Embed Size (px)
Citation preview
A N N U A L R E P O R T 2 0 1 5
2015 - ANNUAL REPORT 1
“Don’t let my Schooling interfere with my Educa8on”. This had been the journey for me and my Team in order to achieve prac8cal targets for our beneficiaries, things which were in the long run helped them stand on their feet and self sustain.
ADer 19 years of solid sustainable growth, Literacy India is entering into a period of consolida8on of its Projects of Educa8on & crea8ng Employ-‐ability. In 2014, most of the regions registered 15% growth, specially 35% in digital Educa8on .We had to take stock of our successes as five year old students, who were with us since incep8on, became fully fledged educated and Employed Youth.
During the year April 2014 to March 2015 – I personally led the planned the vigorous implementa8on of “Gyantantra Digital Dost” – a mul8media based offline educa8onal soDware – targe8ng children who are dropouts, who had lower learning levels, from government schools and street children .This had not been easy and I have DELL – India to thank in making this a reality. In other projects companies like Teleperformance, Encore . American Express, KPMG,MicrosoD etc support brought in some dynamic changes in over all quality of the educa8on.
Our Vision
In this overall opera8ons, Literacy India strives to support its beneficiaries to achieve both, robust and sustained growth in order to narrow income gaps in the communi8es, and, at the same 8me, make progress towards achieving genuine inclusion and social equality.
Literacy India managed to reinforce, its cataly8c role by a]rac8ng funding to remote areas of Rajasthan , U]rakhand , North Bengal & Jharkhand , from various interna8onal companies to bring overall change in financial status of the families in the villages, which otherwise would have been difficult.
I would like to emphasize the posi8ve impact that the con8nued support by donors like Encore, Master Card, UPS, Cognizant, etc, and their unwavering commitment to our ins8tu8on has had on our results. It would not have been possible for us to forge ahead with our work without them. With this support and the hard work of our team, Literacy India has made cri8cal and important progress in all the projects and created success stories.
Beyond the important milestones, today’s constantly changing global reali8es mo8vate Literacy India to evolve in order to provide our beneficiaries with the support they need. Towards that end, we made great strides in 2014 in strengthening the organiza8on and its processes, and in engaging in strategic thinking about developing new ini8a8ves and programs to increase the flow of knowledge and skill training support to our beneficiaries at grass root level.
Founder s Message
Literacy India20
15 A
NN
UA
L R
EP
OR
T
Its a
ll ab
out E
duca
tion
, Em
pow
erm
ent a
nd c
reat
ing
Liv
elih
ood
oppo
rtun
ities
...
A N N U A L R E P O R T
Founder s Message & Fact Sheet 2
Literacy India also moved forward in its efforts to develop and implement innova8ve and cataly8c tools to generate greater added value, par8cularly leveraging the usage of Technology, in an offline mode, to impart educa8on and skill building in the geographies where Literacy India is the only help.
Financial year 2014 – 15 had seen the construc8on of schools in Dist Bokharo, Jharkhand, for the Tribal children; Dist U]arkashi – U]arakhand, Dist Kalimpong, North Bengal, and finally Village Bajghera in Gurgaon.
In the way forward, Literacy India plans to use these proper8es as a complete Center for learning, to reach, to mobilize, to educate, to train and to support with our objec8ve of overall growth of the communi8es. These Schools will also work as a central point for surrounding villages & Communi8es.
Year 2014 had been tough for us in terms of fund raising as companies slowed down their funding in order to understand the CSR policies and the grant support to various non-‐ profits. There is over all confusion regarding the policies amongst the companies, leading to serious set back to project funding and seems to con8nue to the following year. This has led to a huge downside in our fund raising. This, coupled with the fact that during the past our focus was internal opera8onal excellence and not marke8ng, has led to dependence on our own savings deple8ng the same.
An important new development has been the Literacy India Board of Advisors, which is now rechristened as a Board – wherein the Trustees and the BOA team make concerted effort in overseeing and guiding the development of our programs.
Capt Indraani Singh
Fact Sheet
Literacy India, or LI in short, a non-‐profit trust, was set up in 1996 with an objec8ve of empowering underprivileged children and women by making them self-‐sufficient. LI set its goals in the next decade on the three E’s-‐ Educa,on, Empowerment and Employment.
We -‐
Help build confidence and awareness about educa,on amongst young boys & girls (with a special focus on girls from underprivileged backgrounds) and support them in ac8ve schooling.
Nurture, mentor and assist children and youth to become assets to their community through a holis8c learning approach. Use role models to inspire the youth to take up issues concerning their communi8es.
Restore dignity amongst the underprivileged. Empower youth specially women from rural & economically underserved communi8es by providing training and livelihood through higher educa,on and/or voca,onal studies.
To achieve these goals, LI has established 55 centres in 12 states: Delhi NCR, Haryana, West Bengal, Jharkhand, Rajasthan, Himachal Pradesh, U]ar Pradesh, U]arakhand, Jharkhand, Karnataka and Telangana with an outreach of 50,000 beneficiaries annually.
A N N U A L R E P O R T
PROJECTS 3
PROJECTS
Vidyapeeth -‐ our school under LI, is cer8fied by the Na,onal Open School -‐ which runs classes from LKG-‐10 Grade, and encourages children for non-‐formal preparatory educa8on. These children are otherwise likely to be engaged in child labor or other menial labor at a very early age and can never expect to go to a school due to poverty and tradi8onal aotudes. Children are engaged in not only core subjects, but also co-‐curricular ac8vi8es. This school has helped over 10,000 children since its incep8on.
Pathshala is Literacy India’s first project started in 1996 with an inten8on to undertake remedial classes for children in the age group of 6-‐17 years to help them become well rounded individuals through a holis8c learning approach. Pathshala , an open classroom caters to 4000 children/youth across various states of India on a daily basis.
Pathshala’s key objec8ves include:
Reduce dropout rate among the girl children
Sustain interest to a]end school
Improve the quality of educa8on using tools developed by LI last two decades.
Help children understand career choices
Mo8vate the students to take up higher studies
Educate children in Life Skills
Gyantantra Digital Dost (GDD) is an innova8ve PC based, interac8ve learning tool, to enable a cost effec8ve and scalable learning. GDD covers curriculum for Hindi, English, Math, EVS and Life skills. This unique virtual teacher is able to quicken the learning process and promises to not only bring child’s reading ability to appropriate levels based on his/her age, but also se]le the child in an age-‐appropriate grade at the end of the interven8on period.
Innova8ons which make GDD highly effec8ve include:
Self-‐learning (less dependency on a teacher)
Self-‐paced (allow child to progress as per his/her ap8tude)
Holis8c well-‐structured curriculum
Mul8media and game-‐based (makes learning fun and interes8ng and ensures high a]en8on and reten8on)
Discusses per8nent/relevant life-‐issues
Gurukul – Completes the circle and sponsors the higher educa8on of some of the children from our Vidyapeeth & Pathshala programs who show promise and an ac8ve inclina8on to pursue higher educa8on. Over 4000 children have benefited through this program since incep8on. The Gurukul program has led to children enrolling in engineering colleges, op8ng for Commerce, Science and CA courses as well.
A N N U A L R E P O R T
4 PROJECTS
PROJECTS
Shiksharth -‐ This is a unique program that aims at providing a plasorm to the slum community and its children for bringing out their talent and skills in various art forms such as pain8ng, po]ery, theatre, dance etc. This has led to improving their lives and point them towards a career path.
Project Jagurkta is helped by Shiksharth. Jagrukta is all about crea8ng awareness with the help of street plays on educa8on, empowering Girl Child, Women Safety and many such social issues.
Karigari helps improve the status of youth and women in society by providing them with livelihood op8ons through voca8onal training in specific areas, based on the beneficiaries’ preferences and ap8tude. Karigari has operated under various co-‐branded projects like Karigari Janani, Karigari Swavalamban, Karigari Yogkhem, Karigari Taksham, etc., under which over 10,000 youth and women have been benefi]ed across India.
Key voca8ons include:
Computer courses cer8fied by Na8onal Ins8tute of Electronics and Informa8on Technology (GoI),
S8tching, embroidery, recycled paper product training, block prin8ng, 8e & die etc.
Beauty culture, Agarbao making, Spa training.
Pa]al plate making, Kitchen Gardening & Organic Farming.
Driving and hospitality management.
Eco/Social-‐tourism.
Indha – A Social Enterprise registered as an LLP, Indha was born out of Literacy India, as a logical transforma8on, with a dis8nctly felt need to a]ain self sufficiency and sustainability as well as scale for their projects, specially with respect to Project Karigari( Skill development) – aimed at developing the Skills for ar8sans, a diminishing art form with the evolu8on of modern technologies.
The need for Indha arose when women trained under Karigari found it difficult to support themselves financially due to restric8ons imposed upon them regarding moving out of the village to find work. In 2004, produc8on centers were set up in 4 villages and currently operate in eleven villages
Unlike private companies in the handicraV sector that align themselves with skilled workers, as an organiza,on, Indha, invest in the training of ar,sans and in ensuring their well being by providing higher wages, medical benefits, financial educa,on and good work condi,ons.
Today Indha plans to scale the opera8on from capacita8ng & working with 250 women to 1000 women in the next 3-‐4 years. To enable this scale, we need to create a growth fund which will be used for opera8ons and working capital. Indha operates and sells its products through two methods, Direct Sales and E-‐Tailing. Our E-‐Commerce ini8a8ve operates through two websites www.indhcraD.org & www.indha.org , and INDHA is a brand now for Literacy India. It is a registered patent now.
A N N U A L R E P O R T
YEAR `S HIGHLIGHT 5
Vidyapeeth
• 1000 children impacted every year under the school project.• 150 children cleared Na8onal Open School Board as Literacy India’s Bajghera School is OBE Accredited.• Children comple8ng Class 10th from Vidyapeeth got placement various companies and outlets.• Value educa8on has brought significant changes in children behavior. Value Educators were trained by India Quality
Founda8on based on Swami Vivekanand`s Teachings.• Meritorious children admi]ed into Public school for higher educa8on.• Children appeared for AIEEE examina8on. Admi]ed into engineering colleges. Last year `s batch has been admi]ed in
NIIT ins8tute of Engineering at Lucknow.• Interna8onal and na8onal level Judo player won several gold and silvers.• Girl’s football team is unique for Gurgaon District.• Football team par8cipated in several district level school compe88on. Two students selected for Arsenal club
sponsorship. • Our student named Amod selected among 3000 children for Delhi Dynamite Football club.• Educa8on and exposure at VIDYAPEETH is as excellent as in any elite school offering tailor-‐made solu8ons to their
social needs.• Vidyapeeth students are part of Sports academy for Football & Judo.• Vidyapeeth received Bri8sh council`s ISA-‐ INTERNATIOAL SCHOOL AWARD and accredita8on for next three years.
Pathshala
Under the Pathshla project, Literacy India has 9 centers in Delhi NCR. 2790 children have been impacted under the project this year Higher ra8o of girl’s children at across centers. In year 14-‐15 approx. 230 children mainstreamed into various Govt. schools. Pathshala remedial classes helps individual’s students to gain control of their own weak subjects to academic
excellence focusing to strengthen Math, Science and English. Constantly developed new strategies which helped in an all encompassing growth in learning and teaching. Digital
classrooms across most of the centers helped in accelerated learning. Gyantantra Digital Dost educa8on ini8a8ve and ICT innova8on implemented across the Pathshala centers and at
nearby area Govt. schools. Digi class module based on CBSE content school curriculum by Edurite implemented to increase the learning
outcomes of children. It’s also helped teachers to increase their produc8vity and 8me management. Pathshala Program centers have been a consistent effort to persuade and mo8vate socially and economically
disadvantaged parents of girls to be sensi8ve to and understand the need for the importance of educa8ng and empowering girls in schools.
Remedial classes not only tui8ons for girl’s children but also reduce school dropout ra8on and mo8vate partners to con8nue Gils children educa8on ini8a8ve.
Project worked consistently with children who were school dropouts, irregular in classes, and weak in academics and subject wise support including life skills training, health camps, counseling, and crea8ng awareness about poten8al careers and facilita8ng them.
47 children passed grade X CBSE examina8on scoring more than 80% marks in the Annual Examina8on while being coached in Pathshala centers.
Pathshala project ac8vity helps students that increase the child’s ability to communicate confidently, focus on tasks and take ini8a8ve.
Exposure visits, science ac8vity, volunteers interac8on, skill training – embroidery, health and beauty, s8tching, electrical and computer helped children in making their various careers choices.
A N N U A L R E P O R T
6 YEAR HIGHLIGHT
Karigari
Karigari project is aimed towards encouraging youth, specially women, entrepreneurship & diverse skill programs. Under Karigari project Literacy India has 28 centers in Delhi NCR & PAN India. 10,560 women and youth impacted under the project. LI team specially assisted Women to be placed in export
houses and bou8ques. Every Year this project helps the underserved to start home based businesses like bou8ques, beauty salon or shops
etc . This Year Three SHG groups had been created at khedadih, Munibera and Chuikhim, to start small businesses. Learning to drive has once again been opted by our women in the community. Driver trainees successfully placed
for Jobs. The female Women drivers from the conserva8ve backgrounds have broken the glass ceiling! 4 produc8on centers established to expedite the produc8on work on community level. In the year 2014-‐15 approximately 230 women enrolled under the Indha project, thereby geong a chance to earn
their first paycheck. Organic farming has been very successful in Dist Purulia, Bokharo and Manoharthana. 135 Farmers under the
project have been ac8vely engaged. Farmer groups had been set up and have been donated small amount of revolving funds to run their businesses
1000 quintals of various vegetables, Soya, Maize. Garlic produced by famers and sold to open market. Hospitality / Cooking training was conducted for Home Stay and eco-‐tourism beneficiaries at Village Chuikhim,
District Kalimpong, North Bengal. Like every year the Village was helped to organize its Annual Eco -‐ Tourism Fes8val "INDRADHANUSH ". Literacy India helped in publicizing the event, leading to an increased foosall of tourists and thereby growing the rural economy.
Production centers concept in the community brought by Literacy India to ful8ill the rural community need. Karigari programs have grown and seen immense success leading to over thousands of youth being financially
empowered. Literacy India centers have been accredited as NDLM centers by NASSCOM -‐ FOUNDATION. NIELT accredita8on to Literacy India has been renewed for next three years. Electrical, Catering, AC-‐refrigera8on training provided to youth along with placement in Hitachi Company , Taj
Bengal , Snapdeal , ESI department, Block level offices, village level panchayats, local administra8on networking with other partners.
A N N U A L R E P O R T
YEAR HIGHLIGHTS 7
Gurukul
400 children have been impacted every year under Gurukul project leading to admission in result oriented govt. schools and Public Schools. Most of the children sponsored under project scored more than 70% marks in respec8ve classes , scored rank and were promoted to next classes.
Mansa of Gurukul project completed her B-‐ Tech from JK Ins8tute of Applied Physics & technology University of Allahabad and got her appointment at Parmani SoDware Pvt. Limited as a programmer. 4 other students( Monika Saroj, Rahul Kumar, Anil Khatri and Sanjay kumar ) managed to get admission in KIT( Kanpur Ins8tute of technology), UP.
Gurukul children pursuing higher studies in medical, Engineering & other Professional Graduate Degree. In West Bengal , Aparna Gorain from Tribal belt scored over 90% and bagged admission for B. Sc. Nistarini College
Sidhu Kanu Birsa Munda university.Literacy India using all resource to realize this tribal girl`s dreams. In Bengaluru 3 girls -‐ Madhavi was sponsored for BE from T. John ins8tute of technology Bangalore; Kusuma &
Mary are doing office secretarial course from Oxford ins8tute Bangalore and in Hyderabad; Jyothi is sponsored for B. Tech (Integrated) from Rajiv Gandhi University of Knowledge Technologies Basra .
Shiksharth
Over 300 children were part of Theater workshop this year Children across centers par8cipated in Dance, Sports & Pain8ng Street Plays were staged by children at Gurgaon across various loca8ons on the theme of “Educa8on, Importance
of Girl Child, Women Safety and Save the Environment. Like every Year Village Folks of Village Chuikhim, West Bengal celebrated “Eco Tourism fes8val – ‘Indradhanush”
where Mine Junior High School Children performed dances. “Andher Nagri Chaupat Raaja “ was a 2014 theater produc8on celebra8ng World Child Right `s Day.
Gyantantra Digital Dost
Gyantantra Digital Dost or GDD, is being implemented across 35 centers in Delhi NCR and at other states. 12,500 are children directly impacted under the project. Higher ra8o of girl’s children at across centers. In year 14-‐15 approx. impacted children achieved academic level irrespec8ve to their age and class. The
components of Math, Hindi English helped in most of the centers in improving the studies of all the students It helped in curbing drop out ra8o from the school and irregularity of children in classrooms. Project empowered students / teachers using ICT effec8vely. Even the five year olds learnt to handle a mouse and
ten year olds learnt to start/ shut the system. It’s created innova8ve and new technology to appropriately benefit in educa8on and training for students and
educators. Project has developed approach of integra8ng technology into student-‐centered curriculum and assessment. Virtual classes experience has provided extensive scaffolding of learning which has helped in development of
cogni8ve skills of Children It has Developed skills and increased crea8vity cri8cal thinking, collabora8on among students.
A N N U A L R E P O R T
8 BHARTIKHURD - DELHI WOMEN
INDHA project is driven towards encouraging trainee woman to become Ar8sans with the help of capacity building, enterprise & advance skill training.
Women Ar8san centric approach to strengthen livelihoods is the main goal. Currently Indha has 16 resources centers across parts of India. It has 6 full-‐fledged opera8onal produc8on centers. 600 women, Youth impacted under the project. It helped women with linkages to the core of all livelihood processes, including produc8on systems and
markets. Indha ini8ated the approach and ac8on plan to encourage women leaders and their groups to enter spaces
that are conven8onally male-‐dominated which includes making decisions regarding household livelihood, knowledge of produc8on , technology and par8cipa8on in family ma]er.
It follows the be]er prac8ces and rules of fair wages and to ensure ar8san card is issued to each Ar8san. The Project market access and business development services to grassroots ar8sans of West Bengal. Jharkhand,
UP, Rajasthan & Delhi NCR The products are supported by various buyers like Du]a Ins8tute of Medical Sciences, Running & Living
Marathon organizer, Canon India, Deloi]e India, MicrosoD India, Encore India and HealthKart etc., as they relate to handmade items.
Indha craD has launched a new website to promote the products and their Ar8san`s work in year 2015 beginning.
INDHA
S T A T E W I S E U P D A T E - W E S T B E N G A L
KOLKATA 9
This year saw the City of Joy – Kolkata team with full vigor in implementa8on of all its projects specially ICT & Digital Educa8on.
KARIGARI -‐ ADer the successful implementa8on of voca8onal training program in Me8abuj, Kolkata.Literacy India Team set up Belgachia center in the middle of scavanger colony.This was set up due to overwhelming demand for sewing/ tailoring & ICT training by the community youth specially women.
“Technology empowered and we now dream to change our lives, otherwise being from the community of scavengars we could never aspire for any other type of job.We never had any exposure specially of learning soV skills which Literacy India provided us and employment opportuni,es in Malls/ offices.” Echoes the Voices of Youth beneficiary belonging to the scavengers community -‐Belgachia Belgachia is the place located in Howrah district very near to Howrah Sta8on and Salkia, Kolkata. There are two ways to reach this place that is through Liluah sta8on and/or boarding a bus from Howrah sta8on. Belgachia has a vast land of waste dumping sta8on. Belgachia Bhagar (local name) is one of the biggest slum areas in West Bengal As the areas are heaped with waste material dumping sta8on, most of the nearby communi8es are engaged into rag picking as a profession.
The en8re community is migrant from Bihar; they are doms (helpers in the crematorium) by caste. Children since morning are roaming with a big bag in order to do the rag picking. They earn between Rs. 100 to Rs.150/-‐. They are not going to school. Even the few who are going to school are doing rag picking as a part 8me aDer school hours. Few male folk are KMCs Safai Karmachai (Scavengers), few are doing vegetable vending and Rickshaw pulling, others going outside as the domes8c help. Youth and men are addicted with alcohol and substance abuse. Women face domes8c violence, physical abuse. Girls are drop out from school & youth just playing cards, seat idle and carry an aimless look. Pigs are roaming around the area.
Center Programs
Under Karigari Project over 120 women learnt sewing , tailoring, paper products and Indha`s range of products, through the year. The same set of trainees started home based businesses and also got placement in nearby Bou8ques. They also formed a business group with seed capital of Rs.7000/ and opened their group bank account. Working as a team is something this group understood. Some of the women also became producer for INDHA and also sales agent for the home based enterprise. Learning how to s8tch school uniforms and Raincoats has helped many mothers to save money which otherwise would get spent in buying children`s Uniforms. From nothing to Rs2000/-‐ a month was something these women learnt to earn. Their opening work had been the great sales of 3000 newspaper bag at Kolkata Book Fair.This is now a regular work for the women.
ICT training helped over 70 students, the six month cer8fied course in SoD skill has helped empowering the youth for geong placed in shops and offices. Digital Learning helped in their overall grooming as spoken English classes in part of the six month course, which otherwise community cannot afford.Taj Begal and M-‐ Junc8on helped in crea8ng lot of awareness and in placement.
GYANTANTRA DIGITAL DOST
Literacy India implemented this program not only at its own center but also in Belgachia and Rajbhawan govt. school. Over 300 children benefi]ed from this soDware in overall results etc. This program also had the employee engagement from companies like Cognizant, APEEJAY Group. Employees helped in doing the assessment of the results of the children.
Impact on the Children:
Gyantantra SoDware with Lab facility in school mo8vates the children to go to school as they really look forward for the virtual teacher.
It reduced the drop-‐out rate among the students. According to sta8s8cs -‐ Sastri Shiksha Sadan School had an overwhelming admission of 500 students visa viz.
250 students of the previous year. Cleanliness and hygiene among the students had increased due to number of sessions with the kids. Gyantantra , though an educa8onal soDware to improve the learning of children , it also led to digital
empowerment, led to awareness amongst the parents about the improvement regarding govt. school teaching standards. Be]er results led to sa8sfac8on amongst the administra8on.
P U R U L I A - W E S T B E N G A L
10 STATEWISE UPDATE
Purulia – West Bengal
Literacy India started its journey in 2009 at a small Village Lowakui , District Baghmundi Purulia, by construc8ng the center for skilling program. Since then the center has become a hub for nearby and far off villages to learn six month computer program, S8tching, Pa]al Making, Organic Farming , Kitchen Gardening , many sessions on saving forests, Chhau Dance/ Mask Making , Educa8ng and Empowering their Girls to go to school. Tribal people who benefi]ed were Singhmuras, Singsardars, Birhors, Santhals etc.
Impact of Gyantantra Digital Dost
Sl. No. Center Name No.of Children1. L o w a k u i -‐
Munnibera48
2 Khatanga 803 Raghunathpur 42
Total 170
Karigari Tailoring & Embroidery:
Sl. No. Center Name No.of Children
1. L o w a k u i -‐ Munnibera
22
2 Khatanga 35
3 Raghunathpur 20
Total 77
Lowakui village under Matha Forest did not have any Primary school; Literacy India had started the work in this village in the year 2009. Since then, the children were coming to the centre and geong help with academics. The constant advocacy and l iasioning with District Administra8on has led to the decision of building of school -‐ Block Administra8ve Officer already iden8fied land for construc8ng the school building.
The villagers feel good as their constant effort & persuasion are geong result in ac8on.
Where as in Village Khatanga popularity of the program had led to mainstreaming of 100 children into Govt Schools, quite comfortably.
Popular demand has led to star8ng of this program in Jhalda Govt School as School Principal wanted more children to benefit.
Gyantantra SoDware with Lab facility in the school made the children mo8vated to go to school.
It reduced the drop-‐out rate among the students. Digital Empowerment improved status on health and
hygiene , and it was observed children are coming to school 8dy and clean.
The eagerness to know about the children`s performance among the parents has increased. Parents are now discuss with teachers about admission in standard Govt. School so that the students can con8nue their studies.
Total 79 women were provided with tailoring training among which 59 had completed the course.
20 already started home based business of tailoring in their villages
25 women are engaged in regular Indha Product making ac8vi8es across all
S T A T E W I S E - W E S T B E N G A L
11 PURULIA
Karigari CCA: .
Sl. No. Center Name No.of Famers Beneficed
1. L o w a k u i -‐ Munnibera
40
2 Khatanga 25
3 Raghunathpur 20
Total 85
AgricultureSl. No. Center Name No.of Students
1. L o w a k u i -‐ Munnibera
111
2 Khatanga 35
3 Raghunathpur 37
Total 182
INDHA product making training:
1. News Paper Bag making training was organized for the community where 15 par8cipants took training
2. Potli, Jhola, Sling Bag making training was organized where 8 girls took training
3. School Uniform making training was organized where 10 girls took training
Pacal Making training
• Pa]al making training was organised within the village among the new women’s group
• 5 women are doing good business through Pa]al
• These 5 women have taken up a role of master trainer.
• Total produc8on of 82,929 Pa]als were done and earning through pa]al was Rs.49,757
Manbhum Naba Srijan-‐ ( a new Ini8a8ve ) has been formed with the Seed Capital of Rs.3000/-‐
Gurukul -‐ This program has had important update as regards the results of "Tribal Children "who have been mainstreamed into regular school with Hostel facility under the ini8a8ve of West Bengal govt. for the educa8on. UpliDing of Tribal Girls who are married off at an early age, are at present in school and comple8ng their academic course. Overall results & impacts have been encouraging that reduce both dropouts among children and aotude toward girl child among parents. We thank Mr. Sanjeev Jain for this year's support through United Way mobilizing funding through GE-‐ Money. Literacy India’s last eight years have mainstreamed many tribal girls, first genera8on learners for their families to the regular school as well as into the schools with hostel facility. Funds for Hostel, ini8al mainstreaming Literacy India fundraised and WB govt. gave a waiver for the school fees.
Literacy India has mobilized a few local level donors as well, for providing support to the adolescents and young group for con8nuing their higher studies such as Praga8 Cement. Our sincere thanks to Mr. Ajit Saraougi & the Praga8 Cement team for suppor8ng a successful candidate, namely Ms. Aparna Gorain. Aparna is now in college, doing BSC with Zoology Hons. The tribal children of Birhor community are regularly mainstreaming their children into Eklabya Model Residen8al School Scheme under Govt. of India established by Ministry of Tribal Dept. At present, LI is directly suppor8ng 131 tribal children and also linking/ mobilising support at least 250 tribal children.
Impact of Gurukul:
• Number of 131 tribal students is constant and Literacy India is able to raise funds every year for them• Among 131-‐ 5 had appeared in Madhayamik; 3 were successful while 2 will have to appear again in next year, this
being the first genera8on learners.
Outcomes:
Total 258 candidates enrolled for CCA across all centers under Purulia
225 were completed CCA course 40 people were engaged in job in the villages in various ac8vi8es 1 had started self-‐ business at his village.
Impact on the farmers:
• Lifestyle has been changed a lot among the farmers• Everyone is sending their children to school & higher study of
college also• 10% had built toilet at home• Every one has opened bank account.
K A L I M P O N G - V I L L A G E C H U I K H I M
12 NORTH BENGAL
District Kalimpong Remoteness and Dire Need led Literacy India to set up Shop
In Kalimpong subdivision there is a Grampanchayat en8tled as Parbingter-‐ under which these two villages such as Chuikhim and Barboot are situated.Both of these villages are outskirts and faraway from proper Kalimpong-‐ these are located li]le up from exact Terai of Himalaya. Hence these villages have eternal beauty of nature, serene peace, exo8c flowers, unusual trees & plants, inexplicable spices, mysterious bu]erfly, outlandish forest trekking route and above all the tolerant community who are hardly raised the voice against challenges they faced in their regular course of journey. These villages are regularly facing landslide, heavy rainfall, and a]ack of wild animals. On the other hand, there are limited facili8es of telephone or mobile connec8vity and internet connec8vity. The roadways are really difficult in the sense most of the part are not metal rather total kaccha and bolder type. No Govt. bus services are opera8ng there; people have to take rides in local land rovers or taxi services for commu8ng from place to place. Livelihood are supported by seasonal farming, wild honey collec8on and forest based collec8on such as fern leaf, shaal leaf, bamboo and so on. There are Primary schools, however, infrastructures of the schools are pathe8c; staffs are already recruited for schools but they are also seasonal in a]ending the school. The only Govt. run high school in that area is Barboot Govt. High school. In Chuikhim there is a Govt Primary school and Literacy India has adopted the “Chuikhim Mine Junior High School” set up by villagers to help drop outs.
School ProgramAt Village -‐ Chuikhim Literacy India started a Community Based Learning Zone en8tled as Mine Junior High School in the year 20011. The concept of learning zone has been evolved to offer a common sense approach for linking living and learning among the community who are placed at remote and inaccessible areas. At present a good number of local schools and community partners are adap8ng courses—both during the regular school day and aDer school— that allow students to learn in their communi8es. The aim of this is to more fully engage young people, by connec8ng their natural interest in where and how they live and by using their own community as a source of learning and ac8on. The strategies include the combina8on of academic course and community based service, civic educa8on, and environmental educa8on, place based learning such as ecotourism, service learning such as First Aid training, and work-‐based learning such as Computer Basic Course, Hardware Training, and Sewing Machine repairing and so on. Around 77 students are already enrolled into school. Presently the Community Learning Zone has one small building consis8ng 6 rooms along with computer lab where 5 Desktops and 2 Laptops and 2 projectors. The base of the school is made of concrete and the wall of the school is made of wood as the area is earthquake prone. The Learning Zone academic session is run by five teachers. There is no staffroom for the teachers or office room of the school. The Learning Centre has toilets both for boys and girls.
This community based learning zone has a coverage of 6 villages i) Lower Chuikhim, ii) Chunabha8, iii) Gairigaon, iv) Daragaon, v) Raante vi) Sherwani. Each village has an average popula8on of 1000. Mine Junior High School:
• Total students strength are 66 from class V-‐ X, rest are school drop outs who are slowly brought up with the help of Gyantantra syllabus.
• One had appeared in Board Exam in Class X and he was declared pass out in the exam• This year class VII &X students will appear in Board Exams.• Students par8cipated in various workshop in the school on Eco-‐ Tourism, Kitchen gardening and health & hygiene.• Chuikhim – Mine Junior FootBall team is formed and encouraged for regular prac8ce.
Gyantantra and its Impact
• Total students strength are 60 – out of whom 26 ( class IV) was enrolled in GDD.• Students are taken from local primary school along with dropouts enrolled in Chuikhim Mine Junior High School.
Gyantantra SoDware with Lab facility in school has increased a]rac8on towards school by the children, therefore regular a]endance
It already reduced the drop-‐out rate among the students Cleanliness and hygiene among the students had increased-‐ the students earlier used to come without
brushing teeth and combing hair & un8dy dress. At present, all students are regular and come with proper dress code, thanks to story by “Reema Didi” in Gyantantra Program.
The eagerness to know about the children performance among the parents has increased. The school is totally English medium-‐ Parents are happy to hear English communica8on from their children as
computers are also used to teach spoken English using the soDware.
N O R T H B E N G A L = U P D A T E
KALIMPONG 13
Karigari
Voca8onal training was conducted in two villages with outreach to neighbouring villages -‐ Chuikhim & Barboot
Skill programs like Beauty Culture, Hospitality, Cooking, Computer ICT, and Kitchen Gardening & Tailoring were under taken.
Its -‐ Impact
Some of the Youth who completed the CCA program set up shop in their respec8ve villages Indradhanush, Eco Tourism fes8val was started by Literacy India to a]ract tourists also with exposure to empower village
folks, once again this year`s fes8val was a success. Home stay hands on training linked with tourism such as cooking, house-‐keeping, bed prepara8on, service of foods to the
tourist and so on were organized so that the local people can promote the tourism as well as their livelihood. 5 families are running the business successfully aDer geong this training. Women of the local aDer geong cooking session are running small home based business with cooked food while there is
any birthday and marriage December 2014-‐ March 2015 the home stay more-‐or-‐less are full – total earning for three owners are Rs.83000 total
visitors came 46 visited Village Chuikhim and home stays were full. The whole community had observed Indradhanus Utsav – Tourism fes8val during December 2014 where tourist,
corporate, eminent personali8es, media visited Media covered about Indradhanush Utsav and also tourism informa8on made Chuikhim as well as the whole route
popular. Increased income brought in changes in the lifestyle such as installa8on of water connec8on, separate toilet construc8on
for tourist, purchase and procure of new cutlery and so on. Neighboring villages got inspired by the Home-‐Stay business as alterna8ve livelihood. Few villagers have already adopted
the process and trying to start the business. Training of trainer groups formed from those 5 owners. ICT , Beauty & Spa and Tailoring are all important ingredients to increase Tourism in those areas. A small Social Enterprise group has been formed here with a name Rosysung Group. The group started with seed money
of Rs. 4000/-‐ and year 2015 have seen a encouraging growth in the group.
VILLAGE CHUIKHIM AND ITS SURROUNDING
J H A R K H A N D - S T A T E U P D A T E
14 JHARKHAND
Villages : Khetadi & ChandankeyariBlock: ChadankyariDistrict: Bokaro
Bokaro district is one of the most industrialized zone in India. It is one of the twenty-‐four districts of Jharkhand state. It has 8 blocks among which Chandankeyari is one of the well-‐known blocks. Khetadi & Chandankeyari are two small villages under Chandan keyari block. It can be connected from Dhanbad & Bokaro as well. The village is barren and even in the 21st Century there is no electricity. Both men & women are engaged in mono-‐cropping. In village, there are schools cum hostel privately run by few monks. They started this in order to serve the community with educa8on so that the next genera8on will be able to understand their condi8on and take lead to do be]er for the village. These monks asked Literacy India to revive the school along with voca8onal training centre so that the community will be able to “learn & earn”. Both premises are two storied building with 10 rooms and a small land adjacent to it. The land is being u8lized in the agricultural program while the building’s downstairs are used for classroom for children.
Literacy India is running community based learning centre in Chandan Keyari and Khetadi village. Both villages have total popula8on around 15000. Majority people are from tribal community of Santhals. However, there are mixed popula8on of SC and OBCs also. Agriculture, daily labor and unauthorized coal collec8on are main occupa8ons of the people. The tribal popula8on has their own ar8facts such as bamboo based work and there are few who are involved into the indigenous produc8on of broom making. Fatudi a village adjacent to the learning center is famous for bamboo work.
Communi,es: Santhals, SC, OBCs. The villages consist of the socially backward and socially marginalized communi8es.
PROJECTS -‐ GDD / KARIGARI ( SEWING , EMB, AGRICULTURE)
Gyantantra Karigari Tailoring & Embroidery:
Sl. No. Center Name No. of Beneficiaries
1. Khetadi 1022 Chandankeyari 150
Total 252
Karigari CCA: .
Sl. No. Center Name No. of Youth
1. Khetadi 75
Total 75
Sl. No. Center Name No.of Children
1. Khetadi 80
2 Chandankeyari 59
Total 139
Sl. No Centre Name N o . o f T r a i n e e s completed
P r o d u c t learned
1 Khetadi 10 Jute Bag
2 Khetadi 7 Chef Cap
3 Khetadi 15 News Paper Bag
4 Khetadi 10 S c h o o l Uniform
5 Khetadi 11 Different type of bag making
Karigari-‐ Product making training
Outcome on the Children through GDD:
250 Children have completed Gyantantra and mainstreamed into the Govt. High school.
Gyantantra SoDware with Lab facility in school makes the children more toward school going habit.
It already reduced the drop-‐out rate among the students.
The improved status is on health and hygiene was observed as no children are coming to school without combing or un8dy dress.
The eagerness to know about the children performance among the parents has increased. Parents are now discussing with teachers about admission in standard Govt. School so that the students can con8nue their study.
Outcome of INDHA product making workshop:
• Around 53 girls and women were trained in preparing finished product
• Women are geong orders from Bokaro , Archies almost regularly
• 10 girls were engaged in regular school Uniform making
STATEWISE UPDATE 15
The impact achieved:
Able to mo8vate farmers and community to adopt organic farming. Interns from Agriculture University visited to conduct session. Around 85 farmers associated with group.
Village small farmers turned farms into Kitchen Gardening concept for income genera8on ac8vity. Adop8on of organic agriculture prac8ces by farmers.
Farmers become aware of using organic pes8cides instead of chemical
Improved quality of curriculum and teaching methods using Gyantantra Digital Dost.
Lower drop out at mainstream educa8on
2 Smart Classrooms established at both rural project loca8ons provide access to quality educa8on that helps children, teacher’s measurable progress in their daily lives.
Produc8on centers established to provide Ar8san Community based work.
School uniforms making, Peocoat making works procured from local market to provide regular work to Ar8san.
ICT for youth and S8tching program for youth has created sustainable livelihood op8ons for youth and women.
2000+ Beneficiaries children , women and youth impacted under all the ac8vi8es directly.
As Holis8c interven8on approach of Literacy India provided quality educa8on to children, Voca8onal training, basic health ameni8es, and sustainable livelihood opportuni8es for community.
Sports, women’s Day celebra8on, Health camps, Eye Camps, Cataract surgery, distribu8on of equipment’s for physically dibbled people of community organized to benefit community.
Special impactThose two villages Chandan Keyari and Khetadi are the backward villages in Jharkhand. Although these two areas are located very near to Bokaro & Purulia Township, but it is very unfortunate that these two areas are beyond the access of any Govt. interference and support.
The areas are challenging also. No electricity, no internet connec8on available. Mobiliza8on becomes very hard.
Even in those circumstances, Literacy India had observed 8th March-‐ Interna8onal Women’s’ Day at Khetadi Centre with Women’s Sports. The women and girls had par8cipated here in football, 100 mts. Race, candle lite compe88on and so on. The program inaugurated by Purulia Chhou dance. Literacy India is able to mobilize corporate such as Cognizant and Taj Bengal to visit there.
Overall Community Development: • Lifestyle has been changed a lot among the farmers• Everyone is sending their children to school & higher study of college also• Every one opened bank account.
U T T A R A K H A N D
16 STATEWISE UPDATE
Dist – Ucarkashi Village Sankari
Sankri is Western Garhwal is a small village and is well known as the star8ng point of one of India's most iconic trekking, Trek to Har-‐Ki-‐Dun. The city of Sankri witnesses some ac8vity during the trekking season of May and June when several trekking group pass through the loca8on. During this period there is some level of employment for the local people who engage as cooks and porters assis8ng trekking groups. Outside of this period the trekking group's come once in a while leaving the local people to engage in agriculture and sheep herding. In neighboring region there a wider opportunity village folk due to the Char Dham yatra, which annually draws, people from all around India. Sankri is not on the pilgrim circuit and this does not see any pilgrim's at all.
In recent 8mes a road has been laid from Sankri to Taluka which is about 12 km's away but apart from Taluka all the villages around the Sankri area have to be accessed by walking trails. In all there are 21 villages in the region with an average 50 to 60 households. Some villages are at a height of 10,000 feet and are cut off for 6-‐7 months through the winter. Over 8me men folks have migrated in large number to smaller towns and ci8es and the villages are predominately populated by women, young children and older people.
Educa8on is a big challenge in the region due to the remote area. Over 8me Sankri being the biggest village and the fact that it is connected by road has seen some school's coming up of a rudimentary level. Ini8ally these schools were used by children predominately from Sankri itself but over 8me parents have started to send children from other villages as well. Since some of the villages are a fair distance away parents have moved a younger child and an older sibling permanently to Sankri and these children live in a hostel and a]end school.
SCHOOL PROJECTLiteracy India constructed Classrooms for children and started Gyantantra Digital Dost program. Laptops, books and soDware was sent through the trekkers due to the heavy rainfall and bad road condi8on. Village Sankari`s children now have a new school which is using technology based educa8on to over come the teacher`s scarcity in those areas. Local Graduate was brought to Delhi to be trained. Literacy India needs to organize library and one teacher cost for the children. Impact of the School & the Program
Total 55 students were enrolled in Gyantantra and con8nuing the program Over 120 students have been admi]ed with new classrooms Way forward have been planned to train more teachers and start voca8onal educa8on aDer school hours.
S O U T H I N D I A
STATEWISE UPDATE 17
Redla Repaka is a village of Valigonda mandal, Nalgonda district, Telegana. The broad issues are related to water, sanita8on, livelihood and employment, and educa8on. This Panchayat mainly consists of Hindu popula8on. There are a few Chris8an families as well. There is an SC colony also in the village and adjacent to the main road and thus be]er connected to the other villages. There are basic facili8es like Primary, Secondary and Higher Secondary school available in the village. The major source of livelihood for the villagers is Farm-‐labor work. Out of this popula8on, a mere 13% popula8on owns land, while 87% of the popula8on is landless. The en8re village women & SC colony works in co]on fields as labor to earn their livelihood. Redla Repka & Valigonda village are the villages of Valigonda mandal Nalgonda district. The broad issues are related to water, sanita8on, livelihood and employment, and educa8on. This panchayat mainly consists of mixed popula8on. There is Sai colony, a SC colony outside of the village and adjacent to the main road and thus be]er connected to the other villages. The Skill training will help women start home based enterprise.
Karigari programs like S8tching, ICT for youth, Beauty & Spa were organized for the whole year as well as Gyantantra Digital Dost for women and children
The impact achieved:
1. Redla Repka village is very backward socially ,therefore with technology & Educa8on as a tool , Literacy India Improved quality of curriculum and teaching methods in the govt. school, using Gyantantra Digital Dost
2. Increased community par8cipa8on to effec8vely support educa8on program
3. ICT and S8tching program has created sustainable livelihood op8ons for youth and women.
4. Produc8on centers are able to provide regular work for women.
5. School Uniforms and other regular work done by Ar8san at regular interval.
6. 500+ Beneficiaries impacted under all the ac8vi8es.
7. Computer lab set up in school-‐ Children from class 6 to 08 benefited from computers.
8. ICT classes for Govt. school children especially ICT deprived.
9. 100 beneficiaries benefited from computer lab.
10. Digital soDware Gyantantra assisted children in learning Hindi.
11. Student’s a]endance and interest increased in school due to computer exposure.
12. Science lab and equipment: children are doing science experiment provided by LI.
13. Sanita8on: the school toilet was renovated by LI supported by GE volunteers. It is now opera8onal and students are using it.
S l . No.
Center Name
N o . o f C h i l d r e n / Women
1.
2 R e d l a repaka
285
Total 260
Gyantantra ICT ( GDD & CCA)Karigari Tailoring, Beauty Course& Paper plate making:
Sl. No. Center NameREDLA REPAKA
N o . o f Beneficiaries
1. Beautician 20
2 Tailoring 100
3 P a p e r e p l a t e making
10
4 F i n a n c i a l l i t e r a c y worksjop
93
Total 245
S l . No.
Center Name
Vocation N o . o f Children/ Women
1. J P nagar Banglore
Stitching 22
2
J P nagar Banglore
b e a u t y parlor
17
J P nagar Banglore Education
sponsorship
6
J P nagar Banglore
Infrastructu r e support
50
Total 95
Bangalore JP Nagar
S O U T H I N D I A
18 BENGALURU
Impact At Hyderabad
1. About 100 women reached out through tailoring in Redla Repaka village.
2. 40 women are working and earning about to 500 to 3,000/ month.
3. LI linked 10 women with the school to s8tch school children dresses.
4. LI provided s8tching machine to 14 women through micro loan, all are now working and repaying money to LI.
5. 20 women were trained in beauty culture. We are trying to employ some girls in the beauty parlors in the local market.
Bengaluru Impact Assessment
22 women impacted under S8tching project.
17 women impacted under beau8cian training.
Women were assisted to start home based enterprise.
Special craD training by Caravan CraD , NSDC beneficiary & leading store in Bengaluru.
Approx. 50 children benefi]ed at Vishwash Ashram.
Educa,onal Sponsorship & Infrastructure support to ORPHANAGE @ Bengaluru
Vishwas is a home for 48 orphaned and abandoned children in Bangalore. Vishwas provides shelter, clothing, food, education, healthcare, mentoring and vocational training. Literacy India supported 6 children for higher education & primary education. Recently, a new shelter home was constructed by Vishwas. Literacy India supported education of six children during the year and rooms were built with the support of Cadence Electrical pvt.ltd.
U T T A R P R A D E S H
STATEWISE UPDATE 19
NOIDA: Gyantantra Digital dost project in Govt. Primary schools.
VILLAGES -‐Raipur Khadar, Bakhtawaropur & SultanpurDEMOGRAPHIC BACKGROUND
The village of Raipur Khadar, Bakhtawaropur & Sultanpur most of the habitat belongs to other states and migratory popula8on. 90% enrolled children in the govt. school are migrants and live in vary pathe8c condi8on in the small rooms in the area. A large number of migrant popula8ons are taking their shelter into this slum and pavement as they cannot afford the rent. The loca8on is ideal for work due to corporate offices in sector 125 to 127/. People from Rajasthan, UP, Bihar, MP and West Bengal have migrated and se]led here. Most of them are working in Housekeeping, Security, Driving, Dhabas, Auto mobile repairing, Rag Picking and other small work. Few people are engaged into private companies.
The en8re village slum remains under shanty unhygienic condi8on. Water supply, sanita8on and the sewerage system are not provided by the govt. Most of the children are not going to school, spending their 8me in street. Violence against women are common occurrences; youth have no guidance for their future; moreover both children and youth are very oDen are addicted into substance abuse of drug. Apart from that, the residents have to fight with pigs’ everyday as the pigs are roaming there and also bite the children.
Impact:
Total 500+ children impacted during year. It helped school children who were weak in academics. Now Children can iden8fy the words; they are able to write sentences, paragraphs, solve the math’s sums and also
learnt about life skills & hygiene module. . Children are able to form words and sentence making, reading, wri8ng paragraphs. Final evalua8on showed their performance level extraordinary good. Children become techno savvy also. The learning tools follow the simpler process of teaching. It involves the children in the par8cipatory teaching
learning processes. The teaching process starts with conceptual clarity making and ends with applica8on and prac8ce through interac8ve session.
Developed children recep8vity, analy8cal skill and a]en8on and academic performance. Children can self-‐operate the soDware Mo8va8on level of the children increased as it is learnt in non-‐structured environment
Ongoing Ac,vity Photographs & Support to schools
Distribu8on of Notebooks, Shoes for 155 Students of Raipur center
Drawing compe88on among children , Games & Fun ac8vi8es
Tree Planta8on and school premises cleaning
Technology exposure by Volunteers of corporate Dell, Accenture , Adobe
Sr. No. School Name No. of beneficiaries 1 Raipur Govt. Primary
school 200
2 Bakhtawarpur Govt. Primary school
100
3 Sultanpur Govt. Primary school
200
U T T A R P R A D E S H
20 VARANASI
D I S T . V A R A N A S I - V I L L A G E S I M P A C T E D - D u d h u w a , T e k u r i , L a x m i S e n pur,Taraiya ,Gaurhat,Bhagwanpur,,Gauri
DEMOGRAPHIC BACK GROUND Dudhwa is situated on the banks of river Gom8 in the state of U]ar Pradesh. It is 31 km from Varanasi Railway Sta8on. The popula8on of the village is approx 11,000 and where 80% women are illiterate. There is a government primary school in the village, a government middle school in the adjacent village Saraiyan and Senior Secondary government school & College at village Rajwari on NH29 (2.5 km). Agricultural farming is the core profession of villagers. Harijan, Gond, Dhobi and Kumhar community who are considered lower castes are quite poor. Hence, 75% of the popula8on of the village is quite uneducated despite being surrounded by the schools. The community cannot afford to provide opportuni8es to the women and girls for educa8on and sustainable livelihood. Most of the girls in this village are not able to finish the secondary or senior secondary exam due to distance of the school from village. Gender based violence such as eve-‐teasing and molesta8on are very common. Parents are afraid to send their girls to far off schools. It is in this social milieu that Project came into opera8on in this village. The project aims to enable the girls, women through livelihood and entrepreneurship program and socially empower them. The social & economic structure is very prejudice towards women.
IMPACT
● 90 women and girls completed training in s8tching and tailoring during year.
●Advance product training conducted by Master Trainer.
●Exposure visit to tailoring facilitator mo8vated and conceptualize the project impact.
●Women started home based business and work
●The tangible impact now is that women are able to come out from Homes and think differently.
●Skill training has improved the beneficiary’s outer world exposure and empowered the women, as well as girls.
S T A T E W I S E U P D A T E - R A J A S T H A N
BHIWADI 21
BHIWADI: PROJECT EKTA & LITERACY INDIA
Villages Thada, Upper Primary School Santhalka Upper Primary School,Tatarpur Upper Primary School Harchandpur Primary SchoolNangaliya Primary School and Sheethal
IMPACT
Seong up of Labs in the school by Literacy India has created opportuni8es for many children. It has benefited the Digital India campaign for children, in rural areas and digitally deprived children of Government schools in Bhiwadi area.
The Literacy India experience has shown that students successfully acquired vital learning skills, while using the PCs & Laptop of GDD Labs. Literacy India ”Gyantantra Digital Dost-‐ SoDware provided extensive scaffolding of learning which has helped in development of cogni8ve skills of Children. The project was implemented under the PPP model ini8a8ve of Alwar Dist. Educa8on department, under project EKTA to strengthen the elementary educa8on and improve educa8onal quality.
The major milestones achievements are
Total 1500 children were impacted in year 2014-‐15 directly under program.
Children achieved proficiency and promoted to higher class and mainstreamed.
Pre survey forms and pre assessment completed.
Academic level enhancement of children as per respec8ve age and class ra8o is 80 %
Educator training had enhanced the skill of par8cipatory mode and they are able to prepare the worksheet, conduct pre assessment, assign day to day syllabus and conduct final assessment.
Children are able to able to operate computers and use mordern technology.
Sr. No. School name No. of children impacted 1 Villages Thada 2002 Upper Primary School
Santhalka250
3 Upper Primary School,Tatarpur
250
4 Tatarpur Upper Primary School Harchandpur
220
5 Primary SchoolNangaliya Primary
200
6 Sahdaut primary school 200
R A J A S T H A N
22 RAJASTHAN
JHALAWAR & ALWAR DISTRICT /VILLAGES:-‐ Manoharthana, Baldevpursa, Sandas, Sadla , Awalhera , Jawar , Jhiri .
DEMOGRAPHIC BACKGROUND
Literacy India started its opera8on in the Jhalawar distrct in Manoharthana talluka since 2009. Most of the villages under Manoharthana Talukas are small and having employment issues. Most of the popula8on engaged in marginalized work. Sadla Awalhera , Jawar and Manoharthana are villages of Rajasthan in Jhalwar district. These areas are different in natural vegeta8on compared to desert lands of other parts of Rajasthan. It has substan8ally greener land. The area is historically rich and also blessed with monsoon rains. It is located on the borders of Rajasthan and Madhya Pradesh. The nearest Railway sta8on is Kota which is at a distance of 200 KM from Manoharthana. The taluka head quarter of Manoharthana is in the old fort of Bhil King. The taluka has four main gates 8ll date and total habita8on build-‐up within the fort area.
The analysis showed that this area is suffering from lack of higher educa8on, and the nearest college is about 50km away. The lack of access and opportuni8es for livelihoods forced the inhabitants for migra8on. Male folks are dependent on agriculture, however it is seasonal. Few are engaged into tobacco manufacturing. Few families are weavers but they they failed to compete with modern system. Women are basically engaged into domes8c chores and agricultural work. Realizing the need for development, Literacy India started its opera8on to offer the convenience of educa8on and also provision of sustainable livelihoods through proper training. General analysis and observa8ons show that there are hidden talents for s8tching and tailoring in this village and nearby villages, and proper training is required to make them skilled. Women are also interested to take part in s8tching & tailoring programs to support their families.
Karigari -‐project gave training on Weaving, S8tching, ICT for youth and organic farming successfully impacted youth, women and community at Sadla Village, Awalhera, Sandas, Jawar , Manohathana villages.
Gyantantra Digital Dost project being implemented in the Sadla, Bakani Manoharthana at LI centers and Govt. schools also.
Sr. No. Villages/ School Name N o . o f beneficiaries impacted
Livelihood , leveraging technology and income genera8on project
1 Manoharthana , Sandas, Baldevpura, kishanpuria 480 S8tching, CCA( Cer8ficate c o u r s e i n c ompu te r applica8on) , E tutor project, Gyantantra Digital Dost, Ar8san development
2 Sadla 150 S8tch ing , Gyantantra D ig i ta l Dost , A r8san development, Weaving , Organic farming
3 Awalhera 100 S8tching
4 Jawar 100 S8tching
5 Rajkiya Balika Vidyalaya Manoharthana 125 Gyantantra Digital Dost
6 Bakani 60 Gyantantra Digital Dost
Project Loca,ons States in India
Number of Farmers Enrolled for O r g a n i c P r o g r am / k i t c h e n gardening / Agriculture based l ivel ihood income genera,on ac,vity
Land under Organic Cul,va,on /O r g a n i c P r o g r am / k i t c h e n gardening / Agriculture based l ivel ihood income genera,on ac,vity (in acres)
Rajasthan 105 16 Hectare
R A J A S T H A N I M P A C T
MANOHARTHANA 23
Impact:
There is both direct and indirect impact of the program. On the tangible lines, the basic and advanced computer courses are adding on to both knowledge and skill development of the beneficiaries. Children worked together on collabora8ve approach in the classrooms an interac8on have created awareness and explore different career opportuni8es, thus enhancing the livelihood op8ons available to these beneficiaries , an advantage in the job market in the surrounding areas like schools, Medical Shops, Panchyat Offices, Block offices and forest department offices. The beneficiaries of different ages, rural areas, gender and economic backgrounds make the learning experience more diverse and rich. NDLM module E-‐commerce, E-‐ Governance, internet, Social media and financial learning helped these beneficiaries.
THE IMPACT
Able to mo8vate farmers and community to adopt organic farming
Adop8on of organic agriculture prac8ces by farmers
Organic management helped reducing the cost of produc8on by an average of INR 5,000.00 per year per farm
Also yield increased in terms of total quan8ty of output.
Farmers become aware of using organic pes8cides instead of chemical
Ini8ally convincing the farmer to shiD to organic farming was not an easy task. We conducted regular workshops by Agriculture university interns and Local govt. agro departments and convinced them to take up organic agriculture as it is beneficial to Mother Nature and their own health”
Organic farming has significantly increased farmers’ income
Improved quality of curriculum and teaching methods using Gyantantra Digital Dost
Lower drop out at mainstream educa8on
Increase community par8cipa8on of effec8vely support educa8on program
E tutor program launched and piloted in Manohathana area
Able to mould students into a good human being and a proud ci8zen with a posi8ve aotude
ICT for youth and S8tching program for youth has created sustainable livelihood op8ons for youth and women.
Produc8on centers are able to provide regular work for women.
Uniforms making and other regular work done by Ar8san on regular interval.
1000+ Beneficiaries impacted under all the ac8vi8es.
Mrs. Moram Bai, an LI beneficiary, became “Mahapradhan” of Manoharthana Panchayat and her journey is incredible as well as a ideal example for the community and Literacy India.
D E L H I G U R G A O N
24 VIDYAPEETH
CORE PROJECT - VIDYAPEETH (GURGAON)
Vidyapeeth School is situated in Village Bajghera , Gurgaon – is a school though non formal yet it funcIons like any other school since the Year 2000.The course , syllabus,strategy, teachers training , new intervenIon, Digital educaIon through Gyantantra Digital Dost & Edurite`s Smart Classes are encompassing facts about the school.Last year school has seen the construcIon of new wing with the help of Round Table DDRT147 Chapter once again and contribuIon of many donors like Aditya Infotech.Special menIon about Cadence Electrical pvt Ltd under the leadership of Mr.Sk Singh, he and his team has helped Vidyapeeth in every way possible on anything to do with Power and Electricity.This has been very important for Literacy India as all the labs, electrical supply, genset, invertor etc needed professional experIse which Cadence provided ever since the school came up, even for the new wing things were taken care by them, We are really “Thankful” for this technical support.School building also houses the core admin office for Literacy India
• Literacy India uses an experimental educaIonal approach to capture the interest of these children through classroom contacts, excursions, and inspiraIonal interacIon with well-‐known personaliIes.
• It was found that children are coming here from poor and daily wage labour families.
• Lack of financial backup, illiteracy and lack of awareness about educaIon prevented parents to send the children to the formal school.
• Apart from that, most of the cases it was observed that these children are the first generaIon learner.I
• Vidyapeeth Science labs , Math Lab, Library, Digital Smart Classes, Social Science projects impacted the results of the Children.Over 1000 children benefi_ed with various programs and acIviIes.
• Important Donor Partner – KPMG helped create two more partners for learning .BriIsh Council – ISA program wherein students and teachers parIcipated in exchange of knowledge program with schools in other parts of the world , leading to Literacy India geang selected as an accredited member.Teach for India Fellows who work as a teacher in Vidyapeeth with their innovaIve methods and strategy once again led to improvement in grades in children and improvement in understanding English.Vidyapeeth and TFI fellows exchange ideas on teaching and therefore over all benefit to the students.
• Increased Project based learning like Girls/ Boys exposed to training on plumbing, electrical/ computer repair maintenance led to lot of awareness and money saving for student`s families.Girls to our surprise did very well in these projects.
• English Express for improving Grammer for Higher Classes is a part of “GYANTANTRA”has become new a learning tool for Vidyapeeth.This was supported by DELL.
• Ten students showing academic excellence who were moved under Gurukul project mainstreamed in Rotary Public School & St.Soldier Public School – Finally found their place in KIT School of Engineering, this shows teachers of Vidyapeeth built their base strong in academics despite the language barrier , we thank all our teachers for their hard work with these students.
!
!
S E Q U O I A C L U B
STORIES OF CHANGE 27
Amina is a 33 year old lady. She stays in Redla Repaka village. She has three children. All children are studying in govt. school Redla Repaka. Her husband is a factory labour. He also opened a chicken shop at his home. They were hardly able to make ends meet since her husband’s work is not regular. So Ameena decided to do something about it. But she was not able to find any work as she was not able to go in the field and work due to her health issues.
She came to Literacy India learning center to talk about her situa8on. She was mo8vated to learn tailoring. She liked the idea and enrolled her name in tailoring. She was needed so she learnt good finishing.
ADer comple8ng the tailoring course she was given a tailoring machine through micro loan by LI. With this she started working from her home. Today, she is sewing ladies and kids clothes. She is earning about to 3000/ month. She is able to now provide tui8on to her son who is a topper in his class.
Nagrani belongs to SC community and lives in the corner of Redla repaka village SC colony Mandal Valigonda Nalgonda Telangana. She and her husband work in co]on field as laborers. Once her husband tried to commit suicide and consume pes8cide due to their financial crisis. ADer forma8on of SHG and joining the group she decided to start her own enterprise. Literacy India helped her to set up a small unit for making paper plates at home and she is able to earn around Rs.2000, though its not much but there is hope. Her husband is suppor8ng in marke8ng and procurement of raw material. During marriage season the demand of plates are high and they are able to earn more.
Ganga is a very hard working woman. She lives in village Ghagri of Bokaro district – Jharkhand. She was married at the age 17 years. She was illiterate. They were 7 brothers and sisters and it was very tough for her father to educate all. Her husband Subhas Mahato does agricultural work but he finds very hard to run his large family. They have 14 members altogether in their family. Ganga wanted to support her husband as it was a ques8on of survival. As she was illiterate she thought herself good for nothing. It was turning point when she frankly discussed all her family ma]ers with Basan8 (ex-‐ student of tailoring from Khetadi Learning Centre and entrepreneur and running a small business at her home). Ganga came & joined Literacy India tailoring center and spent six months with hard training. Now she can prepare blouses, churidars, school dresses, peocoats etc. Recently her husband surprised her with a giD of a sewing machine. Ganga was very happy to receive the giD. She happily u]ered “Today I am very happy as I am not an unemployed person-‐ I can earn through this machine and the training I took from Literacy India-‐ Aaj Mei bohot Khus hu – keu ki aaj mei bekar nahi hu”-‐ She has run quite a good business and within 6 months she was able to pay the loan amount for the sewing machine. Ganga has leadership quali8es too – with her own ini8a8on she formed a SHG with 10 women and those 10 women regularly deposit the amount of Rs.50/-‐ for their group fund. Now her two children are taking educa8on in their village school. Ganga believes that where there is a will there is a way.
Smile Khan, is 10 year old boy. His father is a tractor driver and his mother used to collect leafs. He has one sibling. Smile has Hindi as a subject. He was very week in Hindi due to his Telegu back ground. He was struggling to learn Hindi. When he came to class 6th, he was exposed to computers and Gyantantra program for Hindi teaching in school. Smile who was earlier struggling to learn Varnmala, Barahkhadi, Hindi words, now he can do all these very easily. Through Gyantantra it became very easy to learn Hindi. Mul8media projec8on of text, and being a game type syllabus a]racted Smile to give more and more a]en8on. Which was boring in earlier days now become very interes8ng and easy to learn. Now He can read Hindi very fluently. Varamma, Hindi teacher of the school says: “Gyantantra is an effec8ve tool to teach Hindi to non-‐Hindi back ground students”.
S T O R I E S O F C H A N G E
28 STORIES OF CHANGE
Priya kumari is studying in Class IX at Chandan Keyari School. She is living in village Brahmanlagla. Her father is running a welding shop while her mother is a housewife. Priya kumari par8cipated in the Inspire Award scheme (District Level ) organized by Ministry of Science and technology Government of India. Inspire Awards Scheme promotes the child scien8st. Priya’s subject of project was use of solar energy in daily life. She had demonstrated how solar energy is helpful as a alterna8ve energy. Under the guidance of U]am Kumar Mondal, her science teacher, she completed this project in one week 8me. This project was highly appreciated in the Project Inspire show.
Kiran joined Literacy India in LKG Class, her father is a Gardener and her mother is a maid. She is one of two sisters and has one brother. Right from the beginning, Kiran had a passion to study and she always performs well in class. During her journey with Literacy India she has been exposed to various workshops, events, school cultural ac8vity. She has shown interest in theatre as well. Due to her interest, she has been enrolled under workshops for annual theatre program and got the opportunity to act in the play “ALI BABA CHALIS CHOR”. The play was staged at “Epicenter” Gurgaon. Children got a huge applause from Mr. Rakesh Ompraksh Mehra .
20 years old Samten Lamu Sherpa is a girl from Chuikhim Village. Chuikhim is a village in Kalimpong subdivision at Darjeeling district in West Bengal. Samten was born in the small village far from Chuikhim. Local people are afraid of going to that village due to wild animals. In fact, within a wild animal’s trek road near a dense forest. Samten’s father was a hunter and used to visit the forest for hun8ng. One day he went for hun8ng but did not come back. His mother, with 4 children, was really in a mess and facing regular challenges for livelihood as well as crises on all fronts. Her mother was doing collec8on of wood from the forest and selling it to the customers coming from different areas. Eventually a customer approached his mother to buy Samten who could be a domes8c help at Siliguri. Fortunately, a member of the Chuikhim Welfare Society was present while the deal was going on between her mother and customer. He rescued the girl child and brought her to Chuikhim for Educa8on through Literacy India. The girl was brought up in that family also.
She started computer training CCA course as voca8ona l t ra in ing conducted by Literacy India. She had scored 76% in the CCA final exam. While she was coming for prac8cing computer in the center, she took her own interest to learn Gyantantra. She completed training for Gyantantra and started teaching to the children voluntarily. Samten is now an asset for Literacy India.
Rahul Dhami comes from a very poor background his father is a farming labor and mother is a house wife. He is a very poor student and was not taking interest in studies and also not par8cipa8ng in class ac8vity; his class teacher was always complaining about his studies. ADer joining in Gyantantra class he has started taking interest in studies and class ac8vity
ADer six month he became a average student . Today, Rahul is a very bright student and monitor in his class .He is a taking responsibility for his class and is very caring of fellow students. He is in Class IV.
GYANTANTRA IN JHARKHAND
S T O R I E S O F C H A N G E
STORIES OF CHANGE 29
Kadim Loca,on: Rajashthan
Kadim Khan is a 20 year old boy. His father runs a tailor shop. His mother is not well. He has three siblings. The family is only dependent on the brother’s and his father’s income. Kadim has studied up to class 10th. ADer his class 10th He learnt motor cycle repairing work. ADer doing for some 8me he did not liked the repairing work. Then he decided to learn computers. He joined Literacy India’s Manoharthana center where he was enrolled in CCA course. He was a very weak student. But he was passionate to do something different. With support and extra care of computer faculty he did well in computers. ADer comple8ng the course he got a job in Manoharthana. He is working in a share trading office. He is drawing Rs. 4000 salary per month. Now he would like to pursue his 12th class educa8on through open learning. He is very happy and suppor8ng his family.
U]am Majhi, 24years, belongs to Rathtar, a small village of Baghmundi block in the district of Purulia, West Bengal. He comes from a very poor and tribal family. In the year 2013, he was took admission for Computer Voca8on at our Literacy India center in Lowakui, Baghmundi, West Bengal, and he was encouraged himself to learn computer with great sincerity. Before taking admission in Literacy India He got a basic idea from a local computer center but it was not sa8sfactory for him as because he could not avail the opportuni8es for long 8me due to financial problem in the family. His father is a farmer and they have a very small piece of land to cul8vate but this is not good enough for their family. They have 4 members in their family. U]am is the younger son of his parents and even due to extreme poverty in the family he couldn’t complete his gradua8on. To immediate support his family he decided to do a computer voca8onal course and Literacy India was ideal place for him. Here he prac8ced lot which made him confident in computer work. From the beginning he had a great hunger of knowledge and tried his best to prove himself a well advanced IT Professional. Soon aDer comple8on of this course he got a temporary job in ARSHA POLICE STATION, of ARSHA BLOCK in the district of PURULIA. He is working there as a computer operator. He earned apprecia8on for his performance at the Police sta8on
18 year old, Jailal Sharma is appearing in HS. He had taken computer training from Literacy India computer centre. His family is staying at Belgachia and father did manual scavenging under Howrah municipality. His brother is running a barber shop in the nearby area. Jailal was part of Karigari program learning ICT and Jailal had completed Madhayamik and now pursuing for HS. Meanwhile he had been placed and completed the training of Hoonar Se Rojgar training from Taj Bengal. During that training period on Hoonar se Rojgar he learnt cooking & serving to the guest. He knows various foods such as soup, cutlets, con8nental dishes. He also learnt bakery. He is planning to join Hotel Management course aDer his
comple8on of HS.His father is so proud he says “I can start a business also; he really learnt cooking; he is pracKcing in our house-‐ it is really good taste; if my desKny wish I can run a small hotel with Jailal so that my big family can sustain”.
Fulmoni's mother is a house wife. Fulmoni lost her father when she was 4 years old. They don't have any land for agricultural work. She has four sisters and an elder brother. Her elder brother is the only earning member in their family. He works at Burnpur as a casual labourer. Fulmoni is presently studying in Bartaria High school. Fulmoni's brother had no formal educa8on and therefore what he earns doesn’t meet the family needs.Fulmoni wants to support her elder brother too. Presently she is taking the training of Hand embroidery and she is looking forward to be a good ar8san. She expected that due to extreme poverty in the family her educa8on will not be con8nued anymore and that is why for the sustainable livelihood she has iden8fied this profession. She feels that embroidery work one day will give her a respecsul iden8ty.
S T O R I E S O F C H A N G E
30 STORIES OF CHANGE
Bharat Mahato lives in village Khedadih – Jharkhand. He has two children and they are studying in Purulia – West Bengal. He has 18 acres land altogether. This was useless earlier. He worked as a Home guard under Jharkhand Police. He was very interested in agricultural work but his wife was alone and she felt it very hard to manage her family. One day he decided to leave his job and focus on agricultural work only. He came to LI centre at Khedadih and asked for technical help. Literacy India provided him with sufficient 8me and training like seed treatment, SRI , Vegetables garden in scien8fic way , Bio-‐ pes8cides etc. He took the guidance seriously and presently he is growing vegetables in a vast land and expec8ng he will earn minimum 40000-‐ 50000/-‐ in this year. Recently LI team did a survey and was spellbound to see the ini8a8ve taken by Mr. Bharat Mahato and the resultant success. LI team wishes him the very best!.
Abhoy feels “individual business is far beDer than a job-‐-‐-‐ Literacy India’s learning centre has helped me a lot to think wide”
Abhoy ‘s father has land where he is able to grow vegetables. he is a vegetable vendor in local haat (market place) and supported Abhoy’s study 8ll gradua8on with a hope that he might earn something that ul8mately will help the family to sustain. Abhoy started computer learning in the Lowakui Learning centre. He has now completed 6 months course on CCA from Literacy India Learning . From the beginning his inten8on was to go for business but he couldn’t decide what to do. ADer comple8on, he had started the business o f Compu te r Shop fo r t yp i ng , downloading film, songs, and prin8ng. He has installed Photoshop and worked for photography also. At the beginning he faced lot of challenges but shortly he involved in this profession and earning near about Rs. 6000 – 8000 per month.
Like every young girl, even, Nirmal had goals and ambi8ons -‐ Nirmal Pal, Daughter of a Street Hawker.her situa8on was quite impoverished and des8tute. Her father works as a street vendor and sells low-‐quality clothing for minimal prices, while her mother is a homemaker. Their monthly income barely helped them make both ends meet and they managed just somehow.Although her parents were determined to educate her, they had to confront the cold reali8es of their limited economic choices and lack of substan8al funds.Difficult 8mes eventually lead to be]er days, when we don't give up hope. Nirmal’s life took a U-‐turn when she learnt about Literacy India. Our organiza8on provided her with the means to study through the ‘GiD to GiD Girl child campaign’. We provided her with the sponsorship, to complete her B.A in Journalism through ‘Rai Founda8on’. She worked hard and studied diligently, making the most of this golden opportunity.Today, Nirmal works as a Produc8on Execu8ve at Zee News Media, Noida. She shares, "None of this would’ve been possible, had it not been for Literacy India’s tremendous support. I am an empowered girl and can support myself as well as my family. Thanks to LI my career and dreams have shaped up and taken flight.’’
Normaya Bhujel’s husband is a farmer and they reside in Chuikhim, a remote mountain-‐village in Kalimpong, West Bengal.
In order to earn and contribute towards her family’s finances, Normaya joined Literacy India’s non-‐profit tailoring program. She learnt how to use the modern sewing equipment and s8tch various items. This boosted her confidence and she completed the course with incredibly good grades.
She now manages to save the tailoring and s8tching cost of her children’s school uniforms. She also plans on buying her own personal tailoring machinery star8ng and star8ng her own business set-‐up at home.
S E Q U O I A C L U B
STORIES OF CHANGE
Radhika Chetri resides in Chuikhim, a remote mountain-‐village in Kalimpong, West Bengal. She and her family were dependent on collec8ng wood and honey, as a source of income and would occasionally produce ginger, as well. However, this did not help them make ends meet and they were quite des8tute. With five children to take care of, their financial situa8on remained stagnant and bleak, for a long 8me.
However, ever since Radhika joined Literacy India’s non-‐profitable program for voca8onal training, her life has picked up and improved, a great deal. She enrolled in the tailoring course and learnt how to use a modern sewing machine and s8tch a wide range of items such as frocks, bags etc. She passed the course with flying colours and now has her own business set-‐up at home.
Today, Radhika, supports her family and contributes to their well-‐being.
Amod’s first day at ‘Vidyapeeth’, Literacy India, was in the year 2009. Ini8ally a weak student, the teachers had to make an extra effort to coach him academically. However, a hard working student, he studied diligently and made a remarkable improvement. He scored 88% in his Science examina8on, last year and takes a keen interest in the subject. Moreover, his class mates call him ‘David Beckham’ due to his excep8onal football skills. Humble and grounded, Amodh aspires to become a successful football player, someday.Presently, Amod’s father works as caretaker at a hospital and his mother works as a domes8c helper. He lost his youngest brother to pneumonia and his family spent a fortune trying to save him. Depressed at the loss of their youngest son, and penniless from all the medical expenditures, they made the decision to move to village Chauma, in Gurgaon. They live in a small rented accommoda8on and look forward to be]er days.
Mansa’s father works as a security guard and mother, a domes8c helper. The family of eight, lives in a half-‐built garage shack in Palam Vihar, Gurgaon. To make ends meet, Mansa’s father also sells vegetables and does all kinds of odd jobs. With such impoverished financial condi8ons, her future looked quite bleak and grim. She would have probably ended up as a sweeper or domes8c helper, had it not been for Literacy India’s support. Her parents wanted her to work, but LI volunteers counselled them, aDer which they agreed to send Mansa to school.She was enrolled in Literacy India's PATHSHALA pro ject for pr imary educa8on and progressed to project Gurukul for higher educa8on. ADer comple8ng her class 12th studies, Mansa wanted to pursue higher educa8on, but her family couldn’t afford it. Our organiza8on recognized this young girl’s poten8al and calibre. She was mentored and guided by an LI board member. Furthermore, Mansa was also provided with addi8onal coaching to appear in the AIEEE examina8on. She passed the compe88ve test with flying colours and qualified for Engineering. ADer a successful counselling session, she secured a seat in the engineering college, JK Ins8tute of Applied Physics and Technology at the University of Allahabad. She graduated in the year 2014-‐15 with excellent grades and a B.Tech degree. An impressive candidate, Mansa got selected by Pemari technology through campus placement and works as a developer, now. Today, she can support herself as well as her family and takes home a salary of around Rs 22000 INR
SINCE 1996
S T O R I E S O F C H A N G E
A B R I D G E D B A L A N C E S H E E T
32 ABRIDGED BALANCE SHEET
1.The difference between the “Inflows less Outflows” and the growth in cash & bank balances is represented by depreciation, a non- cash charge and changes in Fixed Assets and Working Capital.
2. Corpus Fund: consists of donations received from donors specifically for creating a corpus or for capital expenditure and not to be used for day- to-day running expenses.
3. Contingency Fund: Historically, there have been timing differences between projects needing funding and donors funding the same. Further, donor budgets tend to expand and shrink with the economic climate they operate in. To make sure our beneficiaries stay unaffected by such vagaries, we have created a Contingency Fund, which is equal to six months’ spend.Year 2015 had been one of those years where these funds came in handy.
4. Outreach Fund: consists of resources set aside for expanding the reach of our existing projects. These could be doing more in the existing geographies or expanding to wholly new geographies. Areas besides UP,Jharkhand , Literacy India expanding in Andhra & Karnataka on its Gyantantra - Digital Learning Program implementation and also of Women Empowerment program.This year it was Uttarakhand specially some funds were utilised for classrooms like last year.
B O O K S O F A C C O U N T S
BOOKS OF ACCOUNTS 33
GovernanceAs a part of our commitment to strengthen governance and compliance efforts, we have been registered with Global Giving, AMMADO,Erika und Erwin Schreiter Foundation & Wadhwa Foundation. addition to existing collaboration with Charities Aid Foundation, India & America & KPMG Foundation. We are thankful for their continued support and guidance. Our Present Auditors –GUPTA & THOMAS have kept up the pace of auditing and for a continued Transparency.
Complete transparency is a norm at Literacy India and we encourage our sponsors and partners to participate in our strategic decision making process. Decision Support and Decision makingLiteracy India encourages each and every person in the organization to actively involve in the process of decision support and decision making. Review MeetingsMonthly review meetings are held for each division, project and department regularly. Day to day ManagementManaging Trustee and Senior Executive supported by Projects Managers manages the LI‚s day-to-day operation. Board of AdvisorsThe Board of Advisors comprises of technically competent Senior Management Executives from diverse backgrounds and expertise.
Board of Trustees The Board of Trustees sets the vision and broad guidelines for LI and ensures good governance in liaison with the Board of Advisors. Project Study and ManagementThe project management & monitoring system in LI comprises of a systematic and well laid down processes. These are as follows ˆa. The process of project monitoring is done by Field Executives and Project Managers regularlyb. Every Project is closely monitored by impact analysis, which is a done internally. Programme & Project Audit System ˆ is followed to assess and ensure impact of the donation, proper utilisation of money to achieve desired results.c. Internal & Process Audit System ˆ This is conducted throughout the year in order to ensure accountability in the internal operation of the organisationd. Statutory Audit ˆ is held by the statutory auditor for finalization of balance sheet and statement of affairs. This is also done to comply with standard statutory norms.
7. Beneficiaries Management SystemA successful beneficiary management system is operational across all projects. This helps LI in tracking the progress and development of all the beneficiaries.
8. Management Information System (MIS) A monthly MIS is prepared and analyzed internally by Management and Project Managers. Relevant reports are submitted and discussed in Review Committee meetings for assessing the operational activities and to do future planning.
9. Accounting SystemThe accounts are maintained on daily basis through advanced and updated computerized systems. The same is also analyzed and checked periodically by the internal control system and Internal Auditor, in compliance with standardised Management Policy.
10. People Management Our people are our assets and LI's family members. LI believes in a democratic and participatory work culture. Appraisal and review system is conducted once a year in a democratic way to identify the future leaders of the organization and reward excellent performers.
11.Travel Expenditure
No remuneration has been paid to any member on our Board of Trustees, including to the Head of the NGO, Founder and Managing Trustee, Capt. Indraani Singh Further, no money was paid to any of our Board members as reimbursement of out of pocket expenses incurred for furthering the cause of Literacy India .Capt. Indraani Singh being a Commander at AirIndia helped in flying without spending.
Internal Auditor - Mr.Sunil Kothari
External Auditor - Gupta& Thomas, Bikaji, Cama Place, New Delhi.
S T A T I S T I C S
34 ANNUAL REACH OUT GRAPH
A N N U A L R E C H O U T
Annual Reach out 35
C S R E V E N T S
36 CSR EVENTS
CSR Events 2014 -‐2015
Corporates have been celebra8ng various volunteering events over the year.
• Skil ls-‐based volunteering, which enables professionals to leverage their specialized skills and innova8ve thinking to help non-‐profits address their most pressing strategic, opera8onal, and financial challenges
• Impact Day is a year-‐round celebra8on of a company’s commitment to local communi8es. Corporates around the world host Impact Day ac8vi8es where p r o f e s s i o n a l s s p e n d t h e d a y volunteering.
• C o m p a n i e s l i k e D E L L , ENCORE,AMEX,UPS,COGNIZANT,TELEPERFORMANCE,DELL IOTTE,APEEJAY GROUP &KPMG had been very ac8ve throughout the year
O U R A M B A S S A D O R S
SALUTE TO AMBASSADORS 37
Gaurav MisraGaurav Misra by Profession is a Consultant, Having worked on several process reengineering assignments involving seong up metrics and measurement system, process improvement projects to drive efficiency, survey roll out etc. He is a Project Management and Training expert too.Gaurav Misra associa8on with Literacy India started when he joined Encore Capital. He started Volunteering as a part of the Encore ini8a8ve of Community Volunteering. He frequently volunteered for a long period of 8me 8ll his associa8on with Encore. Literacy India had personally impacted him and he had developed a special place for literacy India.
Once when he leD Encore he joined United Health care in Hyderabad. Something special about him is, where ever he goes he talks about literacy India and their work. Even in Hyderabad on his own ini8a8ve he mobilized a group of friends to donate to Literacy India so that six students could be sponsored under the Gurukul Program. He explains the program and sponsorship norm on his own to the individual friend donors. He is constantly in touch with them. He requires no mo8va8on from outside or Literacy India, at the moment he is trying to get all his individual friends to know each other and their Student allo]ed to them, so that the number of students targeted could mul8ply in the near future
Marc Van HeyningenGeneral Manager Amsterdam Office, Managing Director Fluor BV Marc van Heyningen is Vice President and General Manager of the Fluor Amsterdam office in the Netherlands, responsible for Fluor’s Energy & Chemicals business opera8ons. He is also the Managing Director for Fluor in the Netherlands. Mr. van Heyningen has been with Fluor for 24 years and has extensive experience in engineering, project management, construc8on, and general management for a wide range of projects in the engineering, procurement, and construc8on (EPC) industry in various interna8onal loca8ons. Mr. Marc van Heyningen holds a Master of Science degree from DelD University of Technology and completed execu8ve educa8on in Interna8onal Management at the Thunderbird School of Global Management in Arizona. Mr Marc’s associa8on with Literacy India started with Flour. Flour has been literacy India oldest donor. For the first 8me he started his building his rela8onship with LI, when he through flour donated 22 computer for the computer training program under karigiri.Secondly he helped to build through the Po]a Cabin at the old Literacy India office at Choma aDer it was engulfed under fire.Since 2007 he has been an individual donor, through his individual funding literacy India has been able to start and pilot computer training centres, Beauty Spa centres, tailoring centres under the voca8onal Program.In 2009 onwards Marc has been named the Literacy India Brand Ambassador overseas, and has been nurturing other donors and Indian donors too.
D O N O R S P A G E
38 DONORS PAGE
HEALTH PROJECTS
RAJPAL SINGH DUGGAL
ENCORE CAPITAL
We Wish to Thank all our donors as every one of them have helped one life , empower one Child, One Youth and One Women.They all needed us when there was no choice for them - Literacy India helped create an opportunity for them to move at a better pace with all these distinguished donors supporting us & them as always.
P E O P L E B E H I N D
Board Members 39
BOARD
● AM KEELOR
● INDRAANI SINGH
● ANIL KALIA
● RAJPAL DUGGAL
● ABHISHEK DALMIA
● AKHIL BANSAL
● MANU RIKHEYE
● SANJEEV JAIN
● PUNEET NARULA
● SONALI DUTTA
● VIRENDRA RANA
WORK FORCE -‐, Rajnikant Ivaturi , Sohit Yadav, Sunil Kumar Singh, Sanghamitra Chanda, Satya Prakash,Mrs Alka Kumar, ,Vikas Goel, Sudhir Gahlot , Kaushik Bandopadhyay , , Ghanshyam Singh , Dharmendra Yadav , Teena Wesley , Prabir Banerjee , Alka Kumar Birendra Yadav, Harendra Yadav, Virendra Chaurasia, Manoj Kumar , Rajni Bha8a , Manju Rani, Nisha Dohroo, Prity Mouza, Puspa Singh , Sarita Wali ,Gopal Saran Dubey , ,Kanwar Pal , Savita Sharma, Naveen Kumar Singh, .Bipul Kumar Singh ,Ms. Anita Rani Mahinder ,Shankar Mehta, Ms. Sarla , Dalsinghar , Omprakash , Dashrath Singh , Ram Singh , Manish Chourasiya,Karmawa8 ,Tara Kumari ,SudhaPradeep Janghu, ,Sushma Sharma ,Vijender Singh, Mrs.Parvesh , Idrish Mohmmad
Admin & Opera,ons Office: Literacy India, Village Bajghera , Sec 112, Gurgaon-‐ 122017Tel: +91 124 66900301 to 310 (10 lines) Postal address:Literacy india J-‐1365 Palam Vihar Gurgaon Haryana-‐ 122017
Regd. Address:C1/11 1st floor Vasant Vihar New Delhi -‐110057Web Addresses -‐ www.literacyindia.org :www.indha.org : www.indhcraD.orgEmail Address -‐ [email protected]
Literacy India is governed by a Board.The Board is the highest authority.Ac8ng as a group, the Board leads the Organisa8on and provides strategic direc8on towards achieving its mission.The Board has the responsibility and the accountability for Literacy India.which is registered bearing no 23614, under the Indian Trust Act 1872.Accordingly, Literacy India complies with various legal and financial aspects as laid down by the Rule of Law.Literacy India`s accountability is reflected in repor8ng of its financial data including its audited annual reports and the responsible use of resources and is made available to its donors and beneficiaries. Also, the same is uploaded on its website, www.literacyindia.org for the public at large.Literacy India conducts its work in a transparent manner by sharing informa8on with beneficiaries, communi8es and donors.
