DECEMBER 24, 2003

AGASTYA VISWAMBHARA
ROLL : 02XQCM6001
COMPANY ; AKSHARA FOUNDATION

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 1
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 2
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 3
 COMPANY/PROMOTERS PROFILE
Roots of AKSHARA FOUNDATION:

Akshara draws its inspiration from

its Parent Organisation PRATHAM,
which was first started in the slums
of Mumbai as early as the 90’s.
Pratham was established as a
Public Charitable Trust by the
Commissioner of the Municipal
Corporation of Greater Mumbai,
UNICEF and several prominent
Citizens of the country in 1994.

UNICEF parented Pratham during the initial three years. In 1997, ICICI Bank, a
private sector bank in India, assumed the parental role. Today, Pratham
initiatives have spread all across India and local trusts have been established all
over the country.

The main goal of Pratham is to

ensure that every child is in school
and is learning well:

• in an environment that is mentally

stimulating and physically attractive
• with teachers who are committed,
dedicated, skilled and happy
• able to teach children not only the
essentials of reading, writing and
arithmetic but also good living habits
including personal hygiene, clean and
healthy environment and respect for
other people, their beliefs and their
properties
• within a community that cherishes
children and provides its best to
children's care and development.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 4
What is Akshara?
Akshara Foundation is the coming together of the private sector, the
Government of Karnataka and the voluntary sector to ensure that every child in
Bangalore is in school and learning. This may be a tall order, but Akshara has
the fresh minds and fresh approach to make it happen.

Corporate Sector

AKSHARA FOUNDATION
Government Voluntary Organization

Akshara has created the innovative concept of School Zones, which are
areas demarcating clear geographical responsibilities for each government
school in the city. All school children in that geographic area will be the
responsibility of this school. Volunteers work in close association with each
school to address issues of bridging the educational divide between Government
& private schools, ensuring quality time given to children, etc.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 5
 With some of Bangalore's most influential people on its board- N. Vaghul,
(Chairman, ICICI), Commissioner of Public Instruction, Commissioner of the
Bangalore City Corporation, Chairman of the Pollution Control Board, Rohini
Nilekani, R. Dhirendra and C.V. Madhukar - Akshara has inspired thousands of
people from within the community to come forward to be the "ambassadors of
education". Working with local school bodies as well as Mahila Mandals
(community teachers forum), they spread the light of education and make a
difference in the lives of thousands of children, Giving them the confidence to
believe in their dreams.

As an icing on the top, the organization is blessed with services of

Lt.Col.Murthy Rajan , who is the Chief Operating Officer and who brings into play
all his past experiences to cope with any technical or management related grey
areas.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 6
Vision :

“ Every child in school and learning well. ”

Akshara visualizes every child in Bangalore in the age group of 4 to 11 years in
school and learning well.

Mission :

The mission of Akshara Foundation is to ensure Universal Primary

Education for every child below eleven years of age in Bangalore through a
three-pronged effort that involves the corporate sector, individual volunteers and
the government.

Akshara strives to achieve its mission by

enhancing collaboration between the
Government and the community for
participation, control and management of
school education. It works towards
promoting community responsibility for
sustainable universal education for
children by building its network with the
help of the community. Akshara believes
that it is only with the collective efforts of
all stakeholders that it will achieve the
goal of Universal Primary Education
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 7
 ORGANISATION HIERARCHY CHART OF AKSHARA FOUNDATION

BOARD OF TRUSTEES

COO LEVEL 0

CLC ZM 1 ZM 2 ZM 3 ZM 4 ZM 5
ERC 1 2 3 ERC 4 9 ERC 5 6 ERC 7 ERC 8

LEVEL 1
ERC Mgr.
LEVEL 2

A.C
LEVEL 3

T.M. LEVEL 4

S.Z.C
LEVEL 5

Bwd.

R.E

BASE LEVEL
R.C PROGRAMMES

T.S

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 8
Sl.
Abbr. JOB TITLE JOB SUMMARY
No.
1 BOT Board of Trustees These form the Leadership Team
Head of the Executive Team and
2 COO Chief Operating Officer
responsible for all the operational activities
Curriculum Learning
3 CLC Responsible to train the Trainer Volunteers
Centre
These managing the ERC activities
4 ZM Zonal Managers
pertaining to each zone
ERC Educational Resource Responsible for coordinating with the ZM
5
Mgr. Centre Managers and take care of ERC activities
Responsible for coordinating the activities
6 AC Area Coordinators
of the volunteers in an area
Train the volunteers and monitor their
7 TM Trainer Monitors
activities
Responsible for all activities pertaining to
School Zone
8 SZC each school zone. Also responsible for all
Coordinator
sub-level programmes
9 BWD Balwadi programs For children between 3 – 5 years
Tuitions for academically weak children
10 RE Remedial Education
studying in std 2,3,4 & 5
Reading City
11 RC Encouraging reading among children
programme
Transit School For those who are supporting families
12 TS
programmes economically

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 9
PEOPLE:

The AKSHARA team is mainly classified into 2

1. Leadership Team
2. Executive Team

Board of Trustees
CHAIRPERSON:
VICE CHAIRMAN:
MANAGING TRUSTEE:
Rohini Nilekani, Author & Philanthropist
V P Baligar, (IAS) Commissioner, Public Instruction,
Department of Education, Government of Karnataka
Ashok Kamath, Managing Director, Analog Devices

The Leadership Team

1. Srinivasa Murthy, (IAS) Commissioner, Bangalore Mahanagar Palike
2. Upendra Tripathy, (IAS) Managing Director, BMTC
3. N Vaghul, Chairman, ICICI Ltd
4. R Dhirendra, CEO, Eduquity
5. C V Madhukar, Executive Director, Azim Premji Foundation
6. Mohandas Pai, CFO, Infosys Technologies
7. Rekha M Menon, Director, Aditi Corporation
8. Vishal Kapoor, Vice President, Citibank
9. S R Chari, Managing Director, Linkers

The Executive Team

Akshara Foundation is managed by an able team of program coordinators
led by Lt.Col. Murthy Rajan, Chief Operating Officer (COO). This team is
supported by strong forces at the grass roots consisting of Area Coordinators,
Trainer-Monitors, School Zone Coordinators and Teachers. In addition, there are
a large number of community outreach teams and activists and thousands of
supportive parents.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 10
Partnerships
Akshara Foundation has received wide support from the following partners:

Funding: Operations:
Ms. Rohini Nilekani Round Table Bangalore
CitiBank Madhyam
Pratham USA National Law School of India University
Government of Karnataka The Promise Foundation
Azim Premji Foundation PROOF
BPL Innovision CWC
The George Foundation
Mindtree Consulting
Employees of Texas Instruments
AMCHAM & individual donours

“Infrastructure is also an issue. We are working with Rotary institutions on

adoption of some schools. Bescom has agreed to provide electrical wiring free of
cost at five government schools and seven BMP primary schools where the
foundation will be imparting education,” Lt Col Rajan said. He also said Akshara
Foundation may begin in Singapore and the United Kingdom.
Pratham already has its branches in the US and the UK.

“Future has a smile in store for AKSHARA and its kids”

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 11
PROCESS:
How Akshara Works

At an organization level, Akshara works through the concept of private-

public partnership that is pivotal to the success of its programs. This partnership
involves the Government, the local community, the corporate sector and
individual partners.

With the Government, Akshara actively participates and provides inputs to

policy initiatives while gaining access to implement in-school/community
programs.

Akshara works closely with the local community to mobilize support and
get the community to take ownership and responsibility for the implementation
and success of the programs.

The corporate sector and individual partners are the constituency that
provides valuable financial and management support as well process orientation.
They also volunteer their time and resources to help Akshara with its programs.

At the grass-roots implementation level, Akshara uses a three-pronged

delivery mechanism frame work. This includes: SZ, EAG, and ERC.

(1) School Zone (SZ)

The School Zone offers an institution-centered approach for planning and
implementation of programs. The concept of school zone has been synchronized
with the Department of Public Instruction, Government of Karnataka to
demarcate clear geographical responsibilities for each government school in
Bangalore city.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 12
 Every child’s education in the specific geographic area will be the
responsibility of the school(s) situated in the school zone. The school zone
provides:
• Easily manageable geographical units for universal coverage in all
education programmes.
• Value-add Community Based Programmes connected to the nearest school.
• A formal platform for increased interaction between the school and the
community.
• Akshara works with the schools in each zone to implement the programs.

(2) Education Affinity Groups (EAG)

Members of the community constitute themselves into Education Affinity
Groups (EAG) and their objective is to see that every child is in school and
learning well. The EAGs are also involved in other activities that benefit their
communities. Akshara provides methodological support to the EAGs.

(3) Education Resource Centers (ERC)

The Education Resource Centers play a major role in decentralized
planning and implementation of various programs. They provide training in
educating children and creation of teaching materials. In simpler words ERC’s
can be viewed as Libraries which the children and students can benefit from

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 13
POLICIES:

At Akshara, they believe that they can achieve their vision by working in
collaboration with the local government to improve access to schools and its
current practices -- mainly pedagogical and managerial.

• Strive towards building a working partnership in the field of education

between the people and the government
• Create programs to supplement the municipal school system, rather than
supplant it
• Seek to make governance of education more effective through people's
democratic participation
• Aim at a private-public partnership to address issues related to education
and arrive at solutions to be put into practice.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 14
PROJECT PROFILE:

Services undertaken by Akshara Foundation (Bangalore):

• Balwadi Programme (BP)

• Bridge Courses.
• Remedial Education
• Bridging the Digital divide.
• Jnana Jyothi Programme (JJP)
• Transit School Programme (TSP)
• Read in City Programme (RCP)

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 15
 PROGRAMS:

(1) BALWADI PRE-SCHOOL PROGRAM

Universalization of pre-school
education is an important strategy for
achieving universalization of primary
education. If every child can avail of some
kind of early childhood education, the
chances are high that the child will go on to
regular school. Moreover, the pre-school
exposure will enhance and strengthen the
child's subsequent school performance, in
terms of achievement and attendance.

• Targets pre-school children in the 3-5

years age group

• Aims at exposing unreached children from

low-income families to early childhood
education

• Located either at a municipal school,

community space, place of worship or a
teacher's home

• Each class has around 18 children with an

instructor from the local community and runs
for 2-3 hours a day
.
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 16
 Set up to focus on early childhood
development (3-5 year olds) and thereby
prepare them to join school, Balwadis have
become the mainstay of Akshara's program.
A typical Balwadi runs for 2 hours a day,
where the teacher is usually a local resident
of the community, trained to conduct
classes. In 2001-02 there were 1099 centers
covering 19,863 children spread over 300
slums in the city. Nearly 40,000 children will
be covered in 2002-03.

The program has covered over

20,000 children in the last 3 years of which
90% went on to enroll in schools. Over 1000
volunteers have been trained. There are
over 400 Balwadis operating in Bangalore
today covering about 8000 children

In simpler words to describe a Balwadi , would be to assume it to be an

improvised version of the Montessori or Crèche but with more specific purposes
than to just take care ,nurture – prepare these infants psychologically to accept
education and learning in their future lives.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 17
 (2) JNANA JYOTI PROGRAM (JJP)

A significant percentage of children do not

develop even basic literacy and mathematical skills,
in spite of reaching high school. The Jnana Jyothi
Program helps these children achieve the basics by
making learning a joyful process. The program has
grown from 19 centers in 2000-2001 to 112 schools
today, and covers 5325 children.

The Balwadi programme and the JJP work

M.P.Birla Institute of Management
together in tandem and compliment each other
Associate Bharatiya Vidya Bhavan 18
effectively providing the much needed unison.
The balwadi programmes effectively does the
 Indicates the strong network chain followed by one School zone
volunteer to another, hence rendering a complete coverage.

Block diagram showing how the Balwadi and the JJP work together in tandem to
strengthen the education system. Thus laying a strong foundation for the wards
to launch themselves into the education stream.
Balwadi plays a pivotal role in feeding the JJP which in turn feeds the
Govt.education system.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 19
(3) BRIDGE COURSE PROGRAM :

The Bridge Course program was

designed with the assumption that a "bridge"
needs to be built to prepare and support out-
of-school children (of primary school age)
socially and academically to enter or re-enter
the formal school system.
• Targets children in the 6-12 years age group
who have never attended school or have
dropped out
• Aims at using informal methods of
education, gradually moving towards a
structured set-up and then placing the
children in a formal school
• Classes generally start in the community and
move to the local municipal school building if
space is available
• Comprises of around 15-20 children with a
teacher from the local community who has a
minimum Std X education
This program caters to children
between 7 and 11 years of age (including
drop-outs) to prepare them for school at the
levels appropriate to their ages. The 3-month
course rekindles their curiosity, motivates and
equips them re-enter the formal schooling
system. The program has so far been
successful in bringing 729 children back into
the mainstream, and will work with nearly
10,000 children during 2002-03.
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 20
 (4) REMEDIAL EDUCATION :

This program is designed to help children who

are identified by their class teachers as lagging behind
academically. With a little extra help and
encouragement, children can make substantial
progress in basic math and language skills within two
months or less.
• Targets municipal school children from Std II to IV
bordering on illiteracy
• Aims at helping these students achieve literacy and
numeracy skills of Std II level
• Normally works with 20-30 children identified by the
school teachers
• These groups are sent to schools on the request of
the head masters and they work under the
supervision/ guidance of school teachers
This program is designed to address the issue of non-
learning in spite of attending school, by providing
supplementary educational inputs. Akshara volunteers
work with children who need extra attention. The head
teacher of the school is involved and the volunteer
(called Makkala Sangaati or Friend of the Child) works
with children who have been identified by the class
teacher.
This program has reached out to over 10,000
children across 212 government schools since its
inception in 2001. 90% of these children showed
varying degrees of improvement in learning levels in
mathematics and language skills.
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 21
(5) BRIDGING THE DIGITAL DIVIDE:

Akshara has set up a computer

education center to empower their
volunteers to learn basic of PC
packages. The aim is to bring computers
and technology closer to everybody and
make the education process more
attractive to both children and their
parents.

The programme was launched by

the Akshara Foundation two years ago in
a partnership between some of the city's
leading software companies and the
government.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 22
(6) TRANSIT SCHOOL PROGRAM:

This program is directed at

children below 14 years of age who have
to work to earn a livelihood. The program
resulted from discussions between
Akshara and CWC (Concerned for
Working Children) who are partnering
with DPI for the implementation of the
transit school program in 8 pilot locations
in the city known to have a high child
worker population.
Transit schools are open from 8
am to 8 pm for the convenience of the
children. Yet, no child is to be allowed to
stay in the transit school for more than
six months, since the goal is to provide a
bridge to the mainstream school. Hence,
the program duration is 6 months.
Working children come to the centers
(mostly in government schools) at
convenient times during the day.
¾ Children learn local language &
mathematics & participate in various co-
curricular activities. Volunteers who
conduct the program are provided with
intensive training so that they understand
the academic as well as emotional needs
of transit school children
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 23
 The program was implemented
in January 2003 and at present 300
children enrolled in 7 pilot transit
schools. Initial results show that the
children are highly motivated to
continue their education and so far,
around a third of the children are in
formal schools with the rest also to be
mainstreamed.

The admission into the transit

school set up by the Department of
Public Instructions at the Government
Urdu Model Co-Education School, D
J Halli, near Tannery Road, on
August 01, 2003 saw women and
children enroll in large numbers. This
is a school, that will function from 8
am to 8 pm. It will immensely help all
those who wish to simultaneously
work and study here.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 24
(7) READING CITY PROGRAM :
Akshara’s experience has indicated
that 40% of the children attending government
schools cannot read fluently hence this
program is directed towards 7 to 12 year olds
who have been through 3 to 4 years of
schooling but have poor reading skills. The
objective of the program is to accelerate
reading abilities to enable self-propelled
learning towards learn to read and read to
learn.
¾The program is activity-oriented and aimed
towards making learning fun
¾The centers are mostly run in govt school
premises during summer holidays/after
school hrs
¾Akshara volunteers aim to teach the
children to read a language in 21 to 60
days
¾Teaching aids include flashcards, large
print story books and charts
The pilot program with 700 children showed
that at the end of the 45 day project, the
number of the number of children who could
read sentences rose from 8% to 60%. The
summer program commenced in 2003 has
benefited 6200 children across 350 schools
and Akshara now plans to create content and
open new library centers for the Institute
M.P.Birla children.of Management
Associate Bharatiya Vidya Bhavan 25
Some Personal Experiences:

Gaddeyamma, 10 years, Thathguni Center

"I have lived in so many places" Vijaynagar, Padmanagar , but nobody
asked me to come to school. When I went to Vijayanagar school, the teacher
asked me to go back, because I had my younger brother with me and he was not
allowed to sit in the class with me. I am coming to this school because the
teacher allows my brother also to come along with me. I might be here for
another two months more and may return to Gulbarga after that."

Pasamalar, 10 years, Bhavaninagar

"I like to come to this school because it is close to my house. The earlier
school was very far".

Bhavani, 8 years and Padma 10 years, Mathikere School

"We were selling flowers earlier. People used to cheat us. They never
used to pay us the full money. Hence, we stopped selling flowers and have now
joined school".
Khaleem, 11 years, Yarabnagar
"I was working as a mechanic earning Rs.10 per day. Teacher spoke to
my parents and brought me to school. I prefer studying to working and I like
coming to school."

Pushpanjali, 11 years, Mathikere

"I like coming to this school as they don't hit me like in the other school.
They also teach me dance, song, stories"
Mother of Mahadeva, student of Muthurayanagara Govt. School

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 26
 "What can I do? I leave the house at the crack of dawn; I am unaware of
what my son does during the day? Look at me; I am a 'thumb
-impression'
person? I am glad you came and are taking interest in my son's learning?"

PROJECT AKS: AN IMPACT STUDY

AKS TEAM FORMED:

As a part of the problem solving exercise, an 8 member team was formed to

carry out the requirements of the organization.
Why AKS?
AKS means reflection, hence in this context it was the true reflection of our
conscience, commitment towards the needy and the underprivileged.
Incidently AKS could be derived from the word AKSHARA, hence the complete
circle.
It also underlines our self-satisfaction in our commitment towards societal
development and create awareness drive among the masses pertaining to the
importance of child education.
Thus AKS is justified in its vision.

An 8 member AKS - Team was formed under the guidance of:

Lt.Col.Murthy Rajan – COO AKSHARA FOUNDATION
Mr. Sunil Banur – HR Manager INFOSYS
Prof.Muloi Banerjee – Sr.Prof. IIM-B (Statistics)

The Aks Team consists of the following 8 people:

1. Mr. Vineeth Kumar V (Team Leader)
2. Ms. Tejal Arun Savur
3. Mr. Agastya Viswambhara
4. Ms. Archana Kumar
5. Mr. Arun G.
6. Ms. Sarala Agarwal
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 27
 7. Mr. B.R. Rajesh
8. Ms. Nagashree M.S.

PROJECT AKS: AN IMPACT STUDY

Objective: To conduct an IMPACT STUDY ON THE AKSHARA

SYSTEM IMPLEMENTATION IN BANGALORE CITY
Study the grey areas, where there is scope for improvement.
Commitment: To provide the primary and secondary data required for
(Team Job) analysis.
Methodology: Qualitative Analysis
Sampling: Area sampling – Random sampling.
Area covered: Bangalore city
Project Gist:
¾As a part of the “Impact Study” on the system followed by Akshara
Foundation, we divided Bangalore City into 2 parts – North and South.
¾Akshara currently covers 92 out of the 100 blocks in the city.
¾The whole of Bangalore city is ideally divided into 2 main blocks
North Block
South Block
Under these zones the areas covered by the AKS team are as follows:

North block constituted:

N1 – Mullathihalli
N2 - Ullapnagar
N3 - DJ Halli & Zia Street
NORTH BLOCK

South Block constituted:

S1 - Yarabnagar & Illiaznagar SOUTH BLOCK
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 28
S2 - P Pura & JJR Nagar
S3 - Bamanahalli
S4 - Vibhutipura & Banasandra
Team formation was an ideal 50-50 mix which could provide that extra
stability and smoothness to the entire project work.

This team was ideally formed with 4 boys-4 girls so as to ensure the
efficiency of data collection from the sample space. As it required interviewing
the parents of the wards, mostly women folk in their homes (slums) hence girls
could ease into the situation, whereas the boys could provide that extra bit of
stability with regards to communication, safety and handling any untoward
incidents in the slums.

Hence the team was ideally handpicked based on various aspects like:
¾Lingual familiarity
¾Effective communication skills
¾Soft spoken and interrogative skills.

Introduction:
In order to elucidate the effectiveness of the roles of the government and
founders, think tanks and volunteers of Akshara, an appropriate impact study
was carried out to typically outline the overall success of the Balwadi and JJP
programmes.

The impact study focused upon students aged between 2 years and 10
years, parents of the Balwadi children and the volunteers at the Balwadis.

Aim:
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 29
 The aim was to test whether Akshara Foundation’s education for the
under privileged framework had been well in place or not.

Goal:
The goal of the study, in the first phase, was to obtain primary data by
conducting interviews with the students, parents and volunteers through sample
questionnaires.

To test for the success of Akshara’s programmes, the study was

considered to be in line with:

Government - Balwadi programme in partnership with the

government
Founders & think tanks - Running the B-school education
Volunteers - General women in the slums
[Subjects involved for the study - Balwadi, JJP, volunteers, parents and students]

Instrument:
In order to obtain quality primary data, well designed questionnaires for
students, parents and volunteers were prepared by Mr. Sunil, IIMC graduate,
currently working with Infosys and Prof. Muloi Bannerjee, professor for statistics,
IIMB and the AKS team.

Instrument’s aim:
Students’ questionnaire – To obtain data pertaining to the student’s:
1. regularity
2. learning capability
3. learning interest and desire
4. learning motive
5. ambitions and aspirations
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 30
 6. and also to test the parent’s role in the above

Parents’ questionnaire – To obtain data regarding:

1. constraints under which the child is learning
2. parents’ awareness of Akshara and its programmes
3. driving force behind choosing Akshara’s programmes
4. parent-perspect or Akshara-government schools divide
5. extent of the parents’ acceptability of Akshara’s programmes
6. education from the parent’s point of view
7. parents’ perspective regarding private schools

Volunteers’ questionnaire – To obtain data regarding:

1. extent of volunteers’ compliance with Akshara’s goal
2. volunteers’ perspective of Akshara-government school divide
3. volunteers’ programme acceptability
4. reason for taking up the voluntary work
5. determination of volunteer-locality relationship
6. validity of volunteers’ teaching approaches
7. and the success of the same
8. volunteers’ beliefs in Akshara’s initiatives
9. volunteers’ perspectives regarding private schools
10. trend in the respective volunteer’s locality; whether parents prefer Akshara
or government or private schools

Procedure:
The first step to the sample study was primary data collection by
randomization. This typically involved sample questionnaire interviews, pertaining
to the subjects aforesaid, by going to the slums of urban Bangalore.

Students –
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 31
 Students of various JJP schools were interviewed. These schools were
widespread across North and South Bangalore.

Parents –
1. volunteers in each block were approached
2. with the help of these volunteers, the parents of every child, learning
under that volunteer, were approached
3. the parents were then interviewed
4. the parents generally involved the mothers of the children

Volunteers –
1. each block in the respective zone was accessed with the help of block
volunteers
2. will the help of these volunteers, the balwadi volunteers in that block were
approached
3. these balwadi volunteers were then interviewed
At the end of the first phase, all responses, were sorted out block-wise
and in turn zonal-wise and were ready for use in statistical tests.

OBSERVATIONS FROM THE STUDY CONDUCTED

Students
¾The students interviewed, were in the age category of 2 years to 10 years.
These children were chosen randomly for interviewing.
¾Most children found it difficult to even pronounce their own names, leave
alone writing their own names or that of their parents.
¾While most children could afford tuitions, others just couldn’t help it;
though most parents were not in a position to pay for tuition fee; some
being vegetable vendors while others meat vendors.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 32
 ¾Moreover, most children denied despising school. One amazing
observation was that of quite a few girls who aspired to be police officers.
This shows the changing dimension in the Indian societal strata.
¾Lastly, very few children faced resistance at home to going to school.

Parents
¾Education begins at home…this statement is utterly true to the essence
of a child being educated. And it must be highlighted here that every
parent, of the modern age, interviewed, was very supportive of the fact
that his/her child must go to school.
¾One father, only a hand cart wage earner, was very keen on seeing his
child being a better educated person in society. The most common
response being that their child must do good to society, come forward and
get out of the rut in which the parents themselves were in.
¾The aspirations of the parents about their children were very candid in
their eyes. Whether educated or not, the fact that every parent realized
how crucial education or going to school was in his/her child’s life.
¾However, most parents interviewed, whose children attended the balwadi
programme, were not aware that the programme had been Akshara’s
initiative. This probably indicates that Akshara’s initiatives are in the right
direction.
¾But well only statistics can reveal the truth.

Volunteers
¾Whether it is Akshara or the parents, it is certainly the volunteers who are
key and play a pivotal role to making the educational programmes a
success. All that is being done and planned for is truly for the children, but
who are to execute it? The volunteers!

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 33
 ¾When the volunteers in every block in both the zones were interviewed,
one response that commonly and quite persistently featured was “I love
children and I want to do good to the society”.
¾These volunteers are pretty much focused upon every child learning and
learning well.
¾

¾However, quite a few volunteers, when interviewed, revealed that they

were doing the job only for an income. When blatantly told to them that
Akshara would be closing down in the near future, these volunteers were
shocked and left with no words to defend themselves.
¾Some other volunteers took up the job as a challenging one and
considered it to be one of competition as against the Anganwadis. These
volunteers fell in the age category of 17 years to 20 years.
¾Lastly, of these volunteers interviewed, few preferred private schools to
government schools, while most of them failed to understand that Akshara
Foundation itself was private and imparted education to the under
privileged. These were the ones who preferred government schools to
private schools based on the cost factor and facilities provided by both the
types. Also most of them complained about the facilities provided by
Akshara towards the Balwadis and compared them with the Anganwadis.
A salary Rs. 250 was also a matter of concern to them.

The data was collected from a sample of around 400 people, which was definitely
very encouraging and inspiring. These people were personally interviewed by us
over a course of twenty days between 20th August and 15th September 2003.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 34
The analysis of the primary data collected will be handled in the second phase of
the project where the the observations would be carefully studied and necessary
actions taken accordingly under the purview of entire AKSHARA management.

SILVER LINING FOR THE PROJECT AKS:

As a sense of commitment and gratitude towards Akshara Foundation,

which allowed us to work with them so closely, the AKS team arranged for a
Public seminar which covered various topics like

¾Free India – Rural Education backlashes.

¾Role of Management institutes in such voluntary services.
¾AKSHARA and its commitment towards a better educated society.

The seminar was conducted on the Sept27th 2003,at 2pm in the famous
Khincha Hall,Bharatiya Vidya Bhavan,Race course road Bangalore -01.
The seminar was presided over by:
Lt Col.Murthy Rajan (COO-AKSHARA FOUNDATION)
Dr, N.S.Malavalli (Principal – M.P.B.IM.)
Shri.Thotadri (Director – M.P.B.I.M)
And members of the Press.

The Aks Team is very happy that we were able to close the project on a
silver lining. With the support of our college, Sunshine Distributors and Universal
Book House, we were able to make a generous contribution of over 750 books
covering various topics like alphabets, numbers, computers, fairy tales, general
knowledge etc and also over 500 stationery items like charts, slates, chalk,
notebooks, pens, pencils, erasers etc, along with some cds and video cassettes

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 35
towards Akshara’s cause – namely their new program – ERC (Education
Resource Center) which will be launched in the first week of October 2003.

Also the AKS team ensured that such future contribution keep flowing by
placing a box in the college premises where any individual could drop in just
about anything which he feels could be of any possible use to the needy children
.
AKS team feels that,
“The sole reason behind us inviting the media to cover this event was that we
wanted other management colleges also to take up similar future projects. In this
world of fierce competition especially between the management colleges, we are
hoping that the end consumers i.e. the underprivileged students and the needy
get the maximum benefit – because the competition brings out the best for the
end customer.”

We are happy that the Aks team could contribute something in this regard.

“HOPE THIS SMALL STEP KINDLES THE LIGHT FOR A BETTER SOCIETY”
------------Vineeth Kumar.V (Team Leader)

ACCOLADES FROM THE MEDIA

SUNDAY, SEPTEMBER 28, 2003

THE TIMES OF INDIA

NGO KINDLES HOPE IN SLUM CHILDREN

Times News Network (SUNDAY, SEPT 27, 2003, 02:37:55PM)
A month-long project by students of M.P. Birla Institute of Management bore
fruit on Saturday. A team “AKS” has worked closely with Akshara Foundation,

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 36
an NGO in 92 city wards to study if the NGO’s objectives were being met. The
NGO focuses on providing education to economically backward children for
slums.
A report has been submitted to the Foundation’s Chief Operating Officer Lt. Col.
Murthy Rajan. “The project has highlighted certain issues which we will have to
work on and analyze. Our main concern is the dropout rate which is now 35
percent” he said.
AKSHARA FOUNDATION TO SET UP CHILDREN’S LIBRARIES
DH News Service BANGALORE, Sept 27
With the aim of making learning simple and interesting for less privileged
children, the Akshara Foundation is setting up libraries and is in talks with
software companies to provide computers for its learning centers in Bangalore.
At a seminar on “Free India, rural education, backlashes”, organized by the M P
Birla Institute of Management here today, COO, Akshara Foundation, Lt. Col.
Murthy Rajan said, the libraries will be stocked with books, stationery materials,
CDs and cassettes, to help children sharpen their learning skills.

While second semester students of the institute today donated several books,
CDs and cassettes which they collected from people and publishers, they have
installed a box at their institute housed in the Bharatiya Vidya Bhavan premises,
Race Course Road, for donations of children’s learning material from the public.
“We hope to reduce the school dropout rate among less privileged children,
which is about 35 per cent at present and induce interest in them to study” Lt. Col
Rajan told reporters later.
Studies in the recent past have helped Akshara Foundation to improve the ‘Read
in City’ programme being implemented in 350 centers in government schools and
community centers and learning has increased from zero per cent to 54 per cent,
he said.
An eight-member student team of the institute conducted a study of
schools in 92 wards of the City and are in the process of submitting their
findings to the foundation.
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 37
“Infrastructure is also an issue. We are working with Rotary institutions on
adoption of some schools. Bescom has agreed to provide electrical wiring free of
cost at five government schools and seven BMP primary schools where the
foundation will be imparting education,” Lt Col Rajan said. He also said Akshara
Foundation may beginning in Singapore and the United Kingdom. For details call
(080) 5544879/5485800 or log on to www.aksharafoundation.org

SWOT ANALYSIS
A scan of the internal and external environment is an important part of the
strategic planning process. Environmental factors internal to the firm usually
can be classified as strengths (S) or weaknesses (W), and those external to the
firm can be classified as opportunities (O) or threats (T). Such an analysis of
the strategic environment is referred to as a SWOT analysis.
The SWOT analysis provides information that is helpful in matching the firm's
resources and capabilities to the competitive environment in which it operates.
As such, it is instrumental in strategy formulation and selection. The following
diagram shows how a SWOT analysis fits into an environmental scan:

SWOT Analysis Framework

Environmental Scan
/\
Internal Analysis External Analysis
/\ /\
Strengths Weaknesses Opportunities Threats
|
SWOT Matrix
Strengths
A firm's strengths are its resources and capabilitie
s that can be used as a
basis for developing a competitive advantage. Examples of such strengths
include:
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 38
 patents
strong brand names
good reputation among customers
cost advantages from proprietary know-how
exclusive access to high grade natural resources
favorable access to distribution networks

Weaknesses
The absence of certain strengths may be viewed as a weakness. For example,
each of the following may be considered weaknesses:
¾a weak brand name
¾poor reputation among customers
¾high cost structure
¾lack of access to the best natural resources
¾lack of access to key distribution channels
In some cases, a weakness may be the flip side of a strength. Take the case in
which a firm has a large amount of manufacturing capacity. While this capacity
may be considered a strength that competitors do not share, it also may be a
considered a weakness if the large investment in manufacturing capacity
prevents the firm from reacting quickly to changes in the strategic environment.

Opportunities
The external environmental analysis may reveal certain new opportunities for
profit and growth. Some examples of such opportunities include:
¾an unfulfilled customer need
¾arrival of new technologies
¾loosening of regulations
¾removal of international trade barriers
Threats
Changes in the external environmental also may present threats to the firm.
Some examples of such threats include:
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 39
 ¾shifts in consumer tastes away from the firm's products
¾emergence of substitute products
¾new regulations
¾increased trade barriers

The SWOT Matrix

A firm should not necessarily pursue the more lucrative opportunities. Rather,
it may have a better chance at developing a competitive advantage by identifying
a fit between the firm's strengths and upcoming opportunitie
s. In some cases,
the firm can overcome a weakness in order to prepare itself to pursue a
compelling opportunity.
To develop strategies that take into account the SWOT profile, a matrix of these
factors can be constructed. The SWOT matrix (also known as a TOWS Matrix) is
shown below:
SWOT / TOWS Matrix
Strengths Weaknesses
Opportunities S-O strategies W-O strategies
Threats S-T strategies W-T strategies

S-O strategies pursue opportunities that are a good fit to the companies
strengths.
W-O strategies overcome weaknesses to pursue opportunities.
S-T strategies identify ways that the firm can use its strengths to reduce its
vulnerability to external threats.
W-T strategies establish a defensive plan to prevent the firm's weaknesses
from making it highly susceptible to external threats.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 40
 SWOT ANALYSIS ON THE AKSHARA SYSTEM:

STRENGTH
¾ Programmes are well knit together and well thought-of by the organization
think-tank.
¾ Efficient and committed group of Area volunteers, Zonal volunteers, trainer
volunteers etc.
¾ The organization and its programmes have achieved a lot in a short span
of time. (3 years)
¾ They have covered 92 blocks out of a total 100 blocks as on Aug 2003,
covering over 20000 wards (balwadi) and over 5000 (JJP) which is a
commendable job in itself.
¾ The acceptance of the AKSHARA vision by the society, corporate and the
media alike have indicated that the revival process is taking its effect.
¾ More & more institutions coming forward to serve the cause of AKSHARA
through contributions or activity involvement.

WEAKNESS
¾ Some of the balwadi teachers may pursue the programme as a source of
income and hence more impetus on “numbers” than the commitment
towards education. Hence it may require some extra training for these
volunteers else they could hamper the AKSHARA mission.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 41
¾ The dropout rate which stands at 35% is a cause of worry, if the rate is not
brought down as soon as possible it could influence other wards also to
follow suit, thus lending the entire AKSHARA operation blunt.

¾ Many of the Volunteers are not very clear with the Goals and Vision of
AKSHARA, which underlines a weak internal communication amongst the
volunteers and the organization.

OPPURTUNITY
¾ There are still some areas which are yet not tapped; hence potentiality of
growth is on the cards.

¾ The idea of ERC is getting healthy response from corporate as well as

other institutions; hence the idea is well accepted in all circles.

¾ Mass development with regards to child education has received has

received a positive fillip.

¾ More and more organizations seem willing to come forward to join hands
with AKSHARA in their mission, rather than start all by themselves hence
strengthening the Foundations of the organization.

THREAT
¾ Some of the balwadi teachers may shun their operations once the
supplies (assistance) from the main office stop coming.

¾ The idea of self-balwadi where the teachers are encouraged to start off on
their own after initial training at the centres could back-fire as they may
concentrate on their own balwadi than the former ones.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 42
¾ Some of the volunteers, balwadi teachers are not very keen (informed) on
the goal of the AKSHARA, but they however continue to do the good job
of teaching the wards- this small communication gap needs to be rectified
at the earliest as the goal of every programme should be communicated
to all its members aptly.
___________________________________________________________

SUGGESTIONS / RECOMMENDATIONS

¾Involve more and more management Institutions in the programmes, as

these are foundation bases for a future corporate societal commitment.

¾The foundation also has to work towards a more strengthened tie between
its volunteers, in other words the networking chain has to be strengthened
as these volunteers represent the organizational ideologies, especially in
the wake of the organization expanding its volunteer base.

¾Emphasis on the clarity of Vision, Mission, Goals and Objectives of the

Organisation to its volunteers.

¾Conduct more awareness drives, seminars pertaining AKSHARA and its

vision not only among the corporates but also the common masses.

The above suggestions are a result of our personal

experiences during the IMPACT STUDY and are a true reflection of the entire
AKS team.

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 43
 “We hope the above suggestions are looked into in its right
sense, and we heartfeltly hope all the best for this institution in its endeavors
towards a better educated society.”
_______ AKS team

BIBLIOGRAPHY

Text Books referred

¾Indian Society - By Mr.Badi
¾Indian Society – Mark of a new era

Magazines/Journals
¾Akshara Vahini
¾Pratham

Newspaper Articles
¾Times Of India
¾Deccan Herald

Internet References
¾www.aksharafoundation.org
¾www.pratham.com
¾www.google.com
M.P.Birla Institute of Management
Associate Bharatiya Vidya Bhavan 44
¾www.indianngos.com

M.P.Birla Institute of Management

Associate Bharatiya Vidya Bhavan 45