four
competencies was given at the end of 60 sessions. A
comparative analysis of the 20th and 60th day testing was
conducted to study the impact of the programme.

A ‘profile’ of five score bands representing the Mastery

Level per competency and the composite score for
each student was developed. This was available on
the website for comparisons and study, with details of
students, centres, clusters and blocks.

Based on the results, it was possible to evaluate the

effectiveness of the programme. The ‘Degree of
Remediation’ achieved by every child, or in other words,
the ‘number of jumps’ a child had achieved on completion
of this programme was the measure of success achieved.
Again, on this website, the results could be viewed
according to the centre, the school, the cluster and the
block.

For example, on completion of the programme, it was

possible to assess the percentage of students who
had moved from Rung 1 (0-20%) to Rung 2, 3, 4 and 5
respectively, and this was specified both by individual
competency and on the basis of the composite score.

A detailed explanation of the assessment process, and

measurement of programme impact is given in the Results
section at the end of this report. “Once they have learnt it through this
programme, children will never forget
DIET teamed with Akshara Foundation to hold a similar what mathematics is. It will develop
assessment by their own evaluators in 193 centres. DIET’s
official endorsement is significant when scaling up of NNG concentration, reasoning, critical thinking.”
begins. DIET also got feedback from teachers through a
questionnaire they circulated. They have handed over ~ Shahwar Begum, teacher,
to Akshara Foundation a report on the evaluation and Government Urdu
validation of the programme. Higher Primary School, Islampura,
Akshara Foundation also hired a market research agency Bangalore
to hold random audits in 15% of the 1933 centres. This
independent evaluation by an external agency confirmed
consistency in testing results across the city.

15
Tracking the Progress of Children

Akshara Foundation tracked the progress of four children in Std. IV at the

Government Kannada Model Primary School, Karithimmanahalli, S2.

They are:
• Ismail Sherif
• Madhukumar
• S. Divya
• Pavithra

The teachers at their NNG centres were:

• Shubha Devi, class teacher of Std. V
• Venkatlakshmamma, class teacher of Std. IV
• Hemavathy, class teacher of Std. IV.

We present the progress made by S.Divya

S.Divya of Std. IV A had been indifferent to mathematics, brushing it aside as a tedious subject, her
face a blank, her performance below par during a mathematics period, said her teachers. But NNG had
stirred a dormant spark. To their surprise they found her metamorphose into an intelligent young girl
with a mathematical bent of mind.
Divya would work on the PCB in creative ways, devising sums for herself in addition and subtraction as
early as the 20th day of the programme. It was a challenge to her, trying out different combinations with
the place value counting chips, working alone or with her team, intent on the PCB, being methodical
and accurate. Soon, she was instructing other children in her group. She still used her fingers to count,
her face reflecting her counting process, but her number skills had improved remarkably in a month.
Divya enjoyed the representational experience of the Number Grids, identifying random three and four-
digit numbers, counting in multiples of ten, counting forward and backward, vertically and horizontally.
She extended her frontiers of learning with each day’s NNG session, Venkatlakshmamma said, till she
could read up to 10,000. She eventually became the only student in her group who could successfully
attempt single-digit division. Multiplication from 1 to 10 from Number Grid 12 was easy for her.
The clock which caused pangs of anxiety in most children in her group left Divya unfazed. The initial
two weeks were tough, grappling with the hour and the minute hands. Later, she could easily read time.
With the hour hand poised on 3 and the minute hand on 7, could she tell the time? 3.35, she said, with
a slight smile.
She similarly understood the concept of money. Shubha Devi tested her competence with questions of
her own. Divya’s answers were correct and replete with confidence.
But one question had her confused. A notebook cost Rs. 10. She bought 3 pens for Rs. 5 each. What was
more, the cost of the book or the pens? The book, Divya said.
Shubha Devi took her through the process step by step to facilitate understanding, and Divya was
determined to do the next round well. What was half of 20? Half of 100? Her answers were quick. Which
number would she divide 100 by to get 50? There was a moment’s hesitation before the correct answer
came, accompanied by a sweet smile of accomplishment.
Divya was happy doing NNG, Hemavathy said. By the time the programme concluded she had earned a
reputation in class and among her teachers as a student who could do mathematics well.

16
Completing NNG in Sixty Days
NNG was extended by 15 days, given the time constraints expressed by teachers.
But there were schools that completed the programme in the time frame of 60 days.
Teachers who finished it viewed it with a sense of accomplishment and as a proud achievement.

A Sense of Determination
At the Government Kannada Model Primary School, Attiguppe, S2 Block,
Bangalore, Jacintha Lobo, the class teacher of Std. II, said she took
only 55 days for the programme. Her determination saw her through,
she said. Finding time for NNG in a day’s work was difficult, but she
kept aside 1 - 2.30 pm every afternoon for it. She said the kit was so
useful it built its own momentum. Children were enthusiastic.

Time Management Skills

V. Anasuya, class teacher of Std. III, had initial misgivings too. She was
convinced NNG was going to be a burden. But she came up with time
management skills, remembering that her training had emphasised the
need for innovation and adaptation. In her class, the third period in
the morning was reserved for mathematics – 40 minutes. She borrowed
20 minutes from another period and used a whole hour for NNG. She
combined the class syllabus with the programme and took them in
tandem, teaching both together.

A Strategy that Worked

Bharathi, the class teacher of Std. V, felt happy and proud she
had finished NNG in 60 days. She had covered all the portions. The
adjustments in time it called for were tough. From Std. V to Std. VII,
there are different teachers for different subjects. Bharathi’s time for
NNG was between 3 and 4.30 pm, a time slot usually allotted to Arts
and Physical Training. She requested those teachers for their time,
persuading them to cooperate. Her strategy worked.

A Personal Victory
“My motto is that children should
The Government Kannada Lower Primary School, Gurukar Ram Nayak always do well. It motivated me to finish
Galli, S2 Block, Bangalore, is far from Bangalore’s urban gloss. The the programme in sixty days.”
school is located in crumbling premises in an overcrowded alley in
the city. It has 21 children altogether, of whom 15 were in the NNG ~ M. Gayatri, teacher,
programme. They completed the programme in 60 days. Savitha, the
class teacher of Std. IV and Std. V, said she would seat the children Government Kannada Lower Primary
close to her during the programme, all 6 of them, though only 4 were School, Gurukar Ram Nayak Galli,
in NNG. She could not bring herself to leave two children out of the Bangalore
programme.
Children were happy with the material. They felt inspired to learn, and
Savitha felt inspired to teach. Their curiosity to know and their new-
found excitement for the subject goaded Savitha onwards. If a day
went by without the programme, children pestered her saying, “Miss,
please let us do NNG.” Time was always in short supply, so NNG was
taken after 3.30 pm, once school closed for the day. Savitha felt it was
a personal victory for her that she had completed the programme.

17
feedback from government officials
Akshara Foundation spoke to a cross-section of government officials for their feedback
while NNG was going on.

Some of them are:

• Padmavathy
Block Educational Officer (BEO), South 3, Bangalore South
• M. Gopalakrishna,
BEO, South 2, Bangalore South
• Ramesh
Block Resource Coordinator (BRC), South 1, Bangalore South
• Rajalakshmi
Block Resource Person (BRP), South 1, Bangalore South
• Jyothamma
BRP, South 1, Bangalore South

What do you have to say about NNG?

Padmavathy: It is really helpful for children. They get to do more drill

work. It is easy to understand concepts with this programme. Without
concepts you cannot learn math. What I noticed is that children are
interested in the programme. It is attractive, it makes it easier for
children to learn mathematics. Children have always found math difficult.
Their minds are not attuned to the subject. This programme touches
their minds. The fear of the subject goes away. Basic mathematics is so
essential for children in their day-to-day activities.
This mathematics programme is really useful for teachers. If they adopt
new methods in teaching, the subject becomes easier for children, they
learn a new methodology to solve a problem.

M. Gopalakrishna: NNG is a programme for a tough subject. Math

gets simplified for children. I think it is a good programme. It is a
help to children.

Ramesh: This programme is helpful to teachers in their regular teaching.

It improves the learning of children. A workbook is given to children in
private schools to retain learning. The same thing is being done by NNG.
The programme gives importance to understanding. Only when a child
understands can he or she write it down.

Rajalakshmi: Children are saying it is a good programme. They

say the subject has been made interesting. Each and every child
participates actively in class. There is total involvement. Teachers
are also participating.

Jyothamma: It is joyful learning and it is effective. Children are learning

well. This programme makes the teacher’s job easier. They get more
material, they are more relaxed. They get confused about preparing the
TLM for math. They have no time either. This is instant material.

18
This programme has activities, puzzles, games, not just sums and
problems. Multiplication, for example, should be taught through activities
like this. Higher levels of activities for higher classes. Different activities
address higher competencies. Children learn, teachers too do not get
bored. Government schools never get a workbook, only a notebook and
the blackboard. A workbook is so important for practice.

Do you think this programme was needed?

Padmavathy: Yes, definitely. Children need this. Math is difficult for

them; they don’t make up their minds to learn. This is easy.

M. Gopalakrishna: Some schools needed it, not all schools. Schools

where there are backward children need this programme or schools
where they have been identified as backward.

Ramesh: Yes, it is needed for all children at the primary level. Math is a
difficult subject. NNG is a supplement to the subject.

Jyothamma: When the reading programme was going on we used to

think a math programme is necessary. Now it is happening.

Is there any change you would like introduced?

Padmavathy: I want more teaching learning material. All children are

unable to use it at the same time, as things stand now. We have more
than 70 or 80 children in each class. What about the children who are not
in the programme? The remaining students? They too feel like learning
from the kit. They feel they are left out. We have not got enough
material. We want more material. If the strength of a class is more than
70 or 80 children you can’t teach with NNG. The programme can only
handle small groups.

Ramesh: The duration should be increased. Continue NNG, conduct

the programme throughout the year, or else children might forget the
learning. NNG should be there in classrooms as long as we teach math.

Rajalakshmi: We need a mathematics kit for ourselves to understand

the programme.

Jyothamma: CRPs say they should also have kits, so that they can
understand the programme better. They should know what to say when
they are asked questions.
CRPs should also be involved in the training programme. We should be
able to keep the math kit after the programme is over. We should have
low cost, no-cost material. Teachers are scared to use the kit when they
are told they have to return it, for fear that they might ruin it. There
should be a written survey, a feedback form that teachers could fill out
about their impressions. It would be helpful to know what they think. If
we could do NNG after school hours, the pressure on time would ease.
The programme should be continuous.

19
Is it a burden to teachers?

Padmavathy: No one has told me so. It is not a burden at all.

M. Gopalakrishna: In some schools teachers are scarce. There are vacancies,

there are no teachers. There are big problems in such schools.
Also, there are so many programmes. Teachers have to do this as well.
It is not a problem if there is enough staff. I am not being negative. I am
saying this in a positive way. You take 40 schools, only a few will say they
are really interested. It is teachers who have to implement. You have to
coordinate with them. I am not the one doing the programme. I can give
you full support.

Ramesh: No burden. This programme is necessary, but math is a regular

subject, with almost six hours a week devoted to it. Akshara Foundation
has made a timetable for NNG. It is in this context teachers say this is extra
work. I feel one teacher should look after the entire programme.

Jyothamma: It is not a burden on teachers, but there is extra pressure on

teachers to finish the curriculum, and extra programmes like NNG take away
their time. They need positive reinforcements and support from higher-ups
in the Education Department.

Is it taking too much time away from the syllabus?

Padmavathy: I don’t think so. The kit teaches what is being taught in the
text book. The programme does not stand apart from the text book. The
important thing is that children get to learn the concepts, taught by a
different methodology.

Ramesh: NNG is state-syllabus-oriented. Nothing extra is being taught. The

state’s prescribed syllabus has been followed.

20
challenges of the programme
At Akshara Foundation there was recognition of the fact that a programme of this nature would encounter the occasional
problem. But every little roadblock was seen as a challenge. It had to be examined, a strategy deployed, to take the
journey forward.

Two Crucial Issues

• How can Akshara Foundation keep the learning that has happened in 60 days intact through the year, or even the next
two months? How can it ensure that concepts once grounded stay firmly in place? How can it vouch for the endurance
of the programme?

• The methods of NNG are unconventional. Mathematics is wholesome, spontaneous fun - that is its message. But the
system is orthodox. Finally, at the end of their term or academic year, children will be assessed through examinations
and written answer papers. There will then be no Number Grids, no games or counting boards, no extraneous support
systems, only the learning retained in their minds. How will children fare then?

Some of the Challenges faced

Implementing NNG
• How best could teachers implement NNG with children
without dilution in content ?
Grouping Children
• To identify children’s initial competency and assess them
accordingly was a challenge.
• How would children be grouped? Mathematics is not
level-based progression and is not measured in a linear
way. Children might add 4 + 4 or multiply 4 by 2 but
might not know how to add 12 + 6. Grey areas would
exist laterally.
• All school hours were packed with the syllabus, teachers
said. There was no time. Teachers were struggling with
different programmes. They said they should not be
forced to do NNG at a particular time. They would find
a time slot suited to their convenience.
A Burden
• Many teachers felt that they had so much work as it
is, the maths programme was additional pressure on
them.
• There was one school of opinion among teachers that,
with this programme too in class, children would suffer
from a “mathematics overload.”

Class Management Teacher Shortage

• Class management was an issue in most schools. Children
• It was noticed that some schools faced an acute shortage
who were not in the programme felt left out. It was a
of teachers. There was therefore not enough staff for
problem keeping them occupied during the tenure of
the programme.
the programme. Teachers did try innovative measures
to keep them engaged.
Teachers’ Requests
• Some teachers voiced their concern about segregating
children. They said that those who were in the NNG • An unusual challenge came up when teachers in a school
programme would go forward while those who were in Kambipura in Kengeri asked for material, though it
not, would lag behind. had no NNG centres; all its children were well-versed in
mathematics and did not get enrolled in the programme.
But teachers realized the significance of the NNG kit and
Lack of Time requested for it.
• Teachers complained that they were not able to
• There were teachers who felt that Akshara’s volunteers
compress all the activities of the programme in one
should conduct NNG in schools.
and a half hours.

21
results
35,768 children from Bangalore South participated in NNG. Of this number, 30,638 completed the
programme in Kannada and 5130 children completed the programme in Urdu. 8926 children were
absent for either one or both the tests. Therefore, further analysis will focus only on children who
were present for both the pre and the post-tests - 26,842.

Overview of Assessment
Once enrolled, the children went through 20 sessions to
familiarize themselves with the basic concepts and the
new tools in the math kit. After completing 20 sessions, the
children were given a pre-test where they were assessed in
the four math competencies of the programme. The main
objective of this testing was to measure the children at
their ‘entry level.’ A similar test in the four competencies
was given at the end of 60 sessions (‘post-test’) to measure
impact relative to the entry level. The same kind of test was
used both for pre and post-tests to analyze the effectiveness
of the programme.

Assessment Competencies
The tests were conducted in four competencies, namely
1. Numeracy – Number concepts and place value

2. Four Operations - Addition, Subtraction,

Multiplication, Division

3. Quantitative Reasoning – Shapes, Money,

Calendar, Time

4. Mental Math - Mentally comprehend mathematics

Modes of Assessment
The tests in Numeracy and Four Operations were paper and
pencil tests, while the tests in Quantitative Reasoning and
Mental Math were aural testing, wherein the teacher read
out the question and the children listened, comprehended,
and wrote the answer in the given paper. All the children
were tested in the four given competencies, and the marks
per competency varied from class to class, at the class–
appropriate level.

22
Diagnostic Testing
The assessment was designed as a diagnostic test and covered a
narrow range of content - ‘mastery of competencies’ which were
considered essential/basic to learn the higher order concepts.
It was not a general ‘achievement’ test that mainly appraised
the overall performance of the whole class, covering a wide
range of content. Diagnostic testing analysed the problems
and deficiencies in student learning, which in turn helped the
teacher choose the appropriate content and thinking strategies
in the remedial programme. Thus the testing provided an ‘error
analysis’ aiming at suitable remediation.

Each competency was tested and marked individually at the

class appropriate level. An overall ‘composite’, or total score,
was also computed. The percentage scores were then divided
into 5 ‘Rungs’ (Level in Hierarchy) as follows:
Rung 1 – Mastery Level – 1-20%
Rung 2 – Mastery Level – 21-40%
Rung 3 – Mastery Level – 41-60%
Rung 4 – Mastery Level – 61-80%
Rung 5 – Mastery Level – 81-100%

For each child, there was also a “jump in rungs” – the number
of rungs the child had moved (if any). For example, a child who
began at Rung 1 on the 20th day and moved to Rung 3 on the 60th
day had “jumped” 2 rungs.

“Nagu Nagutha Ganitha makes

children understand better. It makes
explaining easier. For children this
encounter with mathematics makes it
real. It flows through their hands and
into their minds.Their memory power
rises, and the child least interested in
mathematics feels inspired.”
~ Kamla, teacher,
Government Kannada Higher
Primary School, Ramsandra,
Bangalore

23
 Block-wise Results

Average Assessment Scores: By Block

20th Day

60th Day

Block-Wise Scores
20th Day 60th Day
Anekal South 1 South 2 South 3 South 4 Anekal South 1 South 2 South 3 South 4
Block
Mean 61.0 61.8 68.3 71.3 67.9 74.6 75.8 75.9 76.3 76.4

SD 21.8 22.0 20.7 18.0 20.8 18.2 16.8 17.4 15.9 17.6

Rung 1 284 287 86 42 161 78 30 28 22 59

Rung 2 878 655 320 294 534 268 199 125 139 195

Rung 3 1,608 1,560 755 1,075 1,362 917 719 512 701 903

Rung 4 2,132 1,812 1,198 2,048 2,237 2,096 2,148 1,170 2,082 2,044

Rung 5 1,235 1,248 1,179 1,880 1,972 2,778 2,466 1,703 2,395 3,065

Total 6137 5562 3538 5339 6266 6137 5562 3538 5339 6266

• There was improvement in average score and an increase in the number of children at Rung 5 in all blocks.
• The largest increase was in South 1 Block, where the average score increased by 14.0 percentage points.
• Standard deviation (SD) had decreased in all blocks, showing that the spread of scores had decreased and scores
had become more concentrated.
• 20th day average scores were relatively high for remedial intervention. This could reflect on the student selection
process, wherein the teachers identified and enrolled the children into the programme. Hence, it is possible
that the group included some children who were already at high learning levels.

24
 standard-wise Results

Average Assessment Scores: By Standard

20th Day

60th Day

Std.II Std.III Std.IV Std.V TOTAL

Standard-Wise Scores
20 Day
th
60th Day
Std. II Std. III Std. IV Std. V TOTAL Std. II Std. III Std. IV Std. V TOTAL
Mean 67.1 64.2 65.2 66.9 65.8 79.3 74.5 74.3 75.0 75.8
SD 20.7 21.1 21.4 21.4 21.2 16.3 17.3 17.3 17.7 17.3

Rung 1 210 229 234 187 860 44 47 55 71 217

Rung 2 541 791 733 616 2681 168 243 264 251 926

Rung 3 1,596 1,882 1,518 1,364 6360 680 1,252 996 824 3752

Rung 4 2,507 2,385 2,393 2,142 9427 2,167 2,583 2,524 2,266 9540

Rung 5 2,027 1,781 1,800 1,906 7514 3,822 2,943 2,839 2,803 12407

Total 6881 7068 6678 6215 26842 6,881 7,068 6,678 6,215 26842

• Std. II children showed the highest increase in scores from the 20th day to the 60th day as well as the highest
overall score on the 60th day.
• Higher classes showed smaller increases in performance.

25
Distribution of Scores

20th Day 60th Day

• The percentage of children in Rung 1, 2 and 3 decreased, and the percentage of children increased in Rung 4 and 5 on
the 60th day.

High and Low Scorers

• I n this section, we focussed our progress measurement on the low scorers, children who scored in the 3 lower rungs, i.e.
under 60%.
• At the end of 60 sessions, the percentage of low scorers had shrunk from 37% to 18% of the total, and the high scorers
had increased from 63% to 82%.

20th Day 60th Day

26
Progress of Low Scorers

• 73% of the children who were

initially under 60% on the 20th day
moved up to above 60%
( 37% to Rung 4 and 36% to Rung 5 )
by the end of the programme.
• The percentage of children
in Rung 1 and 2 decreased
drastically, from 36% to 7%.

20th Day 60th Day

Jumps in Rungs From 20th to 60th Day (Children scoring below 60% on 20th day)

• The largest percentage of children (36%) jumped 2 rungs

• The next largest percentage of children jumped 1 rung (32%)
• A small percentage (4%) of the children fell back7.

7
The small number of children who fell back in rungs may be an indication of a variety of problems: absence from school during NNG,
copying, illness, etc. However, since the proportion is small, it can be considered negligible.

27
Block: Anekal
Enrolment: Anekal
Standard
Cluster II III IV V TOTAL
Anekal 157 213 208 194 772

Attibele 159 195 151 194 699

Bannarghatta 162 177 157 149 645

Bygadadenahalli 197 176 135 123 631

Chikkahosahalli 230 199 226 224 879

Dommasandra 189 219 249 232 889

Haragadde 212 185 207 174 778

Harappanahalli 263 248 217 223 951

Hebgodi 203 156 183 179 721

Huskur 209 186 178 191 764

Sarjapura 235 213 207 223 878

Total 2,216 2,167 2,118 2,106 8,607

2,470 children were absent for one or both tests

Average Scores by Standard: Anekal

20th Day
60th Day

Std.II Std.III Std.IV Std.V

28
Progress of Low Scorers: Anekal

20th Day 60th Day

29
Block: South 1
Enrolment: South 1
standard
Cluster II III IV V TOTAL
Anchepalya 112 103 107 98 420

Basavanagudi 116 130 125 138 509

Ganapathihalli 177 169 121 141 608

Hosakerehalli 113 83 107 84 387

Kaggalipura 304 305 221 170 1,000

Karisandra 102 128 83 122 435

Kengeri 186 191 169 158 704

Mallathahalli 81 73 41 59 254

Ramasandra 211 200 191 170 772

Srinagara 96 95 108 74 373

Tavarekere 119 117 100 99 435

Uttarahalli 198 189 185 185 757

Vajarahalli 228 206 198 168 800

Veerabhadranagara 160 147 156 142 605

Total 2,203 2,136 1,912 1,808 8,059

2,497 children were absent for one or both tests.

Average Scores by Standard: South 1

20th Day
60th Day

Std.II Std.III Std.IV Std.V

30
Progress of Low Scorers : South 1

20th Day 60th Day

31
Block: South 2

Enrolment: South 2
Standard
Cluster II III IV V TOTAL

Byatarayanapura 211 245 223 216 895

Chamarajpet 248 260 275 254 1,037

Hosahalli 245 281 266 201 993

K P Agrahara 104 90 106 101 401

Kalasipalaya 129 133 115 109 486

Total 937 1,009 985 881 3,812

274 children were absent for one or both tests.

Average Scores by Standard: South 2

20th Day
60th Day

Std.II Std.III Std.IV Std.V

32
Progress of Low Scorers : South 2

20th Day 60th Day

33
Block: South 3
Enrolment: SOUTH 3
Standard
Cluster II III IV V TOTAL
Begur 247 208 199 178 832

Byrasandra 194 182 188 197 761

Ejipura 223 234 195 190 842

Gottigere 225 210 176 167 778

Konanakunte 243 221 224 172 860

Madivala 267 267 261 212 1,007

Yellukunte 461 478 431 412 1,782

Total 1,860 1,800 1,674 1,528 6,862

1,523 children were absent for one or both tests

Average Scores by Standard: South 3

20th Day
60th Day

Std.II Std.III Std.IV Std.V

34
Progress of Low Scorers : South 3

20th Day 60th Day

35
Block: South 4

Enrolment: Anekal
Standard
Cluster II III IV V TOTAL
Channasandra 163 152 196 171 682

Doddakanahalli 218 226 182 205 831

Hoodi 244 257 231 200 932

Jeevan Bheema Nagar 309 260 259 249 1,077

K R Pura 282 296 238 250 1,066

Kylasanahalli 232 179 173 138 722

Marathahalli 192 160 158 152 662

Thanisandra 255 248 212 191 906

Varanasi 128 178 161 160 627

Varthur 246 234 204 239 923

Total 2,269 2,190 2,014 1,955 8,428

2,162 children were absent for one or both tests.

Average Scores by Standard: South 4

20th Day
60th Day

Std.II Std.III Std.IV Std.V

Progress of Low Scorers : South 4

20th Day 60th Day

Education Department,
Government of Karnataka
Smt.Yashodha Bopanna
Deputy Director Public Instruction (DDPI),
Bangalore South
Mr. Syed Khalandar
Principal-DIET, Bangalore Urban
Smt. Rajeshwary
Deputy Project Coordinator (DYPC), Sarva Shiksha Abhiyan (SSA),
Bangalore South
Shri. Narayan
Block Educational Officer,
South 1
Shri. Gopalakrishna
Block Educational Officer,
South 2
Smt. Padmavathi
Block Educational Officer,
South 3
Smt. Nagarathnamma
Block Educational Officer,
South 4
Shri. Munireddy
Block Educational Officer,
Anekal
Shri. Ramesh
Block Resource Coordinator,
South 1
Shri. T. Natarajan
Block Resource Coordinator,
South 2
Shri. Narasimhamurthy
Block Resource Coordinator,
South 3
Smt. Adilakshmi
Block Resource Coordinator,
South 4
Shri. Gurumurthy
Block Resource Coordinator,
Anekal
Smt. Leelavathi,
Assitant Project Coordinator,
Sarva Shiksha Abhiyan
Cluster Resource Persons (CRPs),Block Resource Persons (BRPs), Master Resource Persons (MRPs) and School
Teachers, Bangalore South

38
Akshara Foundation
Resource Team
Shankar Narayan
Head of Operations
Anandhi Yagnaraman
Programme Head
Suman A.Nadkarni
Resource Team
Mahnoor Zamani
Resource Team
Manjunath
Resource Team
Akhila Begum
Resource Team
Kouser Banu Heena
Resource Team

Implementation Team

South 1 Raghavendra Prasad, Coordinator

Shaziya Banu, ERC Manager
Gayathri.D, ERC Manager
Sumithra M, Cluster Volunteer
Lakshmamma H, Cluster Volunteer
Sarasvathi H, Cluster Volunteer
Manjula S.V, Cluster Volunteer
Kalavathi, Cluster Volunteer
Gowramma, Cluster Volunteer
Rehana, Cluster Volunteer
Sarver Jabeen, Cluster Volunteer
Apsari , Cluster Volunteer
Sharadha, Cluster Volunteer
Susheela, Cluster Volunteer
Sowmya {Chikkathayamma}, Cluster Volunteer

39
South 2 H.Rukmini, Block Coordinator
Thara H.N, ERC Manager
Kouser Jahan, Cluster Volunteer
Ayesha B, Cluster Volunteer
Naseem Taj, Cluster Volunteer
Lakshmi Devi B, Cluster Volunteer

South 3 Venkatesh, Block Coordinator

Suma Ashok, ERC Manager
Salma Khanum, Cluster Volunteer
Nazahath Nazneen, Cluster Volunteer
Rizwana Banu, Cluster Volunteer
Saira Banu, Cluster Volunteer
Hemavathi K, Cluster Volunteer
Harini M.N, Cluster Volunteer

South 4 Sunitha A.N, Block Coordinator

Rajeshwari B.R, ERC Manager
Prema Bai, Cluster Volunteer
Arogya Mary, Cluster Volunteer
Anusuyamma, Cluster Volunteer
Ramya K.P, Cluster Volunteer
Ravi G, Cluster Volunteer
Manjula M, Cluster Volunteer
Zarina , Cluster Volunteer
Meena Kumari, Cluster Volunteer
Gulzar Banu, Cluster Volunteer
Jyothi V, Cluster Volunteer

Anekal Nalini B, Block Coordinator

Babu Rajendra Prasad, ERC Manager
Sandeep Raj, Cluster Volunteer
Manjula, Cluster Volunteer
Bhagya, Cluster Volunteer
Shivanand, Cluster Volunteer
Somashekar, Cluster Volunteer
Muniyallappa, Cluster Volunteer
Srinivasa Murthy, Cluster Volunteer
Mahadevappa, Cluster Volunteer
Chandrappa, Cluster Volunteer
Manjunath, Cluster Volunteer

40
 Editor: Lakshmi Mohan
Design and Layout: The Other Design Studio
42