Adhyayan's Annual Report 2021-22

OPENING NOTE

My year in 3 phases

My core intact

A year that began in April 2021 with a strong second wave, a wave that knocked me down. It knocked everyone down. People watched their loved ones pass in grief and we mourned collectively. Healthcare was the priority all around me. It was a challenge to find donors to support my vision for “a good school for every child." I thought to myself “Resilience is not about being hard and strong, but is about evolving while staying true to what you believe in.” So I did what all self respecting hydras do, I multiplied.

I evolved but kept my core intact. I worked with students and their schools to raise awareness about COVID safety protocols so that schools could re-open, I worked with volunteers to support students in communities. I created a toolkit to support primary-age students with reviewing their well being, I continued to work with leaders to enable them to prepare for what it means to continue learning through disruption. I multiplied to survive, but I stayed true to my purpose of enabling a good school for every child.

I am a hydra I multiply to survive

I, Adhyayan, thought to myself...

Look for solid ground

Root myself with an anchor Steady in chaos.

Even in choppy waters, I know how to find an anchor to steady myself. I found champions for the work and continued to pick their brains. I had countless conversations and wrote many notes in the present about the future that could be possible if they supported me. I made my work and the possibilities visible to all. Some had advice, others gave us a shoulder to cry on, and others still, began to think of ways to mobilise their resources and networks to support the cause of education.

While many could not offer immediate support, they were there as thought partners to guide me through this journey. I found anchors internally in the form of senior trainers to support leadership teams in various states and to grow our capacity as a whole. I knew this was a waiting game, so I stayed put and focused on strengthening my abilities to take in what was to come. As my daily realities shifted, my champions kept me anchored and grounded ... and I waited patiently.

No stranger to change

I can survive in still waters or the rapids, deep in a lake or on the surface. Change is my friend and I embrace it. When the tide turned and the champions I had been talking to were ready to unleash their resources, I was ready to receive. I grew to a size of 23 members and began working in Tripura and Arunachal Pradesh. I enabled leaders to review schools, create plans and visit each other to support each other’s progress.

Deep or shallow, fast or slow I know where to go.

I moved at the pace of lightning, had many sleepless nights, but was grateful that schools were open and I was out there again watching magic happen. I heard leaders ask other leaders: "What is the impact of your actions on students’ learning?”

I listened as students asked representatives from local industry what they liked about their jobs, I watched teachers learn how to read aloud to primary students, I was moved by the words of leaders who shared that in their 20 years of service, they had never had a space like this to reflect on their practice. The tide had turned and I was ready.

June 2021

AQEF receives Guidestar Gold accreditation.

December 2021

Career Awareness Programme launched in Goa in partnership with Antarang Foundation.

LCF onboarded

January to March 2022

Time for review, reflection, and renewal of all our programmes

NEY IN THE YEAR

May 2021

Teachers in Goa were introduced to the Gooru Navigator app in collaboration with Gyan Prakash Foundation

August 2021

AQEF receives the WEF award for the Top 50 Last Mile COVID responders

July2021

AQEF devises innovative ways of raising funds like the Peer Learning Programme Sai Life Orientations begin

November 2021

Orientations for system leaders start in Dhalai district, Tripura

October 2021

School reviews begin in East Kameng district, Arunachal Pradesh

Read Aloud Project with Pearl Global Industries

Back on the field and heading towards our goal with renewed vigour

EXECUTIVE SUMMARY

We believe when leaders in an education system have a common understanding of holistic school quality, measure their schools performance against validated quality benchmarks, and then use evidence to begin to support schools based on their needs the quality of education improves.

This year we partnered with governments in Arunachal Pradesh, Goa and Tripura, on school improvement programmes that identify their strengths and areas of need, while identifying early adopters of good practices as resources within the schools. By the end of the year, in Goa we saw 40% of the schools we work with show improvements, 50% of schools we work with in AP show evidence of improvements, and 91 school teams in Tripura measured their performance against the national expectation of a good school.

We partnered with 5 civil-society organisations to explore the questions: How does a self assessment become as valid as a third party assessment? What does it mean to leverage existing knowledge to chart a way forward? How do those experiencing an intervention become interested in data of their own progress, and why is that more important than a third party tracking one's impact?

As our organisation grew, we created spaces for our own learning through 'The Backbenchers' (our peer learning community), and 'The Governance Circle' (for research and policy related discussions) and we participated in events created by other organisations. We worked on our core to strengthen it and drew important insights along the way on fundraising, ownership of monitoring and evaluation and collaboration.

WE EXIST

"In a fast changing world, our most vulnerable children need a solid foundation in learning to be able to live a decent life. Therefore, we work with leaders and governance to support teachers and parents to ensure that all children feel competent, capable and happy."

Kavita Anand, co founder Adhyayan

The Problem

Lack of shared expectations and language around school quality

The Solution

Lack of systems and processes to measure impact and review data collaboratively for school improvement

Developing a common understanding of school quality using a quality framework

Developing a culture of support and improvement through professional learning communities:

A good school is a place that encourages happy, independent and collaborative learners and vibrant classrooms facilitated by teachers who are supported by their leaders

tion, we uphold a vision of ol for every child’.

well-researched and globally proven ion system begin to develop a chool quality, measure the dated quality benchmarks, and then rt schools based on their needs — the quality of education improves.

“I think that school is like a door, like a window in life where we can achieve our dreams and live a fulfilling life. Teachers can be found anywhere, even on the phone. We also have YouTube these days where you can find teachers. But school is a type of home, a type of temple where I feel truly happy.”

Jega Spoung, Student, GHS Bana, Arunachal Pradesh

The Shaala Siddhi Framework encourages stakeholders in government schools to move away from the mindset of being content with the mediocre and aspire towards excellence. The framework uses 3 levels to describe schools so that schools have a common understanding of what "good" looks like.

Keeping the child at the centre, we support leaders to improve and sustain school quality through the two cornerstones of effective leadership and governance:

Shaala Siddhi, is a framework by NIEPA (National Institution of Educational Planning and Administration) with the objective to develop the capacity of schools and system level functionaries to institutionalise school evaluation leading to school improvement in a continuous and sustainable manner

Developing a common understanding of school quality using a quality framework by identifying and training stakeholders to collaboratively review schools using a shared understanding of appropriate evidence

Developing a culture of support and improvement through professional learning communities by building the capacity of stakeholders by conducting support visits, quality assuring peers and developing resources that support leaders to understand what good looks like in their context.

SCAN TO WATCH THE VIDEO ON YOUTUBE OR CLICK HERE

GOVERNMENT PARTNERSHIPS

Withourworkin824schoolsin Goa,210schoolsinTripura,and46 schoolsinArunachalPradesh,we haveseen:

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All stakeholders coming together to build a shared vision of a ‘good’ school. Teachers and leaders with access to peer learning environments to learn from and support each other in becoming more effective. Teachers and leaders feeling better equipped to make decisions that are rooted in data and evidence so they can make better decisions for their students.

And finally, we have seen:

Through the Systemic School Improvement Programme (SSIP), I collaborated to strengthen the support schools would receive.

Change and influence

The Chlorella is a friend Together we grow

Hydras carry chlorella, a friendly algae, within them. The hydra offers protection and the chlorella offers fuel in the form of oxygen and sugar. Over time, they change and grow together to create an effective living environment as well as a collectively stronger living being that thrives.

Over the last year, I collaborated with many friends to strengthen the school complex.

A school complex is a cluster of schools that operates as a unit with a high school as the apex and the secondary and primary schools as feeders. The school complex ensures sharing of resources, collective decision-making, adequate support, peer learning and a sense of community in the schools.

Each friend brought their own experience and knowledge, but to work together for the goal of good schools, each of us had to alter our plans and path to arrive at what might be best for the students and the system we serve. Partners like CII, Goa brought forth mentors who could support children, Gyan Prakash Foundation brought in their expertise to track and

enable improvement in foundational literacy and numeracy. Volunteers began to read aloud to students and various government departments began to share their plans and resources that could be made available to all.

The essence of SSIP is to create a space for schools to work as complexes and learn how to identify their strengths and areas of need while identifying resources around them. All of the above became resources to support the school complex based on their evidence of need. Each partner aligned their initiatives to the common language of quality measured through the Shaala Siddhi framework.

Collaboration through this process has meant that we write this story together to form a coherent whole: we speak to the needs of the schools, let go of part of our plans and identities, and adopt new ideas.

My friends come and go Look for common direction Explore new waters

A hydra’s stinging cells can be used only once but then are replaced or regenerated within 2 days. So a hydra’s body is constantly growing and changing. A hydra never dies, it just multiplies and finds new friends to grow with.

When working on systemic change, I have realised, you have to expand the table. IAS officers come and go, leaders get transferred but the vision must live on.

This vision will only sustain if it is shared by many and if that number constantly increases. I have made an effort to grow the size of the table through all the partners above, but need to continue to build support for the cause of good schools for every child by inviting an increasing number of invested partners to play their part and involve others to do the same.

GOA

SSIP

The Systemic School Improvement Programme seeks to leverage leaders at the levels of school, complex, block, district and state levels to develop a shared vision of school quality and drive targeted improvement by learning how to:

review their schools using a common quality framework use the data from the review to develop plans of action monitor progress against the plans and take supportive action based on data through professional learning communities of leaders

Adhyayan Foundation has been engaged in the Systemic School Improvement Program (SSIP) in Goa, led by the Directorate of Education (DoE), Goa. since June 2018. The ai support sch in the gover use data to in the classr impact of th students’ le

2021 began in April as th was commencing. While schools and the system were overwhelmed trying to cope with rapidly evolving disruptions, our support focused on activating the ecosystem around the school complex to give schools that extra

system leaders who were proficient in reviewing and supporting schools using the quality framework through the quality cell.

local industry to ex in udents career

Institutionalising and leveraging the existing capacity of school and

Supporting the national Nipun Bharat Mission (aimed at developing foundational literacy) by enabling local volunteers to read aloud to primary age students as they transitioned back to school as well as by introducing an app to monitor and support students’ foundational needs.

In order to prevent these from being perceived as disparate stand-alone interventions, all of the above were tied to specific standards in the common quality framework – Shaala Siddhi – and were to be implemented through the hub structure with support from the zonal and state-level leadership. To ensure this was understood well, the State conceptualised a Quality Cell comprising Zonal and State leadership.

HOW IS OUR SCHOOL DOING?

In February 2022, Maya (name changed) was huddled around one laptop with her teachers, parent representatives and student representatives She pulled up a data tracker and showed evidence of attendance in online sessions Her teachers presented a series of well documented pictures of students being supported in undertaking science and math activities at home by learning recipes together online. Students came forth and talked about the ways in which teachers supported them both online as well as by coming home.

he availability he school in g going. f the Google b leader from the an Assistant nspector, and a nother school.

This was a "confirming shift" review: when a school showcases evidence of progress and the assessor team validates whether the school has indeed improved on its chosen standard

As the team of assessors patiently listened, the hub leader in the team unmuted to share, “The evidence you have shown is impressive and we are so happy to see how you managed to keep attendance so high in spite of the challenges.

'However, my question to you is what is the impact of all of this on student learning?"

Evidence of improvement wa confirmed in 325 schools and recommendations for further improvement needed were g to 38 schools.

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26 mentor hub leaders were selected and 7 began extending support.

In spite of the reduction of Adhyayan's team from 13 members to a team of 2, the capacity and understanding of the hubs, zones and the state of “what good schools look like” has grown within the system. This is due to the hub leaders and the support they provide their hub schools.

Towards the end of the year, 26 mentor hub leaders were identified and oriented towards the role they would play in supporting new hub leaders.

With the support of zonal leaders and the state resource group, 51% of 104 hub leaders conducted hub meetings and responded to the challenge of Covid19 together.

This told us that school improvement was becoming systemic and if we could continue it until the quality cell became strong, the State could make it sustainable.

The State agreed and we extended the MoU for another two years. This effort in Goa was led by Bhavya, Sneha, Sudarshan and Surekha with support from Nitin.

LINKAGES WITH LOCAL INDUSTRY TO SUPPORT STUDENTS’ CAREER ASPIRATIONS

Under Domain 3, Standard 2 and 4 and Domain 7, Standard 3 and 5 of Shaala Siddhi, students are expected to build life skills in a good school that sets them up for life beyond the school. In 2020, many students felt lost in terms of their future as the pandemic had hit some of the most prominent industries in the state like hospitality and tourism.

Can caring about the environment become a career? When students from government high schools in Goa visited Sensible Earth (an NGO) that runs campaigns to reduce plastic waste and supports local farmers, students learned that being an environmentalist is a career option they could consider Students learned how to make cloth bags and were inspired to take this newly acquired knowledge back to their families. The spark for environmental activism had already been lit, all after a single visit and seeing environmentalists in action!

21st-century skills are categorised as life skills, literacy skills and learning skills. Read more here.

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students from 78 govt high schools were exposed to locally available careers through sessions with 22 expert speakers.

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exposure visits were organized to make students aware of different career options.

Understand how people make decisions regarding their careers

Understand what role 21st century skills play in the world of work

The Confederation of Indian Industries (CII) played a key role in mobilising their members to participate in the initiative. In this manner, a key stakeholder around the hub/school complex was leveraged and activated towards supporting the mission of good schools.

Hub leaders and zonal leaders were oriented to the initiative in terms of the Shaala Siddhi framework so that they could monitor schools’ progress as part of the one framework of quality.

“The talk was very interesting and we learnt a lot about the different courses and ways to go about it, how to prepare at an early age for a successful career and fruitful future. The program was activity based and kept us active throughout. Thanks to Mrs. Shraddha Dalal and Ms. Afra Shaikh for their valuable guidance.”

- A Grade 9 student who participated in an expert speaker session with Afra Shaikh (National Gold Medalist, Swimming).

“Guidance given through the session was useful to me and my students. I liked it when they shared the concepts with stories.” Simi Shamin Mahato, Teacher, GHS Baina “This talk helped in our career. The information was given about stream and skills. it helped us as we were not aware of what stream to take before this.”

Student, Grade 10, GHS Vasco

STRENGTHENING THE NIPUN BHARAT MISSION

National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) aims at attaining universal foundational literacy and numeracy in all primary schools by identifying stage-wise targets and goals to be achieved by 2025, and close tracking and monitoring progress of the same.

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teachers across government and aided schools were introduced to the idea of competency based mapping and tracking of students

Through the pandemic, primary school teachers were extremely concerned about the loss of literacy and numeracy skills across students. Further, with the national thrust on enhancing foundational literacy and numeracy skills, the DoE and Samagra Shiksha, Goa, were keen to understand how these skills can be tracked and addressed through appropriate resources. Hence, in collaboration with Gyan Prakash Foundation and DoE, Goa, the Gooru Learning Navigator app was introduced by Sneha, Sapna, Ankita and Pooja.

Through the pilot, teachers shared positive feedback on finding the resources tagged to particular competencies useful in planning their lessons.

Next year, the use of the app will be scaled across all the primary schools of the state,

It also goes from simple to complex, known to unknown. It also helps teachers to guide a child in a proper way in order to achieve their destination.”

Sita Madaikar, Teacher, Ideal Primary School, Piligao

overview of students. The app has a good collection of lesson plans. The training was done very nicely even though it was in virtual mode.”

Sarojini Dessai, Teacher, GHS Katta Amona, Quepem

Adhyayan Associate, Ankita, supporting teachers to explore how to assign activities to students through the app

t visits to schools to offer ications and space for questions

Senior Trainer Nitin was `Mouse in the House’. If they ever knew the meaning of the words `mouse’ and `house’ they had forgotten them. Most likely, they did not know the meanings When the story was read aloud, they repeated after me as well as they could Their teachers insisted that they do so. Then they were told to describe the pictures; they remained quiet, probably wondering what this was all about till, at some point, a tiny mask modulated voice, looking at a picture, said in Konkani, "The old woman is scared of the mouse’’ Another one added in Hindi, "She has jumped onto the sofa," and a third one said, "The plates are crashing and breaking.’’ And then it was like a dam burst. They rushed to the laptop on which the story was being unwoven and became a part of it.

hem laid their fingers on reen and spoke neously as I opened to the next page At the end of the reading, they could say, `Mouse in the House’ without prompting and with a little support some could even say, `Chair in the house’, `Mother in the house’ and, to the merriment of all, one of them said, `Rain in the house.’

Hope is a real bummer. The next day, with great expectations, they were asked, "What was the name of the story we read yesterday?’’ I have not worked out why it happened and the teacher said they had been discussing the story before I arrived. The class composition had changed Three of them were absent and there were three new students in the group of eight Their unanimous response to my question was, "House in the Mouse’’

Learning had truly and well begun

Read aloud is an instructional practice where the reader reads texts aloud to children. The reader incorporates variations in pitch, tone, pace, volume, pauses, eye contact, questions, and comments to produce a fluent and enjoya

Teachers across the state had begun to share that students who were coming back were struggling to readjust to school or seemed reticent. While it was imperative that teachers begin to focus on the competencies that children needed to pick up, it was incumbent on them to also create an environment that made learning joyful and sparked a sense of curiosity and imagination. Hence, the read-aloud programme led by Nitin which began as a small pilot, was now initiated for primary schools across the state. Recognising that teachers had a lot on their plate in the wake of reopenings post closures, the focus was on enabling volunteers within the school complex/hub to learn how to read aloud to students, thus expanding the ecosystem of care around school complexes/hubs.

344 volunteers and teachers were trained to read aloud to students

600 government primary schools were introduced to the read aloud programme

3000 books were collected for the schools through Pratham's Donate A Book campaign and a book collection drive

r, Goa has moved down the path

of local stakeholders beyond the ments to begin to contribute to n a more systemic manner through the idea of the school complex/hub.

Thinking of sustainability of improvement efforts through the quality cell.

Madhura Bandekar, an expert speaker in the field of geography, sharing her experience with students as part of the Career Aware Programme

Exploring closely what careers in Hotel Management look like through an exposure visit to Jasmine Hotel

Learning about ecology and careers in environmental conservation through a visit to Sensible Earth, a local NGO

A member of the local community reading out to loud to students in a primary school

Helping parents learn the Learning Navigator App so they can support students at home

Support visits by Adhyayan to teachers to learn the Learning Navigator App

A hub meeting in progress during school closures to share best practices amongst the hub

GHS Kirlawada showcasing evidence collected during a confirming shift exercise

ARUNACHAL PRADESH

The State of Arunachal Pradesh declared 2021 as the year of education and launched the Mission Shiksha initiative. The state grapples with the complexities of having one of the highest primary age dropout rates, and the lowest 10th standard pass percentages. At the same time, the state has a terrain that is remote and vulnerable to the impact of climate change which is further compounded by it being a host to a vastly diverse set of indigenous cultures. It is no surprise, therefore, that the question of addressing the quality of education is multifaceted.

Under the Deputy Commissioner of the District of Changlang, Mr Devansh Yadav, AQEF helped set up one school complex with 12 schools to drive sustainable improvement through the power

Mission Shiksha is an initia improve the standard of education in the next two y with six focus areas, includ infrastructure developmen schools, technology interve through information and communication technology digital initiatives.

of the parent and Gram Pan y communities. Learning about the landscape of Arunachal, its people and all the stakeholders in the administration and assessing how these can be leveraged to create long lasting and stakeholder owned quality education in schools, we were now ready for the opportunity that came our way in 2021.

In September 2021, we were invited to partner with the District of East Kameng, led by Mr Pravimal Abhishek, Deputy Commissioner of East Kameng, for the ‘Programme for Holistic Governance through School Complexes.’ This was conducted as a pilot in Seppa Education Block under Mission Shiksha.

The core objective of the programme (implemented by Ashwajit and Archana with the support of Anushri) was to enable students, teachers, parents, school heads, system level leaders (like block resource persons, cluster resource persons, circle officers etc.) to align on one common language of school quality and drive towards it in a decentralised manner. Activating the school complex for this purpose was seen as key.

50% schools of the 22 government schools were on track to move up a level on Shaala Siddhi on their chosen stand d

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needs based professional development sessions led both by the AQEF team and the complex leaders by using data from the h l i

HIDDE GENIU

Tucked away in what is known as a “basti” in the tightly packed housing communities along the hills of East Kameng, GPS Rang is a single teacher school led by Mr. Abing Tallang.

phill from dents h the whole te enges ons cut off access to the school for weeks, and sometimes even months, every year.

Despite this, Rang basti is known among locals for producing officers and skilled professionals who have done exceptionally well in their fields.

During the school review when assessors were observing the school, they noticed the teacher standing all the way in the front and teaching children using the blackboard while most children sat silently. Through the review process, the question that stood out for him the most was - “How can students study if the learning environment is not conducive?” Therefore, during the planning exercise that followed, he chose the standard “Enabling Learning Environment” under Domain 2 of Shaala Siddhi.

In order to be able to improve, the capacity of the leadership of his complex was built to visit his school regularly, gather evidence of progress, and discuss ideas to help him get to level 2. As a result, cluster resource persons and circle officers who earlier saw themselves as primary administrators began to act on their role as instructional leaders. In fact, some cluster resource persons shared that it had been years since they stepped into a classroom to support the pedagogy and they were nervous but, gradually, with practice and support in the form of resource banks, they were able to guide schools.

An Enabling Learning Environment is one that is interactive and collaborative where students feel free to express themselves and ask questions.

Methods of evidence collection

Their capacity was built to mentor schools like GPS Rang through in-field training. They were supported in gathering evidence of progress, celebrating successes and identifying the next steps. Based on needs identified across the complexes and best practices, school leaders conducted professional development for each other within the complex of topics such as:

Creating a comprehensive lesson plan

Using innovative teaching and learning materials to engage students

Creating a school development plan

The true spirit of systemic interventions is to enable the group to leverage itself and have visibility of where things stand and where they need to go.

Activating complexes was another area in which they were supported and they were learning how to

find strategies to engage children to not having adequate infrastructure.

Challenges that were beyond the purview of the school would be escalated to the District, where the Deputy Commissioner along with the district officials would

discuss challenges and share best practices. It is the site for ongoing professional development.

“We were born into problems, we can climb out of this and solve our issues. If we can't, no one can.” - BRC in Seppa

The improvements that began to emerge were motivating for all. Within the first few weeks, we saw teachers in GMS Bosso, GPS Rang, GPS Weshi, GMS Shantipur creating and/or sourcing teaching learning material (TLM) such as flashcards, blocks and charts to incorporate in their daily classes. The SMC chairman and teacher of GPS Mile School even made numbers and the alphabet with his own hands using locally sourced bamboo. In GMS Type 1 and GPS Donyi Putung, an immediate change was the use of lesson plans by 100% of teachers. Schools were voicing their needs for capacity-building as we saw teachers requesting read-aloud t improve their own readiness to help students improve their li In GMS Type 2 and GSS Pabua, we saw a shift from learning in students now learning experientially and by collaborating to each other.

In October 2021, GPS Rang, was using traditional methods of teaching using the blackboard and chalk with little student involvement.

By January 2022, the same teacher was using flashca and other materials to en students to learn collabor

In October 2021, in GMS Bosso, very little learning material was used beyond the blackboard.

By July 2022, students of the same school had worked in groups with teachers to create learning material that was used in the classroom.

Schools were able to own the process and, interestingly, there was a natural flow of schools now learning from each other. Mr Ras Hissang, the HM of GMS Bosso, visited GMS Cooperative to obse and learn from the latter’s practi of good record keeping and documentation which he then implemented in his own school. Eventually, we also saw GPS Beb sharing the ideas they had for th own teaching-learning material (TLM) with other schools through the common WhatsApp group.

"This Programme has helped us as SCMC members. I have benefited a lot. I'm implementing the things which I have learned from other schools, which are best for me and for my school. Teachers are much more active and interactive than before. A large number of teachers are using TLMs in their teaching practices. Most teachers are preparing lesson plans for their teaching practices. Most teachers are very much aware now in their teaching profession, especially in primary section."

Hitey Sangyu, In Charge GSS Pabua School, SCMC Leader, Seppa Complex

Seppa thrived for two reasons:

d invested system leaders who celebrated tried to address the school’s challenges in e keeping the focus on helping them execute their action plan.

Shri

A student voicing their opinion during the school review process

A support visit to GPS Sengrikwa led by Ms Pooza Sonam, APCS, Circle Officer, Pakoti

100% of teachers began creating lesson plans in GMS Type 1

Pravimal Abhishek (D.C. East Kameng) visiting GMS Boso Colony for a support visit

GPS Bebo Colony students with their teaching learning material Classrooms diversifying learning resources in GMS Shantipur A student using tactile learning material to learn the alphabet.

TRIPURA

AQEF was onboarded as a collaborator of Samagra Shiksha, Tripura under the NGO Partnership Scheme in 2021, facilitated by The Education Alliance. The primary objectives were to:

1.

2.

Develop the School Quality Assessment and Accreditation Framework (SQAAF) to enable state functionaries and NGOs to measure progress against the state's priorities. Operationalise 140 school complexes in Dhalai and South Tripura districts to drive school improvement.

Led by Smt. Chandni Chandran, State Project Director, Samagra Shiksha, and Directorate of Education (also known as Department of Education/DoE), and in partnership with SBI Foundation and SBI Card, the Programme for Effective Governance Through School Complexes was set in motion in September 2021 in South Tripura and Dhalai. The programme will be scaled to 1450 schools between 2021-2024.

While walking into a room with complex leaders who are yelling at the top of their lungs directing their blindfolded colleagues through an obstacle course and bursting into peals of laughter, one might wonder if some kind of celebration was under way. This was, in fact, an exercise to enable them to understand how complexes collaborate and support each other to get to a common goal. In October 2021, schools were just about recovering from the second wave that had devastated the country and was gradually trying to reopen.

The leader of a schoo complex is usually the headmaster of the Hig School of that comple

In this climate, Shivaksh Aritra, Bijan and Rishika with the leadership of th to organise orientations school complexes spann government schools wit from Manju. Through a series of discussions and exercises, school leaders were introduced to the idea of the complex and the various roles they could play towards this common vision and journey of school improvement through exercises, videos and examples. Time was spent supporting leaders to build their understanding of Shaala Siddhi and the need for a common framework as well as what to expect from school reviews.

In January, as complexes were preparing to begin school reviews, Omicron struck. Our team in the field got into action to devise multiple contingency plans with the state ranging from hybrid reviews to one-onone support systems. Clouded with ambiguity, each day was a new day with an ever-evolving situation and no clear road ahead. Gradually, the team agreed that pilot reviews would begin across high schools as they were partially functional so that the capacity of complex leaders could be built to undertake reviews as schools reopened.

As the wave subsided, school reviews began and were led by complex leadership teams. A team of students, teachers, parents, the school leader and system level leaders (including Block/Complex Resource Person, Block Project Coordinator (BPC) and Jt. BPC, SCMC members (School Leaders of other schools)) began to observe classrooms, interact with stakeholders and review

“If I had known this was the expectation of my classroom, I would have changed my practice earlier.”- Teacher, Tripura "This was a new experience interacting with teachers, parents and external assessors and engaging in a dialogue from a common platform."

Student, Tripura

"The review process brought forth a lot of things which were unknown to parents, and students. Going ahead, this data will help us in driving better learning outcomes for students and improvement of the school." Parent, Tripura

During the school review process, school leaders were able to identify the ‘good’ and celebrate the small achievements amidst low resources and multidimensional challenges. There was also an atmosphere of coming together that was new but palpable because now the students, teachers, parents and all other stakeholders w common goal of a g We saw teachers of U Toukhma HS spendi explaining to the stu questions in the asse (used to gather data reviewing schools) a when they were first in English.

There were schools such as Sabroom Girls HS that were already prioritising holistic education of girl children, and Ganganagar HS that was ensuring access to students from tribal and remote communities to come to stay in the hostel and get a good education. ers to what s a

ment to begin in Tripura was:

e school complex o learn how to review schools complexes early on cts by ensuring regular from the field was

The investment of the state in wanting to drive the state’s priorities based on the need on the ground

Shri Pallab Saha (O.S.D. and D.E.O. In-charge) addressing the participants of the complex orientation at Chottakhola Complex

Shri Saju Vaheed (D.M. South Tripura) discusses the need for effective governance by complexes for school improvement.

Hrishyamukh HS and Madhabnagar HS participated in an activity during orientation to understand the need for trust in a team.

School and SCMC leaders of Ishan Chandra Para Complex co leading school reviews

Stakeholders of No. 1 Guachand High School participating in the school review

Stakeholders

Mr Ranjan Debnath, a complex leader shares the importance of having a common vision during the complex orientation.

School leaders of BC Manu participating in the school review

of Gopal Sardar Para School participating in the school review

OPENING NOTE

Tentacles to feel Looping and somersaulting Making meaning here

Hydras use their tentacles to navigate spaces and often “loop” and “somersault” to move ahead and understand their surroundings.

Through my civil society partnerships I looped, somersaulted and reached out to feel. The questions we explored together included - how does a self-assessment become as valid as a third party assessment?; what does it mean to leverage existing knowledge to chart a way forward?

How do those experiencing an intervention become interested in data of their own progress, and why is that more important than a third party tracking your impact?

Being self aware and looking for evidence to support your claims of growth is an incredibly challenging pursuit. It requires curiosity, humility, openness and willingness to truly listen to and accept what you find, especially when it does not align with what you believe about yourself.

LIGHTHOUSE COMMUNITIES FOUNDATION

The CareerSaathi programme was launched as a pilot to further Lighthouse Communities Foundation's (LCF) mission of supporting youth to help them discover and realise their full potential, make informed life choices, and acquire appropriate skills for employability. It was conducted for young adults (between the ages of 15-18 yrs) around two of their Lighthouses (community centres) in Pune, and in 4 government schools in collaboration with Pune Municipal Corporation (PMC).

It was initiated with the purpose of helping young adults become aware of their career interests, choices and aptitude, to identify people around them to explore these opportunities and to start

thin can crea them nd Tiasha from Adhyayan partnered with LCF to help conduct an impact assessment of the pilot programme with nearly 150 children and create requisite tools for the same.

An impact assessment tool named “Journey of Discovery” was used for this purpose. This provided the students with the opportunity to reflect, learn, and discover different aspects about themselves as an individual and identify the next step to improve their emotional intelligence and thus begin the journey of choosing a career keeping those aspects in mind.

YOUTH CREW

As the second wave of COVID 19 hit us, and this time much harder, the chances of schools reopening in India anytime soon was bleak. It had already been nearly 18 months since they were closed, and if they were to open, everyone had to be safe. Children were going to be safe only if everyone around them followed protocols and felt empowered to do their bit during the pandemic.

enl sch cre essential COVID 19 safety protocols within their communities such that the community spread of infections would be contained and eventually with the possibilities schools could open. We partnered with several organisations, Barefoot Edu, City Sproutz, Chrysalis, all our partner schools in Goa, and several private schools across the country to kickstart this campaign. We saw some great examples of campaigns being run in schools, where the children and the community took the initiative to ensure children can go back to sch l d i f environment.

SAI LIFE CHAMPIONS

School closures due t pandemic for nearly 1 had a devastating effe children, but especial government schools w access to resources. S emotional well-being too was deeply impacted. Any progress made earlier to improve learning and work on the mental wellbeing of children was being undone rapidly.

The 'Sai Life Champions for Children' initiative led by Bhavna, Kavita and Tiasha with Sai Life Sciences and 14 of its employees commenced with the purpose of bringing in as much support from the employees who took on the roles of volunteer, friend, a mentor for 40 children from 3 schools of Telangana.

ted weekly virtual small groups of ping them with their ing stories, and building relations. Since the students were in grades 8 10, career exposure sessions were also conducted with 5 speakers such as doctors, army officers, software and computer engineers, teachers and more.

Jayanthi, a grade 10th student of ZPHS Koltur, joined the Sai Champions initiative in 2021 because she wanted to improve her studies She loves reading stories with Sudha teacher (volunteer) and learning about grammar She feels Sudha teacher teaches her with patience and ca She liked this programme as she felt her knowledge was growing alo with her confidence Her teachers have also noticed that her understanding has improved as a result of these sessions despite the lockdown. As shared in a conversation with Jayanthi

As schools reopened and the initiative came to a close, the volunteers visited the schools and met their students for the first time. They were presented with books to read.

"To become proficient in the English language is the common goal of my mentees. Our sessions are designed to stepwise improve their ability to read, write, and listen to the English language. They are realising and enjoying their own progress, in every single class."

- Vinoth Kumar GP

READ ALOUDS IN GURGAON

In partnership with Pearl Global Industries Ltd., Tiasha began another employee volunteering initiative in a school in Gurgaon. With 10 volunteers and students from grades 1 to 5, the read-aloud initiative began with the purpose of bridging the gap caused by the long-drawn school closures while also inculcating a love for reading. As schools finally reopened, the volunteers were trained to conduct read aloud and went into the school with zeal and passion.

Pearl Global also supported the school with additional books and games, and the school's wall was painted keeping in mind the 'Building as Learning Aid' tool which teachers can use as teaching learning material through storytelling and more.

g g programmes with for profit companies. We learnt the importance of having a strong champion within the company to shape and keep a group of volunteers motivated. We also learnt how volunteers can be supported simply by keeping the goal in the centre and understanding the limitations around the system to course correct per the context.

SIKKIM

In February 2021, we partnered with H.T. Parekh Foundation to conduct an educational landscape review of Sikkim. As part of this effort led by Anushri, Kalpesh, Kavita, Isha, Manju, Michelle, Shivakshi, Shubhoshree and Tejas, a desk review and field were conducted with the obje to:

undertake a comprehensiv literature review of system reform in the region as we analyse secondary data on status of quality of educati the state provide an overview of cur capacity and examine the preparedness of various government education an higher-ed institutions to d high quality education and respond to the mandate o NEP 2020

provide an overview of the status of school quality across different types of schools

A report of the landscape review was created outlining the strengths, capacities and opportunities as articulated by the state.

ORGANISATIONAL OVERVIEW

ARNING SPACES

think we know that keeps us from learning. ard

actively learning certained itself as the foundation of resilience and growth in the times now more prominently than it perhaps has before. At Adhyayan, we have always believed in the power of collective flight and as last year’s dynamics played out, we headed towards this route even more actively and consciously as an organisation. To ensure we are constantly learning, pivoting if needed, keeping track of what is new as a team and creating spaces for those interested in social development in India we curated two spaces: 1. 2.

The Backbenchers i.e. our professional learning circle The Governance Circle which was initiated to spark community dialogue and highlight the importance of research and communication in driving change and strengthening the education domain in India.

We invited experts and peer organisations to open a dialogue on topics that were of interest to the community for The Backbenchers. In the future, we hope to collaboratively build a body of knowledge through this series of ongoing conversations.

The speakers included:

Rohit Kumar of Apni Shala who spoke about the importance of social emotional learning (SEL)

Fiona Dias Miranda of Seeds of Awareness who shared her work in the area of normalising sexuality education Nuneseno Chase of Youth Net who helped understand the dynamics of working on entrepreneurship in remote regions

Ashraf Patel of Pravah and ComMutiny who opened a dialogue about the importance of offering students a space that is their own in order to enable them to understand their own active participation in democracy

CIRCLE

The governance study circle is a space where we gather insights from people in academia, research, government and civil society organisations who focus on good governance. It is a place where experts from these domains come together to share their understanding of levers and barriers to systemic change and execution of policy. Given our foray in to the North Eastern Region, a circle was curated to discuss the unique strengths and challenges of operationalising policy in particularly remote and diverse regions. The governance circle is not limited to education, but interested in exploring the space from an interdisciplinary lens.

CATALYSING CHANGE WEEK, CATALYST 2030

We participated in Catalysing Change Week, a week-long event hosted every May by Catalyst 2030 to bring the world’s focus back to the Sustainable Development Goals (SDGs). At this event, multiple organisations, sector experts and frontline workers share their learnings on what would make global action towards the SDGs possible.

Participating in it helped us collectively make sense of the change in the world and learn from our peers and the strategies they use while sharing with them ours.

HENING ORE

“The core is a group of muscles that stabilises and controls the pelvis and spine (and therefore influences the legs and upper body). Core strength is less about power and more about the subtleties of being able to maintain the body in ideal postures to unload the joints and promote ease of movement.” In an organisation, the core team’s function is to stabilise and support the field team in carrying out their functions in the most effective manner.

1

rying

New

Routines: The COVID 19 pandemic had set the entire world eeling in 2020 and continued its relentless assault in every sector through most of 2021 as well. At Adhyayan, some brutal decisions had been taken like downsizing the team due to funding suddenly drying up for our flagship programme in Goa. We had to think of new and innovative ways to get funding since traditional sources of funding were still focusing on COVID relief.

1.

Elson, Laura (M.D.). Understanding and Improving Core Strength. Harvard Health Blog. September 6, 2018 https://www.health.harvard.edu/blog/understanding and improving core strength 2018090414662.

ATECF showed us the way by providing us with fundraising managers. Working closely with Anushri, our CEO, Tiasha and Jayati began to chart unconventional ways of finding the funding that would enable the Foundation to continue in Goa and stay relevant in the pandemic. We noticed that some truly innovative private schools were online in a manner that appeared to turn the Covid adversity into an opportunity. They had no idea of the situation their peers studying in government schools were in. The technological divide was stark.

The idea of the Peer Learnin Project took seed. We paire students from elite schools Mumbai and Gurugram wit counterparts in schools in G Arunachal Pradesh. They go know each other and comp commonalities and differen developing a mutual understanding of each others’ contexts. The students of the elite private schools used this experience to raise awareness in their family and friends about the need for quality education in government schools and led fundraising campaigns for Adhyayan’s work. This effort was spearheaded by Jayati who was communicating compelling stories on social media about Adhyayan and drawing attention to our work.

Leaning into the Stretch: The governments of Arunachal Pradesh and Tripura invited us to pitch our work to them and agreed to beta-test the programme in some of their districts. We had to hire new people and set up the projects there. Chelsea, our Accounts Manager, began multitasking to send out job descriptions, accept applications and begin the hiring process before passing on likely candidates to Anushri and then, to Kavita, Adhyayan's co founder Director. Our Senior Programme Manager, Sneha, who was managing the Goa project, started the reconnaissance in Tripura with Anushri. The stretch between Goa and Tripura meant we were looking for people who were motivated and had agency to set up our office and presence in the North East.

Building Muscle Strength: During this year, Tiasha had developed a proposal-writing muscle that not only built a pipeline of possible donors but also diversified our offerings within the space of assessment of social emotional learning. Anushri worked closely with her on proposals for the North East as well as donors in Goa. The core team discussed the big challenges for Goa’s students. With the closure of tourism due to Covid, students were at a loss as to their options for work post school. It was decided by Kavita and Anushri that a career awareness programme be implemented in Goa to meet this need and the government responded positively to the programme, first running a pilot, and then deciding that all high schools in Goa would have access to exposure visits and expert speakers.

Cross Training: The learning loss issue in Goa led to two initiatives one was a collaboration with Gyan Prakash Foundation that used the technology provided by the Gooru Learning Navigator for teachers to assess the skills that their students needed to practice. The other was the read aloud programme to address foundational literacy skills without feeling pressured to ‘catch up’ on academics. Donors began to listen to Tiasha’s presentation of Adhyayan’s approach as foundational literacy began to be the buzzword in the country as children returned to school post Covid. Jayati received a ton of feedback on how to make our communication about systems thinking and capacity building as clear as a bell. We began to get noticed on social media.

Focus

and Determination:

We had to start hiring new people for our new programmes in the North East and Goa. Anushri’s focus was on building the capacity of the new State Coordinators in Tripura and Goa as well as working closely with CFO, Bhavna, on the budget simulations, internal audits and regulatory frameworks. We received huge support by the Centre for the Advancement of Philanthropy (CAP) and leaned heavily on them for advice.

Meanwhile, Kavita was focusing on developing the broader vision of the school complex that we would use thereafter and a teal organisation on which we built our organisation structure and processes. She identified senior trainers from the field of education to support the field teams so that they could hit the ground running when they started their fieldwork.

As the second wave of the Covid crisis began to abate, it was clear that the core team had worked really well together with Anushri leading with her extraordinary talent and willingness to be everything for everyone. It was clear, however, that she needed more support to manage the multifaceted nature of development projects.

Thus came in the presence of Haenik, with his M&E skills, Aniket, who is our audiovisual stalwart, and has done all our videos for Goa, and by the end of the year, Nita, as Adhyayan's new Director, willingly making a difference with her bold move to leave a secure job so that we could deepen and widen our influence. The sense of a team was back! We now had the professional capacity to be the backend for multiple teams and multiple donors.

Going forward, we want to an even stronger case for erent way of thinking the schooling experience dents. We can see that set changes in holders are taking place an be embedded as we our work. Our vision of a ne of brick of the earning. It ty caring heir future. hat rears the core d to making We hope TECF will t and grow anisation.

Adhyayan was selected among the 50 leading social entrepreneurs and 12 ecosystem initiatives that provided critical support to more than 171 million people on the frontlines of the COVID 19 crisis in India in 2021 22.

Adhyayan was accredited a Gold seal by Guidestar India a certification provided for transparency and accountability in internal processes of an organisation.

Adhyayan was rewarded under the 100 Heroes Inititative by Give as a result of excelling in their retail fundraising efforts and was featured in the Give Newsletter.

Our capacity building efforts in Goa during the pandemic were features in Times of India

OUR LEARNINGS

The financial year 2021 22 has been a year of learning how to emerge stronger from a ‘scrabbling for survival’ scenario to beginning the journey towards a teal organisation. The hydra has not just resilience, but the ability to multiply. The core values of the organisation have been shared, discussed and debated so that the State teams can begin their 'adhyayan' (deep study) of the school system along with the stakeholders.

Fundraising is a skill that requires networking and communications as its pillars. We focused on a strategy of asking everyone we knew to make introductions. We also ensured that our work was out there on every social media platform. We did not want to hear “why don’t we know about you” anymore. We thrived on the feedback we got, that we were doing good, solid work. It validated our teams who were out on the frontlines in the northeast. It served as a vehicle for ensuring that the system leaders, HMs and school leaders in Goa got the attention they deserved for doing a stellar job. They are unsung heroes and it became a mission to push their stories of personal heroism to the rest of the country.

Recognition that champions can mak lives of school communities helped u District Magistrates, volunteers, libra system leaders. Everywhere we looked to institute system level change, learn implement new ways of doing old thin ahead for formulating a quality cell in could see the purpose of change at sc

Monitoring and Evaluation is not something done to but done with the group that was embarking on change. We constantly find ways of taking data back to the people who generated it schools could see their report cards and the changes they had made. The system leaders who had learned school review methodology could see their feedback and that of others. Our quality assurance is becoming more sophisticated but we still have a long way to go.

aw that training and preparing our s was not going to be easy. We tried people co-creating their selfge, skills and mindsets that would be Everyone in the organisation created dual education plans and learning rowing your KSM (Knowledge, Skills, r job well) if you were with Adhyayan. That was a learning experience in itself for some of the new joinees. Bewildering at first, but as it began to make sense, it felt liberating as well and developed a sense of agency.

We began and continue to work on the issue of educating funding partners about the need for developing skills of our programme staff. The entire backend team is not just working on sustainable funding to ensure that the programmes are able to have the desired impact, they are also continuously creating targeted professional development for the field teams that ensure they in turn build capacity and transfer ownership to the system leaders. The skills of facilitation are not easy to transfer to people who have hitherto been exposed only to top down management.

Identifying organisations that can help us in ways other than funding is essential. Guidestar, Genpact and Catalyst2030 helped in ways we sorely neede platforms th also partnere and Lightho fields with ed school comp system. Work our work to b

s during the pandemic I could do was slow when I learnt about ve a vast and complex their own saplings by in distress as well as pass

In our case, April 2021 felt particularly bleak because the second wave hit at a point when things had begun to feel like they were recovering.

We had many mother trees helping build our resilience and on whose shoulders we got through a very turbulent period in our existence. Kavita Anand, Natasha Joshi, Bhawani Singh Shekhawat and Nandan Maluste, thank you for talking me through conversations teetering on closure and enabling me to keep going when I couldn’t see a way forward. Also for giving me a shoulder to cry on when I needed it (and I needed it a lot). Samir Somaiya, Monica Pachori and Priya Panikkar, thank you for always being there to share ideas on what we could try. Thank you, Nita Luthria Row, for stepping in as our Director, but also for carrying the load in so many ways right from people practices to in house literacy expert to Chief Illustrator.

A big thank you to the A.T.E. Chandra Foundation Team (Gayatri Nair Lobo and Poonam Choksi) and Pramiti Teams (Deepa Varadarajan and Pallavi Lotlikar) for staying flexible and allowing us to change our hiring and metrics around fundraising.

We feel immense gratitude towards government servants such as Smt. Vandana Rao, Shri. Ravi Dhawan, Shri. Shailesh Zingde, Shri. Nagaraj Honnekeri, Shri. Manoj Sawaikar, Shri. Pravimal Abhishek, Shri. Devansh Yadav, Smt. Sowmya Gupta, Shri. Saju Vaheed, Smt. Chandni Chandran for embracing complexity, for being willing to think of nuanced yet

simple solutions and for moving heaven and earth to make development happen in some of the toughest regions of India. Your energy gives us the momentum to keep walking the path.

We are very grateful to the ILSS team, Lakshmi Karan, Sanjay Banka, Vinay Kumar and Gowri M. for being like pillars of support at our lowest point during the second wave. Your unwavering faith kept us going.

When you're overwhelmed, most people like to advise but some, listen and ask the most thoughtful questions and share just the right steer. We want to thank Mannat Anand, Yash Samat, Ajay Row, Vatsala Mamgain and Ramesh Thomas for serving as sounding boards to our ideas and truly listening. A shout out to Shradha and Moulika of Arete for helping us brainstorm possibilities at a time when most doors felt closed.

Noshir and the Centre for the Advancement of Philanthropy, thank you for never judging our most trivial and very frequent queries. You are the reason we sleep well at night.

A special thank you to all our donors: ATE Chandra Foundation, Sai Life Sciences, Pearl Global Industries Limited, SBI Foundation, SBI Cards and Payments, Cipla Foundation, Mastek Foundation, Godrej & Boyce Mfg. Ltd., HT Parekh Foundation and partners: Gyan Prakash Foundation, Antarang Foundation, Liferarians, Lighthouse and Communities Foundation, CII, Goa (Atul Jadhav, Swati Salgaoncar, Vikunth Dempo, Sheetal PaiKane, Deepankar Bargali and Cecil Pinto) we wouldn’t innovate and push ourselves without you. Each and every individual donor has been super special in this journey too (please see names on page 77)

Thank you, Atul Pai Kane, for opening so many doors in Goa and truly making the ecosystem of the industry come alive around schools. The conversations you had with us when everything felt like it had come to a halt, enabled us to find a way ahead.

Gratitude to our team that gave their all and more in a very turbulent year. (see page 89 for all names). Gratitude to all interns, volunteers, schools, experts, businesses and our network who supported our work too in their unique capacities. (see page 90 for all names).

A very special note of thanks to the founding Adhyayan Services team consisting of our biggest mother tree of all Spokey Wheeler, Kavita Anand, Amisha Modi, Poonam Choksi and Archana Ramanathan. Spokey laid the foundation to our work by asking the fundamental question that kickstarted everything we do “how do you know your school is a good school?” From being a mentor to a cheerleader to an incredible fountain of knowledge and generosity, Spokey has been a key driving force in our journey and where we are today. Kavita, for not knowing how to give up and for leaving no stone unturned while remaining compassionate, courageous and a relentless learner, who is driven by our "why" every single day.

To Amisha, for developing ‘The Assessor Programme’ that became a pivotal part of our model in enabling peer learning across leaders and the creation of a certification programme for system leaders. To Poonam, for building a lot of the material around school reviews that we use today that incorporated a myriad of insights from the field, and for coming in as one of our strongest donors who kept us afloat and cheered us on in multiple spaces. To Archana, for mobilising her donor networks and putting in a word wherever she could with kindness and love. Our journey is an extension of yours and a testimony to the rigour and dedication with w e

On behalf of Team Adhyayan Anushri Alva, CEO, Adhyayan Foundation

Individual Donors (in no particular order):

Bhushan Saindre Siddharth Sekhar Harshvardhana

Vivek Dattatraya Phalle Mohit Lodhi Teja Sathapathi Ananth Arjun Shetty Gayathri Ram Prasath Srikanth Prabhu Saikrishna Badrinarayanan Smita Kanchan Akshay Keshwani Anusha and Ruchi Chheda Tushar Diwan Juned Siddique Neil Gomes Lionel de Nazareth Gopikrishnan Nair

Tejas Anjarlekar

Parag Deshmukh Hardik Panchal Pranav Kulkarni

Jitendra Shettt Lata Deshmukh

Sunil Prabhakar Kher

Rohit Kumar Yash Verma Vasantha R

Individual Donors:

Prannav Raj A Shruthi Narendar Sanjana Krishnan AR.Narendar

Yukta Goel Karthik dev Vandit Nanavati Disha Mittal Monica Pachori Ronit Chidara Harshita Agarwal Jagjiwan Gupta Srajan Bhatnagar Rutva Shah Chandher Shekar R Kewallya Jain Dattavi Jariwala Ayushi Shah Ankita Phalle Mihir Umarye Tarun Shetty Sonia Adappa Brig Vinod Kumar Adappa Mayank Singla Mohit Dodhia Avnie Garg Shivam Garg Maathangi Mohan Sathes Kumar Kanagaraj Kanakaria Rani Bhavani

Individual Donors:

Sudiksha Shree Rati Shetty

Robin Cherian Akhil B Zenisha Shah

Mankad Mohak Prashantbhai Devansh Sanghavi Mrinalini

Dhruv Thakkar Pradeep Khanna Sudhir Naik Gaurav Das Kanchi Jain Poonam Jain Shamik Khoja Nikhil Gosar Kezleen Kholie

Rahul Sreekumar Vimal Mehta

Mrityunjay Jalan Adarsh Mohandas Radhika Patwardhan Seru Srinivas

Poorvaja Prakash

Rahul Guptan

Abraham Markos

Abraham Markovic Renu Satyajit

Vaishnavi Sawant

Subbaraman Sankar Lila Abraham Mehak Jain

T K Krutvilla Yohan Rojar

Individual Donors:

Abraham Jacob Jacob Kuruvilla

Thommen Kuruvilla Meriam Koipuram Anirudh Mushran Ranjith S Sagar Patel Zanna Kuruvilla Radhika Anilkumar Arjun Madhu Shreya Rose John Th Shanthi Venkataram Tanvi Paleja Rajesh Dharamshi Derrick Joseph Vikram G N Shruthi Shetty Varsha Abey Amruta Karaley Markos Abraham Sudeeth Hegde Aarathi Alva Raj Kalady Vinoo Mundaden Nita Luthria Belinda

Aaryendr Rajpurohit Viveki Pasta Vardhan Chheda Soniya Mawani Namita Talreja Ramya Shetty Richa Singh Sambit Roy Sanjay Manilal Gosar

Individual Donors

Agnello Dsouza Saili Prabhu

Pranay Thakkar Padmini

Jasmine Shah Tarun Bhateja Ananthalakshmi Shubadra Shenoy Vinod Kumar Alva Rhea Miranda Ayushi Sarkar Shagun Tatia Praveen Dsouza Hemant Sunderji Amit Sharma Sara Abraham Abhishek Iyer Bhavya Ranpara Nishant Harmilapi Sowmya Velayudham Saurabh

Priti Bheda Abhishek Nidhi Ankita Joshi

Tanya Sachdeva Riviera Vaz

Rukma Sadekar Ameya Shukla Sarah Kuruvilla

Urvashi Sahni

Indermeet Singh T N Rao

Vidya Vijayan Hari

Akash Sarkar

Anand Bhardwaj Aditya Sudarshan Venkatesh Anmol Agrawal Bhavesh Purohit Bhavya Gupta Priyanka Deswal Rishabh Mehta Harsh Patel Amit Vaghasia Rohan Kuriakose

Emerging Securities Pvt Ltd. Kruti Dalal Ragini

Nita Mary John Ramkumar Ramachandran Lakshmikant Gupta Ganesh Krishnamoorthy Jayavardhan Diwan Anshu Daga Alpana Jain

Individual Donors:

Ashu Sabharwal Jay Dhariwal

Ashish Bansal Kumbam Neeraja Mohan Ramachandran Anita Gupta

Ruchira Varma Jayant Jain Swapna jha Deepesh Salgia Uma Pillai Ashika thusu Vipul Jain Kamal Kant Jaswal Kavith Kumar M.N. Vipul Mudgal Sunil Shetty Aman Charitable Trust Chaitanya Gadia Shalinee Jha Dr. Suman Bhatia Aditya Mirza Kaivan gala Brijesh Kumar Anitha C Sandeep

Suresh Subramaniam Jyoti Manchanda

Ashwajit Singh

Srikkanth Ravishankar

Maninder Singh Devender Singh Rawat

Mohit

Nishant Arora Arun Kumar

Individual Donors:

Kavya Mendiratta Aanya Karuna Beecharaju Ganga Prasad Joshi Pramila Balan Sapna Goyal Nandita Das Mitali Anshumaan Prasad Deb Mukharji Kheyali Vaze Divya & Kiran Bhatia Habib Kinkhabwala Samridh Agarwal Priya Mehta

Abhilasha Mathur Reha Mitra Anumeha Ayushi Jain Gaurav Caprihan Sanjay Mathur Padamchitt Saxena Nihar Mathur Sugam Saran Saxena Maharaj Singh Satsangi om

Individual Donors:

Harshal Shinde Gaurav Gupta Ishita Kapoor Vikram Desai Shweta Tiwari Naren Sabharwal Sakshi Nanda Sandeep Rai Nandini Dawar rachna Maheshwari Vinay Kumar Jaikiran Singh Ahluwalia Ritu Gupta Karun Gupta Pooja Jain Shikha Singhal Modi Meenakshii Kapoor Manvika Mittal Gaurav Kochhar Ritesh Bhatia Ajae Sandeep Sharma Ruchi Tiwari Abhishek Daga Bharti Chawla Priya Yadav Ishita Hundia Rina Singh Mahesh Hundia

Deepali Mahesh Hundia Hundia Maheshkumar HastimalHUF

Vidhya Mohan Yaaraasi Hemant Jain

Individual Donors:

Pravin Akshay Jain Monica Lodha Harshal Shah Narayanan Srinivasan Jaideep Khimasia Sai Kosuri Nrupal C Sashin Dinesh Haria Sunil Pudi Rajesh Aliasgar Bakrolwala Namita Marwah Dharmesh Patel Neeshit Malde Dhriti Nair Vaibhav Gargate Vikram Bakshi Anil Bahal Priya Viswanathan Devika N. Upadhyay Deepak Lokhande Milind Waghmare SanjayY Kargaonkar Aparna Bala.P R Ganesh Sunil Kumar Kaveri Chhetri Vidya Chavan Niraj Nangrani Neha Gupta Jesal M Soumil Kumar Rajesh Kachave B Bachi Reddy Ashwath Shivram

Individual Donors:

V Madhu Sudhana Rao Anuradha Mehta

Abheesh Kotnala Santosh Kamble Sachin Shah

Anuj Suchit Patni Kannan Sethuraman Aparna Kannan Rutuja Nadgouda Rang: The Fine Arts Club of -PDEU Jaswanth Rupam Singh Shalini Patil Minal Bhade Sujatha Seetharaman Yashika Anand Vandana Sridhar Malavika Arun Arun Raman Aparna Sunil Yadav Simon Nivedan Raj Srikanth Chandrasekaran Saraswathi Sethuraman

Swetha Shankar Sonal Ramnath Ganapati Mandal

Usha Mallya Yateesh Srivastava J Gurumurthy Vivek Krishnani Akansha Vajpayee Sandhya Seetharaman

Individual Donors:

Usha Bairagi Shilpa Ghule Janaki Gopalkrishnan Anushka Sengupta Madhumathy Rastogi Saurabh Kanwar Jyothi Nair Vivek Suresh Venkataraman Sanjeev Rastogi Athrv Sharma Shanu Shah Sumit Choraria Saraswathy Ranganathan Aishwarya Ramkumar

Niraj Yagnik Gautam Anand Chinmaiyee. Venkatasubramanian Premal Naresh Thaker Chetan Wakalkar Diya Shivakumar Gauri Jatin Mangala Ramakrishnan Hitesh Bhikhala Doshi Deepa Panjwani Swetha Rangarajan Nehal Gangar Mandar Keskar Anuradha Rajan Surendra Dutt Balaji Natarajan Natarajan Chandramo Prashant Ramaswam

Individual Donors:

Dr.A.V.Raman

Jayshree Jayesh Patel

Neeraja Raman Manoj Jain

Subramanian Rajan Sumathi Krishnamurthy Prakash Chinnadurai Aneeta Bajaj V Subramanyan

Pranaya Jain Pratibha Jagannathan Shirish Dhavle Jayant M Jain Mohhan R Nadar Annapurna Ramesh

Neha Rahul Velani Kevin Senghani Aditi Sankesh Gupta Virendra P Pandey

Vivaan Prakash Shabbir Udaipurwala Anuja Ajay

Pankaj Bhatla Reema Gayathri Prakash Shashikala Srinivasan Aman

Individual Donors:

Devang T G Arati Dhoot

Priya Jaskaran Baid Ajinkya Dhavle Parveen Shaikh Nayan Ashok Bheda Subir Marjit Anjali Ajay Varma Anushka Dhavale Mayuresh Dhavle Manthan Senghani Tapobrata Dass Anupam Das Esha Shetty Savitha Jagdish Thomas James Gopal Bhattacharya Vaibhav Kulkarni Prashant Ashok Ghule Laxmikant Makaji Sakshi Patil Prakash Therade Neha Bhatla Girish ghule Mridul Sengupta Anshul Saxena Anil Vasant Ghule Diya Thakkar

Mercy Varghese Sl ghule Sini Joy Pulikkottil Jayantilal Devji Haria Arpan Das Rahul Pawar Harshada Divekar

Individual Donors:

Soumya Mukherjee Sailesh

Deven K. Khimasia Shoba Mahalingam Malank Chakravartty Supriya

Pratyush Agrawal Aastha Salaskar Vidya Joyeeta Nair Ranjith Seetharam Rajesh V Gandhi Yashraj Nimankar Devanshi Shankar s Elisha Aiyana Rachana U Ajay Narendra Pol Reshma Lalvani Adish Yermal Aditya Gupta Rajesh Desai Garima Merani

Sunita Lalchandani

P k Brahmavidhya

Dr Archana Amol

Priyal Gangar Seema Sambrani

Sarthak Tyagi

Subahu Sanghavi Savita Kotian

Savina Bhandari

Chandresh Jain Tanisha Baisane

Individual Donors:

Sayee Tikone Nilesh

Ravneet Kaur Sameer Bhatia Mukund Thakkar arvind Handa Jayesh Patel Shantanu Kulkarni Rajendra Sambhaji Ranaware Smitha Manjula Kumareshan Kumareshan Pechimuthu Nusrat Ahamed Sanjay Pandita Ramesh Krishnan Preeti

Sameer K Chandan Rajmane Mahek Shah Deveesh Bijani Sanjay Parin Shah Sheila Bhattacharya Renu Singh Sunita Chowdhuri Sambit Nath Bhatt Ajita Venugopal Arvind Lata

Shreya gala Akarsh Tyagi Kavita Singh Soonnu Balsara Shibha Jain

Individual Donors:

Akshata Shetty

Riya Pasalwar

Sunita Jain

Shaila Dhavle

Shailendra Tyagi

Anuj khimasia

Ahdil Swamy Anil Chauhan

Ashish Pimpley

Shivansh Chandnani

Ankit Garg Prav Kuchroo

Hiranmay Bholay

Joanne Lerin Zacharia Monika Patni Annesha

Gautum Khanna Satish Khanna

Vikash Jain

Vedaant Jain

Shantanu Sankpal

Micheal Xavier Raja

Gayatri Siddharth Bhandari

Indrajit Prusty

Nandkumar Bhagat

Sonmya Pratik

Dharmesh Sharma

Manisha

Darshana Bhamare

Shubhalakshmi Bhattacharya

PB

Rohil Industries Pvt Ltd

Heer Meisheri

Bharati Mota Sushma Pandey

Individual Donors:

Siddharth Khanna Sona Pudi Pratik Pandya Santosh Devi Jain Srirekha Meeta Gupta Rajiv Gupta Sidharth Verma Yash Parel Nishant Anand Shyamsundar C.K. Shardul Doshi Pravin Mehta Revathi Shanmugam S N Kasturi

Rakesh Bajaj Rema Subramanian Pooja Karnani Rakhee Mehta Renuka Patil Ujwala Rane Navin S Khade Ashwini Chavan Ashish Ujagare Arvi Kaur

Ramani Nadarajan Shalaka Apte Khushi Shah Harshil

Shyamaprasad Ghosh Rajesh Kumar Sagar Kumar Tapo Rishabh Singh Harshit Yadav

Individual Donors:

Swati Jain

Alpa Bubna

Sharad Agarwal

Arunkumar Murarka Nishka Mishra

Michelle Sequeira Diana Sequeira

Lydia Joachim Luis Prem darira Placid Naronha

Irene Fernandes Jignesh Audich Riddhi Audich Sheila Jamal Harendra Bhogilal Limbachia

Rutvi Anthony Kunal Dave Mahesh Suvarna

Vasanthims Shetty

Harold Lobo Jayesh Fakirbhai Tandel

Akshita Saran Saman Fatima Kanishk Singh

Dhruv Menon

Aditya kumar Ariba Ariba

Rajesh M Sawant

Uday Karkera

Amitabh Sinha

Michael Mukund Yeshwa

Rajit Anand Ananya Banerje Mayank Goel

Individual Donors:

Swati Singh Dharmesh Tandel Surbhi Riddhi Valsala Balakrishnan Vijayan Balakrishnan Sujata Kishen Thakur Avinash Pol Mahesh Thakur Unnikrishnan Naduvathazhathu Lohit Karkera Anurag Pandey Nishant P. Borah Jeet

Deepa Bhargava Nisha DSouza Parag Merchant Deepashree Sarika Chokshi Vikram Daiya Parveen Nindrajog Champa Doshi Gulu Mirchandani Smriti Agrawal Pinakin Madanlal Parikh Rajni Kapadia Rekha Bhagat B Narayanan

Individual Donors:

Kriti Desai

Dhaivat Desai

Meena Advani

Shlok Kedia

Yasmeen Premji Sheela Bhogilal

Sheila Bulchandani

Poornima Burte

Ashutosh Lavakare Preeti Chaudhry Manish Banthia A V Somani

V Anandarau

Dharini taparia Nihal Dhavale

Pranita Aaditya Desai

VEMPATI BALA PRASAD

Vidita Vaidya Naveen tahilyani Anand Raghavan Nayancee Shrivastava

Yeshwanti Balagopal

Suresh Narayan

Anjali Ranade

Subodh Chokshi

Asha Bharwani

Umang Chokshi

Harshad Hardikar

Anjana Sheth

Veena vempati

Archana Sameer Rina Mehta

Rittika Chokhany Aditya Sudhalkar

Individual Donors:

Mayank Adhye Dr Neelakshi Lavakare

Bandhan Dutta Anand Vyas Shouvik Purkayastha Vikas Dawra Sampada Gokhale Prakash Chellam Harsh Rohatgi Sucharita Choudhury Shweta Jalan Puneet Gupta Angana S Shroff Vishal Thaker Anupama Rai Kavi Desai Rohini Tannan Miloni Sampat Sujay Naik Nisha Rathi Vivek Makim Anurag Toshniwal Amit Musaddy Manish Kejriwal

Lynette Desouza

Bibhas Asar Hina Ghosh Sumeet Rewari Pramodkumar Hem Amrita Pai Kashyap Vadapalli Amrita Sahney Gopi Thawani Prasanna R Patil Rohan Parikh

Individual Donors:

Ira Patkar

Arjun Patkar

Tasneem

Hemang Goradia Gaurav Panpalia

Karna Commodities

Mayadevi Sankaran Monica Goradia Harish Jethwani

Prem Chandrasekhar Sasha K Rahul K Priya Lambah Harmeet Sahney Rajesh Kumar Dugar

Vikram Kalra Kaizad Pardiwalla Rajesh Rathi Sushama K Ashish Rupali Kale Yogesh Baxi Pallavi A Nerker Vilas

Ashok Nerker

Pragni Kapadia

Suniti Kale

Samit Mehta Pooja Kabra Mariya

Din Dayal Tahilyani

Ketaki Ambardekar

Nitin Kohli

Quaid Cementwala Ullas Kolthur

Individual Donors:

Aditya Vencatesan Basu Amar Shah Kaushik C Parikh Natasha Hingorani Vidhi Daga Rinay Agarwal Lopa rangwalla Prashant Mehra Aditya Kanoi Nidhi Kanoi Rupa Shetty Satyan Israni Vivaan Verma nirajkumar n rungta Amit Ganeriwalla

Nimish Parikh Saroj ganeriwalla Aasif

Chandrasekharan Pillai Latifa Tyabji Divya Mehra Sachin

Rajesh Sahjwani Radhika Khurana Amrita Nerker Ashish Mehta Yashwant Sampat Prisha Swani Suchita Kar Saloni Kailash chandra Gahir Brijesh Ved Akhil Kanoi Gini Shah Priti Patel

Individual Donors:

Neena Trehan Ishdeep Anand Himanshu Kumbhat Jatin Shantilal Parekh Radhika Hegde Madhur Musaddi Shri Devidas Pai Kane Education Change Bhumi Foundation(YuFest)

Sudhir Kumar Sanjay Mathur A. Nesarajan Dolly Anand Shakuntala Rai Sudhir Kumar Nitin Padte Mayukh Gupta Vara Subramaniam R Iyer. Bhawani Singh Shekhawat Ritesh Nairyani Atul Gayathri Simple Khushi Amit Varun Carrie Amit Khushboo Mintu Shalabh Rajesh Hitesh

Sunil Lalit Amber Mohit Team Members (Alphabetical order):

Aniket Gurav Ankita Shirgaonkar Anushri Alva Archana Kumari Aritra Sengupta Ashwajit Meshram Bhakti Gawas Bhavna Shah Bhavya Mittal Bijan Singha Chelsea D'Souza Haenik Kamdar Jayati Gupta Kavita Anand Manju Gupta Michelle Markos Nita Luthria Row Nitin Padte Pooja Usapkar Rishika Hazarika Sapna D'Souza

Interns (Alphabetical order):

Akash Sarkar Anjani Gupta

Anugrah Singh Bushra Qureshi Devesh Sharma Divyanshu Mishra Eva Makker Fozia Khanum Kaushal Verma Madhu Pal Nishka Mishra Pooja Gupta Prashant Gupta Purbita Seal Roshni Rao Saanvi Saman Fatima Shaastra Caprihan Shrutikirti Verma Siddharth Srijan Suprakash

Volunteers (Alphabetical order):

Ishika Ishita Hundia Madhura Bandekar Mahima

Rang: The Fine Arts Club ofPDEU Samaira Gupta Shalaka Apte Sujata Bose Suhani (Collegey)

Partners for Peer Learning Programme (Alphabetical order):

Bombay International School Heritage International Xperiential School Mainadevi Bajaj International School The Somaiya School

Expert Speakers Career-Aware, Goa (Alphabetical order):

Adlear D Cruz Afra Sheikh Agnes Anjali Patil Asawari Kulkarni Ashwini Pai Dukle Dr Sachin Tendulkar Kamaksha Caro Madhura Nipadkar Nikit Gupta Nimisha Saraswat Nitin Volvoikar Parag Rangnekar Reshma Sukthan Santosh Gaad Shradha Rangne Shrirang Jamble

Industry/Organisation Partners

for Exposure Visits — Career

Aware, Goa (Alphabetical order):

Agrawal Group of Companies

Bookworm

Caculo Mall

Deltin Suites Group of Hotels

Fire Department

GCA GIDC

Goldy Fine Packs

Jasminn Hotels

Lakood Makers Asylum

NV Eco Farm Salgaocar Sports Club

Saukhyam

Sensible Earth Sobit Sarovar Sun City Resort

Tanshikar Spice Farm Waste Management, Bicholim Waste Management, Vasco

Other Supporters — Goa (Alphabetical order):

Anusha Ranade

Dhruv Lakra Firdaus Nariman

Heeru Bhojwani Karen Roach Manish Khanna Nupura Punam Sahni Rajnish Dhall Umesh Luthria

A/SPD

(Assistant)/State Project Director (Samagra Shiksha Abhiyan)

ADE Assistant Director of Education ADEI/DEI (Additional) District Education Inspector BEO Block Education Officer BPC/Jt.BPC (Joint) Block Project Coordinator - Tripura

BRCC Block Resource Centre Coordinator BRP Block Resource Person CII Confederation of Indian Industries CPD/PD (Continuous) Professional Development

CRCC Cluster Resource Centre Coordinator

CRP Cluster Resource Person CS Confirming Shifts

ARY

DDE Deputy Director Education DEO

District Education Officer DIET District Institute for Education and Training DM District Magistrate DOE

Directorate of Education DoE/DoSE Department of (Secondary) Education DPC District Project Coordinator Tripura FLN Foundational Literacy and Numeracy GPS/GMS/GHS/ GMHSS Government Primary School / Middle School / High School / Multipurpose Higher Secondary School (In Tripura, these are known as JB Junior Basic, and SB — Senior Basic schools) GSS Goa Samagra Shiksha GT Graduate Teacher

HL

Hub Leader

HM Headmaster

IS

Inspector of Schools - Tripura

NCERT

National Council of Education Research and Training

NCF National Curriculum Framework

NEP

National Education Policy

NIEPA

National Institute of Education Planning and Administration

NIPUN Bharat Mission National Initiative for Proficiency in Reading with Understanding and Numeracy OSD

Officer on Special Duty Tripura PGT Post Graduate Teacher PLC Professional/Peer Learning Community

PMU

Project Management Unit

PT Primary Teacher

SCERT State Council of Education Research and Training SCMC School Complex Management Committee

SEZ/CEZ/NEZ

South/Central/North Educational Zone, Goa SL

School Leader SMC School Management Committee SMSA

Samagra Shiksha Abhiyan SQAAF School Quality Assessment and Accreditation Framework SRG State Resource Group, Goa SSEF School Standards and Evaluation Framework (Shaala Siddhi)

SSIP

Systemic School Improvement Programme TET Trained English Teacher TLM

Teaching Learning Material TTAADC

Tripura Tribal Areas Autonomous District Council

ZPT

Zonal Planning Team, Goa