Jamie Naik - University of Cambridge

Reviewer - Dr Amina Charania

August 2016

Social Cost-Benefit Analysis of ITE Project

IntroductionThe Integration of Technology in Education (ITE) project aims to use technology to facilitate higher order learning within students of Classes 5-9 by giving them a more interactive and applied pedagogy along with a greater access to knowledge through the internet and by exploring their own communities. In addition to this the students are learning digital skills which are essential in highly skilled jobs, these students are some of the most underprivileged in India and otherwise would have no access to computers. It was decided that ITE would begin in Class 5 (age 10) as this is the age at which children reach the abstract reasoning stage of cognitive development where computer technologies and the internet are more able to develop higher order thinking skills as they can explore the world outside what is often a very narrow perspective they initially have (Charania 2013).

ITE has a clear set of objectives as listed below (Charania 2014): Bridge the digital divide and foster digital citizenship Create learning interest, attendance and retention Learning achievement Improve learning processes and pedagogy

Having been provided with funding and master training by Tata Trusts regional partner organisations are given the task of implementing the ITE project. The aim of this paper is to estimate the social return of the money invested by Tata Trusts and evaluate how different organisations using the funding they have been given. This will allow Tata Trusts to find out how effective the project is, its sustainability, what improvements need to be made and where to focus funding in the future.

ITE in Vikramshila, Samaritans and GVMThe students that attend these schools are far below the poverty line, their parents are not well educated and there are often troubles and difficulties within the students’ families. They do not have access to technology at home and so it is only through ITE in

these schools and learning centres that the digital divide can be bridged which can hopefully lead to a better chance of improving their quality of life. It is also hoped that ITE will improve attendance and retention in schools as students are challenged in a more engaging and exciting way. Many of their parents are unemployed, drug-addicts and even sex-workers, for these children everyday life is a struggle and education is seen as a luxury. There is a lack of motivation for children to attend school from their families and they are vulnerable to falling into the same cycle as their parents. ITE aims at giving these children an opportunity and interest in going to school, learning what they are capable of and giving them the skills, confidence and ambition to escape from their poverty trap.

In entering the government schools all of these organisations have faced tremendous difficulties; parents, teachers and headmasters have all been skeptical of the importance of ITE and whilst some have accepted the need for children to learn computer skills they have seen the ITE classes as more of an extracurricular activity. These organisations have struggled to communicate that ITE is not an additional layer of teaching within the classroom but in fact embedded within the learning process, however once they have been allowed inside the schools and demonstrate the ITE project the headmasters, teachers and parents have been able to understand need for ITE.

Vikramshila Education Resource Society

Vikramshila works in 11 Learning Support (Nabadisha) Centres where it has been conducting ITE for the past two years for students in classes 5-9 (10-14 year olds) in Kolkata. It also holds ITE classes in 21 government schools through its Outreach programme also in Kolkata. The students attend either morning or day school then come to the Nabadisha centres where they do ITE for roughly 90 minutes per day working on multimedia projects, spreadsheets and digital stories; the students also have email ID’s, Skype accounts and know how to use memory sticks. Vikramshila also runs the ITE project in 44 madrasas in the Hooghly district of West Bengal, 36 of which are government aided and 8 are privately run. These madrasas do not have any broadband connection so are only able to connect to the internet when the Vikramshila teachers come with laptops and dongles. Despite some initial difficulty in being able to enter these madrasas the ITE has been able to function well within these madrasas, Vikramshila has been especially successful in creating ITE projects that relate the teaching of Islam with the school curriculum. For example they created a PowerPoint presentation on the contributions of Muslim scientists allowing them to understand that the practice of Islam is compatible with science and boosts their ambitions whilst also connecting them with the wider world.

They have started using standardised lesson plans so that the pupils in all the centres are being taught the same skills, as a method of coordination and cooperation between the different centres and also as a timesaving measure. Once students have completed their projects they present it to the rest of their class and often with other Nabadisha centres through Skype. This enhances peer-to-peer learning and improves the learning process through question and answer sessions enabling higher order learning.

Vikramshila conducts regular reviews between its centres and with other organisations across India to compare implementation techniques and areas for improvement. They also have an annual ‘Speak it’ festival where students from all the Nabadisha centres present make a presentation to the other centres on a particular topic for which prizes are given out; again this creates a lot of peer-to-peer learning and maintains the students’ interest in ITE.

There are parents’ meetings usually once or twice a month where students present their projects and discuss them with their parents. When ITE first began the parents were a little skeptical as they did not feel it would help their children’s exam results but once they saw the projects and understood the higher order learning they were convinced of the benefits of ITE.

Samaritan Help Mission

Samaritans operates in one of its own schools, two government schools, two madrasas and one learning centre all located in the Howrah district of West Bengal and again it has been conducting ITE classes for those in classes 5-9 for two years. Samaritans has a computer lab in its school and also laptops which can be used in the classroom which allows technology to be even more integrated into the learning process.

The students at Samaritans until recently have been creating projects using similar technology to Vikramshila making multimedia projects, spreadsheets and digital stories but they have now started using applications such as Scratch to make animations and Webquest as a form of analysis and evaluation. They do not use standardised lesson plans either; instead teachers create their own individual lesson plans and divide their classes into groups which perform different tasks which they each present to the rest of their class upon completion.

The madrasas the Samaritans works in are quite different to those that Vikramshila operates in. Up until Class 12 (age 17-18) these students spend their time memorising the Qur’an, not even learning the meaning of the scripts until they enter college. These students

do not learn the same curriculum as their peers and are totally isolated from the rest of the world; the only reality they know is of their secluded lives in the madrasas. Parents usually send their children to these madrasas as they themselves feel excluded from society; moreover these are residential madrasas and they are completely free unlike the government schools in the area which do charge a modest fee hence these are some of the most disadvantaged children of all the schools in the study. ITE is especially important here in providing these students with access to the wider world whilst also allowing them to develop some authentic learning and research skills along with the 21st century skills they are able to obtain from being connected with the rest of society. Samaritans have used ITE in these madrasas

Similarly to Vikramshila, Samaritans regularly confers between its different centres and other organisations that use ITE. They also have an annual ITE competition between its different schools which engage students’ interests and encourages peer learning however the madrasas they work in are not included in these competitions as they learn a more basic syllabus than the other schools and spend less time using ITE. There are parents’ meetings every 3-4 months; again they were skeptical initially but have warmed towards ITE over time as they have seen the results.

Gramya Vikash Mancha (GVM)GVM is an NGO that has been working on helping the plight of the rural people in the Nalbari, Baksa and Kamrup districts of Assam, recently through the ITE project it has been able to gain a presence in the government schools in the areas. Currently it is implementing ITE in 50 government schools, 14 Model schools, 5 dropout schools and 12 of its own learning centres. ITE is relatively new here; many government schools have been using it for less than a six months and with only a selected number of classes, there was some delay in beginning the project here due to many schools having computer labs but in which none were working, or there was not an adequate power supply or internet connection. GVM has worked to relieve some of these problems although they are still prevalent, especially with internet where only 7 schools have a broadband connection (three of which have only been connected in the past month), the rest rely on dongles which have a very inconsistent connection. Tata Trusts has provided funding to DEF (Digital Empowerment Fund) to help connect these schools to the internet but they have struggled so far in achieving this.

Although GVM has trained roughly 150 teachers for ITE already many of them are have not been using ITE as frequently or to the level that GVM has wanted so it has employed some ITE facilitators who visit the government schools and maintain the motivation of

the teachers in doing the ITE and assisting in the teaching of some of the lessons. Some of the government schools GVM is working with have their own computer labs provided by the government but for those who do not have them GVM has its own laptops which the ITE facilitators take with them for the students to use the computers. GVM has also been providing smartphones top the schools as they allow internet browsing and can take pictures and videos which can help in creating their projects. Again the projects made in GVM are similar to those in Vikramshila and Samaritans and teachers have recently begun training on Scratch although the inconsistent internet connection does make it more difficult to make projects of the same quality, instead students in GVM spend more of their time taking the information they can find from their own community. In addition the schools have also been running Community Based Projects which are focussed on particular problems that are prevalent in their community or village such as child labour, female empowerment and how to adopt more advanced agricultural techniques. The children collect information from their local areas, taking pictures and interviewing respected members of the community before presenting their projects to the whole school and other members of the community. In this way GVM and the ITE project is having a much more significant impact in helping to raise awareness of certain issues in the community and helping to change the mentality there.

ITE facilitators usually help the teachers create their own lesson plans ensuring that the technology is fully integrated into the technology and that the teachers are fully motivated to do the ITE. Those schools that are connected to the internet do use Skype to present their projects to each other and have also had Skype sessions with Samaritans Mission School. Problems such as child labour and school dropouts are most prevalent here as families are often very poor and see schooling as a luxury and are dependent on the children providing a source of income. In these cases GVM has been able to intervene by sending the children to a special dropout school and providing financial support to the family giving them the opportunity to go to college and university.

A lack of motivated teachers and poor academic results in government schools has led a lot of parents to send their children to private schools in Assam with usually only the poorest children left languishing in the government schools which is causing them to be left behind. Model schools have been set up in the past few years which have better resources, facilities and teachers with better training; these schools have been equipped with functioning computer labs which are in use as opposed to the other government schools in Assam. GVM enjoys a strong relationship with the Education Department of Assam, they have been impressed with the ITE project and are interested in implementing ITE across all the

government schools in Assam of which there are roughly 3000.

The State of Schools in India

Difference in education between India and the UK

The standard method of education in India is rote learning; students are taught to memorise large swathes of information, most of which they will never need to know again. The combination of a growing demand for college and university places with a shortage of good quality higher education insitutions in India means there is a strong focus on exam results from an early age. Headmasters and teachers alike agree that to succeed in the exams set by the Indian education boards students need to store vast quantities of facts in their head, the exams are orientated almost entirely on remembering and a little on understanding and not on the application of these facts or being able to evaluate them and measure up conflicting arguments.

Of course the education system in Britain is also heavily focussed on exam performance but the teaching methods and exam format differ to the Indian style. Facts, ideas and theories form the basis of what is to be learnt in Britain; however what the Department of Education in England believes is that this only forms the foundation of learning. It is being able to use these ideas, apply them practically to other, more abstract situations and being able to evaluate theories on their merits that really educates the students.

I have consistently been told in my discussions with those who have been brought up under the Indian education system that students will merely memorise facts before their exams and once completed they are then forgotten. Although these facts may not need to be remembered in the student’s later life what the education system lacks is teaching these students the more practical skills on how to evaluate, improvise and innovate which students in the British system learn and it is these skills which make the educational system in Britain more relevant and useful in later life.

Another striking difference is in the difference in facilities; many rural schools do not even have access to electricity which makes learning and teaching conditions very difficult. Schools often lack libraries and as of 2007 87% of Indian schools did not have a single computer (NUEPA). Since then there has been a concerted effort by the Indian government to provide computers in schools as the need for digital skills was understood in order for India to compete as a global economy. However many of these computers have gone to waste, often they have been left in their packaging in the computer labs and teachers themselves do not know how to use them or have any incentive to teach their pupils computer-based skills. Since most

of these computers have not been used since they were purchased many are no longer working. From my time in the field typically, if a school had a computer lab of 10 PCs only around 3 or 4 would be working, therefore the student to computer ratio in these classes have been over 8:1 making it difficult for any students to learn any useful IT skills if and when they had computer classes, especially when the students would only be receiving 45 minutes of IT classes per week. This is in stark contrast to the UK where almost all schools have a computer laboratory in which there will be only one student on each computer. IT classes start from an early age therefore by the time students reach the age of abstract reasoning they already have the computer skills necessary to allow them to do far more advanced authentic learning and research skills as they grow older and their abstract reasoning develops.

The atmosphere within the classroom in India is quite different to that in the UK; students are instilled with discipline and respect and the teachers have a far more authoritarian rule with the students seen as subjects. In the UK the classroom is far more geared to creating a relaxing environment with the goal of achieving greater discussion within the class and more interaction between the students and the teachers - more emphasis is put on peer-to-peer learning through the students debating queries between themselves empowering them by giving them the opportunity to tackle their own problems. Furthermore schools in the UK dedicate a far greater amount of time to sports classes; the primary objective of this is to educate the students on keeping fit and healthy but there is the secondary goal of encouraging teamwork and fostering leadership. Sports lessons are far less prevalent in Indian schools with students more likely to engage in sport outside of school and the influence of teamwork and collaboration on students’ learning is overlooked.

Of course the resources given to schools in the UK are far greater than those in India and with more adequate funding the learning environment could be improved immensely. But there is also a difference in mentality between the two nations; the fundamental difference in teaching styles is that in the UK students are able to be constructors of their own learning at a more individualised pace and the teachers are seen as facilitators of this learning process whereas in India it is far more of a one size fits all system which usually only works for a small percentage of students. This can be seen in the difference in ambitions of students in the two countries; in India pupils often want to become engineers, lawyers and doctors where skills such as being able to memorise large quantities of information are useful, yet in the UK students are more focussed on entering the creative industries where their task is to innovate and experiment with different theories and techniques. One must understand that students in English schools must be engendered with the correct attitude at school otherwise the liberties they are given can disrupt

lessons and not have the desired effects but I believe this framework is worth being strived for in India schools.

Difference in education between urban and rural India

Rural schools in India face even greater challenges than those in the inner cities – most of them lack a consistent electricity supply and are subject to natural disasters such as flooding; in fact GVM was set up initially to provide relief for flooding victims in Assam. Obviously this makes teaching very difficult as conditions are often hot and there are not even fans to cool the students and the teachers down making the pace of teaching slow and making it difficult for students to concentrate properly. These children have little access to the outside world; their families are usually too poor to afford any mode of transport or visit any distant locations. Of the many schools I visited none of the children had travelled further than a couple of hundred kilometres from their village. With little access to radio, television and almost no access to the internet these children are isolated from the outside world and if any of them do manage to travel to a larger city they are likely to find it difficult to adjust to the vastly different way of life.

Families here are often desperately poor and even see education as a luxury; many families simply cannot afford to send their children to school as they require additional income a child can bring to the family. For this reason there is a significant proportion of school dropouts and child labour is rife in rural areas. These children, deprived of any sort of education never get the opportunity to escape their poverty-ridden lives and are forced to work a tough life.

Rural schools are even more lacking in funding than urban ones and the teachers are less well trained and far less motivated towards the learning outcomes of their pupils. For example at one of the Community Based Projects organised by GVM that I attended, at the final presentation which was meant to be in front of the whole school and all of the teachers, only about 10 of the 30 teachers at the school were present. In fact as we drove back from the presentation we identified one of the teachers doing some gardening at home when they were meant to be teaching. These teachers are given contracts by the government and their performance is not assessed; once they have a job as a government school teacher it is very difficult to remove them from that position. As a result students are often left unsupervised and the quality of their education can be very poor.

The Theory of ITEUnderlying ITE are the two complementary theories, Revised Bloom’s Taxonomy and TPACK. They see improvements in the

learning process itself through the use of technology, not merely as an additional layer on top of the existing pedagogical framework. In this way technology is used as a tool rather than as an end in itself (Charania, 2015) – this is in much the same way the teachers are also viewed. The role of the teachers is to create an environment, by designing detailed and individualised lesson plans, that allow the students to explore their interests, research and create and in doing so become a constructionist in their own learning whilst the teacher acts as a facilitator of this type of learning. This pedagogy is far removed form the traditional sense of teaching where a teacher dictates in front of a packed class of students.

Revised Bloom’s Taxonomy (Krathwohl, 2002)

The theory of Bloom’s Taxonomy tells us that there are two forms of learning; lower order learning and higher order learning. Lower order learning involved the two lower blocks of the pyramid. Students read textbooks and learn content, memorise facts and theories. Higher order learning involves building upon these two basic blocks so that students practically apply what they have learned; this more interactive approach allows them to analyse and evaluate theories and concepts and even experiment with what they have learnt to create something of their own. Although test and exam performance rely heavily on a student’s ability to merely remember and understand what they have been taught the skills obtained at the higher levels of the pyramid will be more useful in the student’s later life. Being able to take an abstract concept from what they have learned in the classroom and putting it into a real world context is a practical skill that will enhance the individual’s

performance in their career, moreover there is evidence that information that has been processed at a number of different cognitive levels will improve a student’s ability to remember and understand what they have learned (Krathwohl, 2002) making tools that facilitate higher order learning important for exam performance too.

Usual teaching methods in Indian government schools involved students learning from textbooks and then being examined which meant the students usually memorised their work and then forgot it soon afterwards and so they would only ever be operating on the bottom two blocks of the pyramid. The ITE projects that pupils have been given all involve creating projects which encompass all the other blocks of the pyramid giving students this higher order learning. Different projects are more effective than others at enabling this higher order learning therefore lesson plans are very important; a well-designed lesson plan can ensure there is a large degree of higher order learning.

Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2007)

Koehler and Mishra break down the learning process into three

contexts; content knowledge, pedagogical knowledge and technological knowledge. These are not isolated components and there is a large degree of overlap between them as teaching methods often use more than one of these contexts at a time. Different students learn in different ways and solutions to problems in teaching concerned with communication or understanding of an idea can be tackled by navigating between the different combinations of teaching contexts (Mishra & Koehler, 2007). As such the use of technology in teaching is seen as essential for students to have a complete learning experience. Difficulties with each individual context can be solved by correctly incorporating the other aspects of teaching. The pinnacle is reached when all three contexts are used together in Technological Pedagogical Content Knowledge (TPACK) where teachers use their pedagogical knowledge to teach their pupils the content using an appropriate form of technology.

ITE draws directly from this and for all the partner organisations it is the appropriate integration of technology into the learning is imperative and students are only given ITE projects once the teachers have worked out a way of embedding the technology into the learning. This is done using standardised lesson plans in Vikramshila but the teachers have more flexibility in Samaritans and GVM which allows the technology to be incorporated in different ways which they then all experience by presenting their completed projects to each other. Samaritans have some laptops in the Samaritans Mission School which can be used in the classrooms which enables the technology to be fully integrated into the classroom learning experience whilst the ITE facilitators at GVM who bring the laptops often conduct ITE lessons outside to give the students a fresh and exciting learning environment.

21 st Century and Connectivity Skills (ISTE, 2016) ISTE has published a series of standards for students and teachers to ensure that students are equipped with 21st century readiness. As the world becomes more interconnected skilled employment is becoming ever more reliant on using technology and being able to communicate with other across the globe. Their objectives for students have been split into 6 goals: creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving and decision making; digital citizenship and technology operations and concepts. These aim at encouraging innovation by students, working together to complete tasks, becoming more proficient in English, gaining research skills and be able to identify useful information, authentic learning by applying concepts to real-life situations, using technology ethically and learning the appropriate situations in which technology can be of help to them. Central to this is the idea of connectivism (Siemen,

2004) which emphasises how coming into contact with concepts outside an individual’s prior knowledge play an important part in the learning process; access to the internet takes this idea far beyond what a textbook is capable of.

The teaching standards are split into 5 categories: to facilitate and inspire student learning and creativity; to design and develop digital age learning experiences and assessments; to model digital age work and learning; to promote and model digital citizenship and responsibility and to engage in their own professional growth and leadership. To do this teachers must become more proficient themselves in technology, being able to understand where it can be of benefit and also its limitations and how to adapt to the dynamics of the technology. In addition they must understand that they are themselves setting an example to their pupils as how to use technology in their professional and personal lives. There is no escaping that technology is becoming more and more integral to our way of life and students need the right direction on how to cope with this at school, especially since these students have little access to technology at home.

Following from this the need for ITE in schools is clear; with student shaving access to all the information the internet has to offer their connectivity and 21st century skills expand significantly, especially as they communicate with others far away using Skype and email accounts. This demonstrates why it is essential that the internet issues at the schools currently doing ITE are resolved quickly, since a large component of the benefits derived from ITE come from internet access.

Differences in Implementation of ITE between Vikramshila, Samaritans and GVMIn Vikramshila teachers decide the project topic through the syllabus and prominent issues in the students’ lives and then decide how to incorporate technology for a project to be made. Pupils begin with a discussion group about the topic and then engage in book reading before being given key words to research the project and then create their projects with help throughout from their teachers. Students are given the same projects within the standardised lesson plans and present these projects to each other once the projects have been completed.

In Samaritans the teachers have a lot more autonomy to create their own lesson plans focussing on issues within the topic they would like the students to explore. This involves splitting the students into different groups and setting them different tasks to complete within the same project. Once the students have completed their projects they present to each other allowing a

larger degree of peer-to-peer learning as they learn about topics which they did not explore and would not have had time to if they all had to complete these tasks.

At the GVM schools, despite their training many of the teachers lack the confidence to conduct any ITE lessons on their own as they fear they do not have the sufficient skills to use the technology properly themselves. Therefore they often make the lesson plans in conjunction with the ITE facilitator of that school and will only teach these ITE lessons in the presence of the facilitators. In the long run, once these teachers have gained experience in making these lesson plans and teaching ITE lessons it is hoped they will be able to teach ITE on their own. ITE is still relatively recent in these schools therefore it is hoped this problem will recede in time. There is significant emphasis on the Community Based Projects in the government schools that GVM operates in with students working after school with their teachers and the ITE facilitators to make these projects. They are very much led by the students, from picking the topics to choosing who to interview and the format of the presentation they are given great autonomy by their teachers.

Samaritans have also begun using the applications Scratch and Webquest in their schools. Scratch involves students being able to make their own animations which they can use to describe what they have learned. Roshan Singh, the ITE coordinator at Samaritans has recently travelled to GVM to give the teachers some training in Scratch and it is hoped the application will start to be used in ITE lessons in Assam soon. Webquest sends the students to an internet link with information about a subject on which they are then questioned; if they get the question correct they are sent to another link and more questions.

The lesson plans at Samaritans also seem more detailed and focussed on delivering a certain type of learning from the Bloom’s Taxonomy pyramid with each task within a project being annotated with what level of Bloom’s Taxonomy was being engaged. In addition the projects of all the students at Samaritans are stored on a Cloud allowing all students at Samaritans to access the projects of others enabling greater peer-to-peer learning.

Cost-Benefit AnalysisA social cost benefit analysis is a way of measuring up the whether a decision or project has been worthwhile. This is a social cost benefit analysis because although Tata Trusts bears the costs of funding the ITE project it is the students and Indian society at large that receive the benefits of the project hence it must be looked at

across the whole society. Intuitively, if the social benefits of the project outweigh the costs then the project has been worthwhile. Cost benefit analyses are useful as they are simple to understand and allow objectivity in decision making; a project has been worthwhile if the benefits outweigh the costs and not worthwhile if the costs outweigh the benefits.

However a cost benefit analysis is subject to a number of limitations which must be recognised in this study to understand how much trust can be given to the final results. Most importantly many of the costs and benefits used are not easily measurable in monetary terms; for example it is difficult to accurately estimate the confidence students have gained in making these projects and presenting them to their peers. As such, many of the costs and benefits cannot be included, or at least not accurately. In addition to this I have struggled to collect much of the data I would have required to do a fully rigorous cost-benefit analysis as the organisations I have visited to not have the data collection facilities required for this. Despite this the data that have been collected do serve as a good estimate to the true costs and benefits of the project and as long as note is taken that they cannot be entirely accurate figures, especially when predicting into the future, then the study is valid and can be used by Tata Trusts to base future funding decisions around.

Another difficulty faced in this study has been the difficulty in measuring the opportunity cost of the ITE project. Instead of providing funding for ITE Tata Trusts could have used these resources for alternative purposes which would have created their own benefits. In a thorough cost benefit analysis these alternate benefits would be included as a cost in the ITE cost benefit analysis. However research into the monetary benefit of the alternative projects Tata Trusts could be funding has not been undertaken hence this report will only be using the funding given to the partner organisations as the costs for the ITE project.

It is also important to use the appropriate discount factor when projecting benefits into the future as it is the present value of costs and benefits are required in the analysis. In this study the benefits that I project into the future are an earnings premium gained from learning ITE. For simplicity I have not used a discount rate by assuming that the real earnings premium will remain constant over time at the current rate; the accuracy of this method will be discussed later. Any decision will have unintended consequences therefore ex-ante the cost benefit analysis can never be fully accurate, in fact even an ex-post cost benefit analysis such as this one will not be fully accurate if these unintended consequences have not been fully realised or even noticed. Finally a cost benefit analysis is value neutral; there are often some winners and some

losers from an economic decision and a cost benefit analysis is not affected by who bears these, therefore in conducting this cost benefit analysis we must be wary of any disadvantaged children who are made worse off by the ITE project or who are left behind.

Taking into consideration all these limitations of a cost benefit analysis it should be clear that it can only be used as an aid to making a decision or direct future actions, not as a substitute.

Data

Since many of the government schools GVM is working with have only been doing ITYE for a few months only the schools that have had ITE implemented for over 6 months have been included in the study since the full effects of ITE may not yet be present in the data; this is only 42 of the 69 schools GVM operates in. The figures used in the cost benefit analysis for GVM have been predicted over all 69 schools by taking the average figures of the 42 schools and projecting them over the full 69. A similar method has been used in the Vikramshila madrasas where attendance data was only available for 4 of the 44 madrasas and at Samaritans with information given for 4 of their 7 schools. The attendance data for the Vikramshila madrasas were given per student and per year for the Vikramshila Nabadisha centres hence the data were rich enough to perform hypothesis tests on whether attendance had changed but this was not the case with the attendance data from GVM and Samaritans which were only given as before and after ITE therefore a hypothesis test could not be conducted.

Baseline and endline data on authentic learning and research skills were only available for students at the Vikramshila madrasas; due to the similar teaching processes in the Vikramshila Nabadisha centres this report predicts that a similar proportion of Nabadisha students will have gained these authentic learning and research skills. Instead 21st century and connectivity skills were measured for Samaritans and GVM students however these were not available from the Vikramshila students.

I was not given access to any information from the government schools on the Vikramshila Outreach programme due to confidentiality issues Therefore to measure the improved use of infrastructure within the schools as a result of ITE only three schools of the 21 on the Outreach programme were sampled and the figures taken from these schools were projected over all 21 to give an estimate on overall computer coverage and usage.

The earnings data has been taken from the most recent reported figures but projections into the future will not be accurate, for simplicity the effect of inflation has been ignored by assuming that

inflation will fall equally upon all members of society therefore there is no need to incorporate it into any calculations. It has also been assumed that there will be no change in the real wage differential between university graduates and those who only complete secondary schooling and no change in the earnings premium of an individual in highly skilled employment and a university graduate.

Methodology:

The costs of the ITE project were relatively simple to calculate; Tata Trusts had a detailed breakdown of the funding they had given each organisation for the purposes of ITE; this study uses the actual utilisation of this funding as a large proportion of the funding given had not yet been spent. The objectives of ITE were used as a basis for finding indicators to measure the benefits accruing from ITE however data collection proved difficult as the organisations did not have a lot of information to hand and they faced issues in retrieving data from government schools due to confidentiality. Overall I settled on three areas on which there was sufficient data to use, these were:

Attendance TPACK, 21st century & connectivity skills Improved use of infrastructure

1. Attendance

One of the goals of ITE has been to create learning interest and improve school attendance through these technologies. However this was not meant just in the sense of the novelty of children being able to use technology and the internet for the first time but the process of embedding technology within the learning process and challenging the traditional concept of the classroom. This included the greater interaction of children with each other and with the teacher, being able to apply what they have learned more practically and evaluate different arguments, allowing children to grow in confidence and ambition and having the opportunity to learn at their own individualised pace. By aiming to change the whole learning environment the target was to improve attendance in the long term – by retaining students for longer their lifetime earning prospects will increase.

For Vikramshila the attendance data were rich enough to test whether attendance had increased before and after ITE. If the change was found to be significant then the number of additional students attending school could be measured by multiplying the change in attendance by total enrolment in the school. For GVM and Samaritans attendance had increased in every school after the implementation of ITE therefore it was deemed valid not to conduct

a significance test as to whether attendance had increased. Again the number of additional students attending school could be measured by multiplying the change in attendance by total enrolment.

A monetary value was put on this by estimating the total increase in lifetime earnings for students who were now attending school due to ITE. The Secondary Gross Enrolment Ratio (GER) for higher education in India is 0.393 (OGD, 2010) and the Tertiary Gross Enrolment Ratio is 0.236 (HRD, 2015). Multiplying the Tertiary GER by the number of additional students attending school gives how many extra students will be attending university due to ITE. The average earnings of a university graduate has been calculated by finding the average wage of the most popular degrees in India; arts, science, commerce and management and engineering and technology courses constitute 90% of undergraduate degrees in India (37%, 19%, 18% and 16% respectively) (UGC, 2016). Comparing this against the average earnings of an individual who has only completed secondary education gives the earnings premium of a graduate. Projecting this across 40 years of work and discounting the years in higher education where a university graduate is not working gives the lifetime earnings premium of a university graduate. Therefore the total return of ITE resulting from improved school attendance can be calculated by multiplying the earnings premium of a university graduate by the number of individuals who will attend university due to the ITE programme. However due to the learning disadvantage a madrasa student faces it is better to use the wage premium between a student who has completed secondary school and a student that has completed primary school instead as few will be attending university. Therefore to calculate the figure for the Vikramshila madrasas the projected number of additional students attending school is multiplied by the Secondary GER and then by the lifetime earnings premium of a student that has completed secondary school over one who has completed only primary school.

2. TPACK, 21 st Century & Connectivity Skills

From the TPACK theory ITE improves pedagogy to foster enhanced learning achievement; in addition by bridging the digital divide it gives students the 21st century and connectivity skills they would not have received otherwise. With these new capacities these students have the opportunity to enter into high skilled employment and increase their lifetime earnings substantially by being able to create networks and communicate with others across the globe.

For the Vikramshila madrasas there was baseline and endline data on authentic learning and research skills gained from doing ITE where pupils were scored on their ability to complete certain tasks

using technology. This study regarded those children who had performed well in both tasks as possessing the skills targeted in TPACK thus those children who had gained these skills had the potential to enter into highly skilled employment. The background of the students, resources and teaching process in the Nabadisha centres is very similar to those in the madrasas in which Vikramshila operates therefore it is valid to assume that a roughly equivalent proportion of students in the Nabadisha centres will have picked up these same skills and will be able to enter highly skilled employment; in fact probably a higher proportion will possess these TPACK skills in the Nabadisha centres as they have far better access to the internet. Baseline and endline data was not available for Samaritans and GVM hence having connection to Skype or having an email account was used as a proxy for 21st century and connectivity skills.

To find the number of students who will enter highly skilled employment the predicted number of children with these ITE skills at each organisation is multiplied by the GER. The monetary value of these skills has been calculated by finding the lifetime earnings premium of highly skilled workers over the average university graduate. This is likely to be an underestimate of the total earnings premium of those with ITE skills as they will probably be more likely to attend university with these skills than average and even those with these skills who do not attend university are likely to have higher paid jobs than those who do not have them.

3. Improved Use of Infrastructure

As stated earlier many of the government schools had computer labs before the ITE project began but they were rarely in use as teachers had no training on how to use them and were not given instruction to use computers in the learning process. Since entering these schools and beginning ITE classes the computers are finally being utilised to their potential. As such there has been an improvement in the use of infrastructure in the schools where Vikramshila and GVM operate (the existing computers in the schools Samaritans works in were already in use). Vikramshila was not able to disclose the number of computers in each government school but having sampled 3 of the 21 government schools that are part of their Outreach programme I could estimate the average number of computers in each school. GVM has invested a significant portion of its funding to repairing the broken computers in these schools and has repaired 218 PCs to date.

By multiplying the number of working computers after ITE began in each school by its cost (roughly Rs. 20,000) and the percentage change in utilisation the total value of this infrastructure usage can be measured. Utilisation before ITE has been taken as 0% since

none of them were being used for any productive purposes before ITE began apart from the Model schools in Assam where the children were learning IT skills before ITE began – utilisation at these Model schools before ITE has been taken as half of their utilisation after ITE as the technology was not being used to its full potential. Utilisation after ITE has been taken as the proportion of Classes 5-9 doing ITE in the school; for example if Classes 5, 7 and 8 were doing ITE then utilisation would be 60%.

Results

1. Costs

Table 1 illustrates the total amount of spending each organisation has been given by Tata Trusts for the ITE project. In total almost Rs. 6.5 crore has been given with the vast majority being given to Vikramshila. DEF are also included in this as they are responsible for providing broadband to the rural schools in Assam that GVM is working with.

2. Attendance

Tables 2 and 3 show the average number of students attending school and the average attendance before and after ITE along with the sample standard deviation of these attendance figures along with a 2-tailed t-test for a difference in average attendance before and after ITE for the Vikramshila madrasas and Nabadisha centres respectively. For the t-test the sample standard deviation of attendance is used to estimate the population standard deviation and due to the large sample size of 468 students for the Vikramshila madrasas the test statistic is compared to the corresponding critical value on the Normal distribution at the 5% significance level. The Nabadisha data is not available per student therefore the sample size is only 7 given the data is annual between the years of 2010 and 2016 inclusive, therefore the t-test for difference in means uses 5 degrees of freedom losing an extra one for estimating the population variance.

Table 2 demonstrates that there is evidence to suggest that average attendance has changed at the Vikramshila madrasas with a highly significant p-value of 0.0001 yet Table 3 suggests that average attendance has not changed at the Nabadisha centres with a p-value of 0.306; in fact average attendance has actually fallen at the Nabadisha centres since ITE was implemented.

Table 4 illustrates the total monetary benefit of improved attendance of ITE through more students going to university and earning higher incomes over their lifetimes than if they had only

completed secondary school. The annual earnings premium of a university graduate against an individual who has only completed secondary schooling is roughly Rs. 1.8 lakh which over a 40 year working life leads to an overall premium of over Rs. 61 lakh. Across 188 additional students expected to go to university as a result of ITE the total monetary benefit as a result of improved attendance is over Rs. 115 crore.

3. TPACK, 21 st Century & Connectivity Skills

The left hand side of Table 5 shows the predicted proportion of Vikramshila children with authentic learning and research based analytical skills that TPACK aims to achieve at 17.81% whilst the right hand side demonstrates the 21st century and connectivity skills of the children at Samaritans and GVM at 15.27% and 0.60% respectively. By assuming that only a certain proportion of these students will go to university (23.6%, the Gross Enrolment Ratio) we can measure the lifetime earnings premium of all the students who go to university with these skills and enter highly skilled employment as opposed to those university graduates who do not enter highly skilled work which is over Rs. 0.6 lakh per year totaling at over Rs. 25 lakh over a lifetime. The greatest benefits come from the Vikramshila madrasa students and the Samaritans students; GVM is currently lagging behind but this is no surprise since ITE is relatively new and many of the schools do not have the internet access required to acquire 21st century skills. Across over 137 additional students expected to enter highly skilled employment the overall monetary benefit from these skills ITE gives is projected to be almost Rs. 35 crore over these students’ lifetimes.

4. Improved Use of Infrastructure

Table 6 displays the number of working computers at the government schools in GVM and at Vikramshila’s Outreach programme, GVM works in a greater number of government schools than Vikramshila therefore there are over 3 times the number of working computers at the GVM schools. Before ITE the computers at the government schools Vikramshila works with were no used at all by the students hence utilisation has been noted as 0% and it was only in the Model Schools that GVM operates in that computers were being used for the students to learn some basic IT skills making average utilisation very low at 2.6%. Since ITE has been implemented in the government schools on average two classes participate so far out of a potential of 5 between Classes 5-9 giving an average utilisation at Vikramshila and GVM of roughly 40%. Given the cost of these computers was estimated at Rs. 20,000 the total monetary benefit from the use of these computers for ITE is valued at over Rs. 42 lakh.

5. Overall Cost Benefit Analysis

The final cost benefit analysis has been completed on Table 7; broken down into costs and each category of benefits identified. The overall ratio of benefits to costs is given for each organisation. This study has found that for Vikramshila for every 1 rupee of funding given by Tata Trusts the overall return to society is 15.3 rupees, for Samaritans the figure is much higher at 68.0 rupees and for GVM the benefit to society is 40.3 rupees. On average across the three organisations the total return to society for every 1 rupee of funding given is estimated as 23.2 rupees.

Discussion

If for every 1 rupee of funding Tata Trusts gives towards ITE society gains 23.2 rupees the social return on investment is very high; of course this study lacks data on the monetary value of the benefits resulting from alternate uses of the money, for example Tata Trusts giving funding for libraries instead. Without the opportunity cost of the ITE project being accounted for it is difficult to say whether ITE funding gives the highest return possible however the figure of 23.2 rupees does make it seem apparent that society will benefit greatly from the ITE project. Although the total benefit to society predicted from Vikramshila’s operations is much higher than that of Samaritans and GVM it has been given almost 5 times as much funding as GVM and over 10 times as much funding as Samaritans. With an overall benefit to cost ratio of 68.0 the data suggest that more funding be given to Samaritans as it is using the money most productively of all the organisations. This is likely due to the other sources of funding that Samaritans obtains making them less dependent on funding from Tata Trusts and allowing their schools to have better facilities, for example Samaritan Mission School already had a fully functioning computer lab before ITE was implemented allowing them to reap a high benefit from the ITE project without spending too much. We would also expect the ratio at GVM to rise as the benefits of ITE become more fully realised and more schools gain internet access allowing more of the students to gain the 21st

century and connectivity skills needed to enter highly skilled employment. With ITE more fully established at Vikramshila the amount of funding given per child should fall whilst the benefits continue to be realised hence we should imagine that the ratio at Vikramshila should rise in the future too.

The results obtained in this study can only be described as rough estimates; the data available was not rich enough to be able to affirmatively conclude the specific monetary benefit to society for every rupee spent by Tata Trusts. If a similar study were to be

carried out in the future baseline and endline data would need to be available for every data at a larger proportion of the schools for a number of years before and after the implementation of ITE. Baseline and endline data would also need to be collected from these students along with their access to the internet, Skype and email etc. to assess their 21st century and connectivity skills. Tracking data of student outcomes once they have left school for those who have done ITE and those who have not to be able t compare differences in their circumstances, for example the degree they are studying at university or what job they have; this would enable more accurate predictions in earnings differences to be made. To perform a more accurate cost benefit analysis a future report would have to gather information on the monetary costs and benefits of alternative projects Tata Trusts could be providing funding for so that the opportunity cost of the project could be calculated and incorporated within the cost benefit analysis of ITE.

Wider Impact of ITEIt must be acknowledged that many of the benefits of ITE have not been measured in this report or are even capable of being measured due to their nature. ITE succeeds in getting students out of the classroom and interviewing members of the community; as a result of the greater interaction between the school and the community relationships are built and strengthened, differences in opinions can be listened to and understood and messages can be communicated in a relaxed manner. The Community Based Projects run by GVM are the best example of this; by interviewing the most respected members of their villages and presenting their views to the whole school and other villagers students and adults alike and communities in general are able to become more reflective and tolerant engendering change within these villages.

The focus on detailed lesson plans for ITE classes and targeting specific skills the students need to be taught for each task and activity they are given are becoming translated into the other non-ITE classes. This has made lessons more structured and organised as teachers have become aware of the theory of ITE; that students need to be challenged at a more practical level and that the traditional method of teaching alienates a lot of students.

The ITE project has provided a way of these organisations entering these schools in the first place; now that they have gained a presence they are able to influence in other ways than just ITE. In this way the whole school structure can change to one more focussed on the learning outcomes of the students with more motivated teachers who are willing to offer the students new opportunities to grow and better support systems. With these

organisations participating in many different schools the teachers of different schools come into contact with each other allowing them to discuss the difficulties they are facing in general and how to overcome them. Moreover ITE workshops that involve all the organisations allow teachers from across India to meet and they can discuss different teaching methods. Some of the effects of ITE are more subtle than others and the true total benefit to society from the project is impossible to measure but these more indirect factors can play just as important a role in benefitting the country as the more direct indicators.

Problems Faced in the Implementation of ITEThe motivation and confidence of government school teachers to do ITE is lacking across all the organisations. Their main focus is on grades and they see ITE as a distraction, not as an aid to the learning process. They regard it as more of an extracurricular activity that should not detract from class time and many of those that have taken it up have not integrated the technology into the learning correctly. The partner organisations have worked very hard to communicate the message and theory of ITE and there are many enthusiastic teachers but there are also many obstinate teachers who are set in their traditional ways of teaching and blocking a full take-up of ITE in the schools.

The ITE Manual explains that schools should aim for a student to computer ratio of 3:1 yet most of these schools are falling a long way short of that; with a limited number of working computers in most of the government schools and class sizes ranging up to 30 students the ratio regularly reaches up to 8:1. At this stage ITE ceases to benefit any student as none are able to spend a sufficient time using the computer and the chaos of the computer lab ceases any opportunity for peer-to-peer learning. Additionally there is often only one teacher; themselves usually lacking in complete proficiency with the technology, in charge of this whole class trying to deal with a multitude of queries at the same time. These situations are common in the ITE classes in government schools and severely impede the effectiveness of the classes.

Most of the government schools GVM works with do not have a broadband connection thus internet access is limited to two laptops with dongles the ITE facilitators bring when they come, moreover there is no internet access in the madrasas Vikramshila works with in Hooghly and regular and consistent access to the internet is a problem in some of the more rural Nabadisha centres at Vikramshila. This makes it very difficult for students to find a good range of sources on the internet with which to make their project making ITE less effective. These children are unable to gain and

develop the 21st century and connectivity skills that ITE aims to achieve therefore it is imperative that in the future more resources are devoted to improving internet access.

All of the government schools that GVM works with have either a very poor electricity connection or none at all and many are without a power backup. Power cuts are frequent and limits ITE to the laptops the facilitators bring when they visit. This reduces the amount of time these children can spend doing ITE and increases the student to computer ratio when only the laptops are available to use again reducing the quality and effectiveness of ITE.

Almost none of the schools are English medium therefore English is usually the students’ second or even third language and they have a very limited grasp of it. Most of the sources the students find are in English and the translation applications they have are often not very accurate and it can be very cumbersome for teachers to translate a whole web page for their pupils.

The ITE lessons in the government schools are usually between 30 and 40 minutes once per week which is not enough time for the students to engage properly with their work which reduces the effectiveness of ITE especially with the limited number of working computers at the GVM and in the Vikramshila Outreach schools making the student to computer ratio very high. As mentioned previously government schools often have computer labs but many do not work making Vikramshila’s Outreach programme very difficult as students are forced to work on only a few computers reducing the capacity for higher order learning. Moreover government school timings often make it difficult to do ITE in the Nabadisha centres and there are often clashes between the opening hours of the government schools and the Nabadisha centres.

Students in the Madrasas in which Samaritans work spend the majority of their time learning the Quran and not learning the same syllabus as the rest of the schools and they are not given as much time to do ITE. Therefore they have less access to the benefits of ITE and they are unable to compare their projects with those from other centres which reduces peer-to-peer learning.

How the ITE Project could be ImprovedBelow is a bullet point list of recommendations for each organisation in the way they implement the ITE project:

Vikramshila

Students being given more English lessons at the Nabadisha centres or using English language learning programmes such as Rosetta Stone

The type of higher order learning being targeted can be noted down in the lesson plans beside each task the students are given

Teachers should make more detailed comments in their logbooks for show the students could improve their projects

With standardised lesson plans students from all centres should do the same projects at the same time so pupils and their teachers can compare what they are learning

Samaritans

Improve students’ understanding of English which could be done using online programmes

Ensure that the madrasa students follow the syllabus of the other students more closely and have more time to do ITE so that they are not left behind

Teachers need to make more detailed comments in their log books as to how the students could have improved their projects

GVM Improve students’ understanding of English which could be

done using online programmes

The type of higher order learning being targeted can be noted down in the lesson plans beside each task the students are given

More pressure should be put on DEF to connect schools to the internet or a different provider could be found

Teachers should be encouraged to conduct ITE classes on their own without the facilitators present to ensure the sustainability of the project in the future

Teachers need to make more detailed comments in their log books as to how the students could have improved their projects

Work must be done to ensure projects from the syllabus remain interesting and engaging despite a lack of internet

ConclusionThis study has estimated that for every 1 rupee of funding given by Tata Trusts the social benefit is 23.3 rupees. Although some of the data are unreliable, some strong assumptions have been made and many of the benefits of ITE are unable to measure with any sort of accuracy this report serves a useful exercise in attempting to quantify the benefits of ITE whilst demonstrating that it certainly appears to be a worthwhile endeavour for Tata Trusts to continue pursuing.

Tata Trusts aims at slowly retreating from giving funding from the organisations where ITE has been established. The future of ITE rests mainly upon the success of the train-the-teacher approach where teachers who have been trained in ITE and have practice in teaching it in their schools become trainers themselves in ITE workshops to teachers who are about to begin ITE in their schools. The aim is for each teacher to be able to train another 10 teachers and in this way the ITE project can spread across India relatively rapidly.

Further research into the benefits accruing from ITE must seek richer data that is not subject to the same flaws as the data used in this report. Over time issues in data collection should improve and the benefits of ITE will become clearer to see as those who have received ITE classes enter into university and then find a job. It is clear to see that the ITE project is changing mentalities across schools in India; the classroom hierarchy has broken down and children are becoming more interested in education as their engagement with technology increases whilst they are also becoming equipped to take the opportunities the new digital world is bringing along with dealing with the challenges it poses.

Table 1: Total Spending by Each

Organisation

OrganisationTotal

Vikramshila Samaritans GVM DEFTotal Spending 49,957,876 4,589,557 7,524,815 2,851,753 64,924,000

Table 2: Has there been an Increase in the Average Attendance of the

Vikramshila Madrasas as a Result of ITE?

Average Number of Students

Average Attendanc

e

Standard Deviation

Before ITE 369.4 54.9% 3.19%After ITE 384.3 77.9% 3.19%

t-test for Difference in Means

t-statistic p-valueAccept or

Reject H0?

7.205 0.0001do not

accept H0*

*5% significance level

Table 3: Has there been an Increase in the Average Attendance of the Vikramshila

Nabadisha centres as a Result of ITE?

Average Number of Students

Average Attendance

Standard Deviation

Before ITE 278 68.8% 6.22%After ITE 311.3 61.7% 6.22%

t-test for Difference in Meanst-statistic p-value

Accept or Reject

H0?

-1.139 0.306do not

reject H0*

*5% significance level, 5 degrees of freedom

Table 4: Monetary Benefit of Improved Attendance at Vikramshila

Madrasas

Organisation

Vikramshila Madrasas

Predicted additional students attending due to ITE 390.7

Gross Enrolment Ratio (Secondary) 0.393Predicted number of additional

students going to Secondary School 153.5451

Average Salary of Secondary Student360,101

Secondary-Primary Wage Gap in 2004 (Azam 2009) 1.576

Average Salary of Primary Student 228,563

Income foregone by going to Secondary School for 6 years 1,371,377Secondary Salary Premium 131,538

Lifetime Salary Premium 4,284,756Predicted Total Earnings Premium

across all Students 657,903,319

Table 5: Monetary Benefit of Improved

Attendance at GVM & Samaritans

Organisation Total

Samaritans GVM

Predicted additional students attending

due to ITE 133.6 272.7 797.0

Gross Enrolment Ratio (Tertiary)

0.236 0.236 0.236

Predicted number of additional students going to university

31.5 64.4 188.1

Average Salary of university graduate

540,151 540,151 1,620,453

Tertiary-Secondary Wage Gap in 2004

(Azam 2009) 0.50 0.50 0.50

Average Salary of Secondary Student

360,101 360,101 360,101

Income foregone by going to university for

3 years1,080,302 1,080,302 1,080,302

University Salary Premium

180,050 180,050 180,050

Lifetime Salary Premium

6,121,710 6,121,710 6,121,710

Predicted Total Earnings Premium across all Students

193,035,588 393,943,268 1,151,434,976

Table 6: Monetary Benefit of

TPACK, 21st Century &

Connectivity Skills

Vikramshila Samaritans & GVM

TotalVikramshila Madrasas

Vikramshila Nabadisha

Samaritans GVM

Students with Authentic Learning

and Research Skills at Endline

17.81% 17.81%Students with

Email and Skype Account before ITE

0.00% 0.00% -

Students with Authentic Learning

and Research Skills at Baseline

0.60% 0.60%Students with

Email and Skype Account after ITE

15.27% 0.60% -

Endline-Baseline Difference 17.21% 17.21% Difference 15.27% 0.60% -

Total Enrolment 1701 319 Total Enrolment 1303 5819 9142Gross Enrolment

Ratio 0.236 0.236Gross Enrolment

Ratio 0.236 0.236 0.236

Predicted Number of Students Attending University

401.4 75.3

Predicted Number of Students Attending University

307.5 1,373.3 2157.5

Predicted Number of Students

Entering Highly Skilled

Employment

69.1 13.0

Predicted Number of Students

Entering Highly Skilled

Employment

47.0 8.2 137.3

Average Earnings of Highly Skilled

Workers 603,600 603,600

Average Earnings of Highly Skilled

Workers 603,600 603,600 603,600

Average Earnings of University

Graduate 540,151 540,151

Average Earnings of University

Graduate 540,151 540,151 540,151

Earnings Premium of Highly Skilled

Worker 63,449 63,449

Earnings Premium of Highly Skilled

Worker 63,449 63,449 63449

Lifetime Earnings Premium 2,537,965 2,537,965

Lifetime Earnings Premium 2,537,965 2,537,960 2,537,960

Predicted Total Earnings Premium across all Students

175,340,758 32,882,835 Predicted Total

Earnings Premium across all Students

119,210,974 20,912,039 348,346,606

Table 7: Monetary Benefit of Improved Use of Infrastructure

Organisation

Total

Vikramshila Outreach

GVM

Predicted Number of Working Computers

147 518

Average Cost of Computer 20,000 20,000Average Utilisation before ITE 0% 2.6%Average Utilisation after ITE 40% 35.9%

Difference in Utilisation 40% 33.3%Predicted Total Monetary

Value across all Schools 1,176,000

3,044,000

4,220,000

Table 8: Overall Cost Benefit

AnalysisOrganisation

Total

Indicator Vikramshila Samaritans GVMCosts 49,957,876 4,589,557 10,376,568 64,924,000

Improved Attendance

657,903,319 193,035,588 393,943,2681,244,882,175

TPACK, 21st Century &

Connectivity Skills

208,223,592 119,210,974 20,912,039 348,346,606

Improved Use of Infrastructure

1,176,000 - 3,044,000 4,220,000

Total Benefit 867,302,911 312,246,563 417,899,307 1,597,448,781

Benefit/Cost17.4

68.0 40.324.6