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The SEEKHO Bi-Annual Report

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Over the past 6 months, we have worked tirelessly to provide the most effective, sustainable, and contextually specific programs to those we serve in rural India. We wanted to provide you with a Bi-Annual Report which reflects that work and the key things that have happened since the beginning of the year. The intention of this report is to effectively communicate our progress and with the utmost transparency keep you engaged and informed.

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The SEEKHO Bi-Annual Report

  1. 1. SEEKHO Bi-Annual Report January-June 2014
  2. 2. Table of Contents (3) Message from our Founder (5) Introduction (7) Model Village Program (19) Changemaker Pilot Program (23) Our Support (25) Our Partners (26) Financials
  3. 3. A Message from our Founder Slowly, but surely, community members from other villages asked us to come to their villages, so we did. As we moved to these communities and identified new needs, we started new programs: a mother literacy program, a preschool program, a literacy program for primary school students, and afterschool centers from students in grades 1-10. All of this growth was facilitated by our Education-for-Education program, in which students with at least a high school degree learn for 2 hours in the morning in exchange for teaching 2-4 hours each day in the community. Creating this family of young changemakers committed to continual growth and service of the community has been the foundation of our success. Whenever I think of these teachers and changemakers, my mind is brought to Suhani. When I first met Suhani, she felt ashamed to even look me in the eye when saying hello. After three months, she became a steady contributor in the morning, and after six months, she became the head of our Mother Literacy program. Her presence, strength, and words have inspired young girls and women alike. 3   It’s hard to believe that what began as a small project to help one village educate their children has grown into an organization working in 20 villages with a 40-person team. Just one year ago, we were only serving about 50 community members and had a total staff, including volunteers, of just 5. We have now served over 2,000 community members and are on track to reach another several thousand more over the next six months. SEEKHO was founded following a village meeting in which community members described the need for an improved education system. We identified the existing resources within the community: spaces, educated individuals who could be trained as teachers, and community members, who could hold government teachers accountable.
  4. 4. The ability of these teachers to bring people together, inspire them, and spark social change has led us to realize what our special sauce is: identify these people, train them in our method, support them through our learning platform, and connect them to our partners.   With this in mind, we have launched a Changemaker Program, in which local people - who are empathetic, gritty, problem solvers - help their villages realize their strengths and shared visions. If local resources are enough to bring about this future, then the community will work to bring it about. However, in some cases, it is also necessary to have local people and resources work with existing private and government service providers. Through this process, the main themes that continue to drive us forward are: a commitment to learning, a commitment to listening to our stakeholders, and a commitment to leveraging local resources and strengths to bring about change. We have served 2,000 more people than we had a year ago, but we still have a long way to go. We plan to expand to 50 more villages this year to continue improving the model. Within 10 years, we imagine creating a method that is scaled up by the government and our partner organizations to reach each of India’s 700,000 villages.   These are ambitious goals, but they are reachable. We know we can make them happen.   As we always say: I can do anything, you can do everything, and together, we will change the world!   - Zubin A Message from our Founder 4  
  5. 5. 5   Introduction
  6. 6. Introduction 6   SEEKHO is guided by two principles. We believe that resources and strength exist in every environment but are merely untapped or used ineffectively. And we believe that SEEKHO is in everyone. Whether you provide advice from 10,000 miles away, donate, or work with SEEKHO in Bihar, you own this organization. SEEKHO exists as one entity with thousands of voices and ideas working together to transform the world. As such, it is imperative that we remain as transparent as possible. This bi-annual report serves as a manifestation of our ongoing desire to keep everyone within the SEEKHO family engaged and informed. Over the past year we have been working in the small town of Bishanpur, nestled in the Kishanganj District of northeastern Bihar. We have developed contextualized programs according to the strengths and visions of the community through empathizing, building trust, and identifying and training local talent. We are immensely grateful to be taking part in this fantastic journey with you and encourage you to continue on this Yatra with us!
  7. 7. 7   Model Village Program
  8. 8. Model Village Program 8   Model Village Program In order to effect change starting at the village level, the local community within the Bishanpur Panchayat (town) decided it was best to start with education. By focusing on education, the community believed that the challenges they faced in a broader, larger context would also be eradicated. Therefore, we began by recruiting volunteers and designing programs that would fit the community’s needs. While most existing NGOs focus on creating a parallel system of education through private schools and centers, our program focuses on making the existing system function better.   For the past year, we have been able to serve over 2,000 community members through our Education-for-Education program. We train local volunteers from the Bishanpur community to go out and teach in exchange for English, computer, and leadership courses. They work in one of 4 areas of the Model Village program: ①  Anganwadi (preschool) Support (in community donated spaces) ②  Reading Camps (in government schools) ③  Learning Centers (in our facilities) ④  Mother Literacy Camps (in community houses) After 3 months of volunteer service, each volunteer’s status is assessed based on a criteria that includes a commitment to learning, quality of teaching, and dedication/attendance. Through this flagship program, we have worked with local volunteers to design contextual programs, discover unused resources, and create a culture of learning by engaging each and every stakeholder in the learning process.
  9. 9. Model Village Program: Progress 34 Teachers 1,800 Community Members Education for Education 59 Programs Over the past 1.5 years, our Education for Education program has engaged a quickly growing number of local teachers to directly serve 1,800 community members. In exchange for English, computer, film, art, and leadership courses, our 34 teachers instruct in 59 local programs, including Anganwadis, schools, mother literacy camps, reading camps, and learning centers. We have ignited a contagious culture of learning by engaging all stakeholders in the learning process. With this program, we are successfully serving 60 new community members for every new teacher trained. 9   0 500 1000 1500 2000 2500 0 5 10 15 20 25 30 35 40 Community Members Served Number of Community Members Served Number of Teachers
  10. 10. Model Village Program: Success Story Education for Education has greatly benefitted the local community. In the past 1.5 years, SEEKHO has been highly successful in supporting and empowering the teachers who make our large-scale engagement possible. In exchange for their dedicated teaching, we provide them with training in a variety of technical and soft skills as well as exam preparation courses. In February, this growth manifested in a self-initiated community project. After interviewing local stakeholders about the hazards of the ubiquitous litter in their village and holding a SEEKHO brainstorming session, the teachers devised a solution. They wanted to clean a trash-filled field across from one of our SEEKHO facilities to create a space in which our students could play and perform. However, while they liked the idea of a clean field for activities, they worried how the community would perceive 20 young girls collecting trash (a job reserved for the lowest castes). Despite these deeply entrenched cultural implications, the daughter of a Marwari businessman, son of a tailor, and daughter of farmer spearheaded the effort and, slowly but surely, all the volunteers joined until the space was completely clean. Students began to play in the new field just four hours later. Before the project, volunteers doubted that they could create such change. Now, they continue to search for more solutions to clean the entire village. The EFE program has provided a dynamic platform for local teachers to come together, collaborate, and receive support, effectively transforming their role within the community. 10   Before: The town dump After: A sports field!
  11. 11. Model Village Program: Progress 13 Villages 600 Students Anganwadi (Preschool) Support 13 Anganwadis Focusing on primary and early childhood education has proven to have incredible long-term benefits. As this remains a crucial challenge for much of rural India, we have developed contextual programs to support the existing preschool programs in the area. With great success, we are currently running Anganwadi (preschool) support in 13 villages. We train existing Anganwadi teachers in our methodology to improve their effectiveness and have created two centers in previously unserved areas. Seven of our teachers work with a total of 600 preschool students in the core target areas of public school readiness, school attendance, and engagement. Using curriculum originally designed by Pratham, a prominent NGO in the education space, we’ve taught and tested nine separate skills designed to improve students’ Hindi and English vocabulary, fine motor skills, teamwork, social skills, direction-following, and recognition of shapes, colors, numbers, and sounds. The ultimate goal of these activities is to prevent future dropout and academic issues. Below are the results from pre- and post-tests administered on December 1st and March 1st, respectively, for the eight Angenwadi’s we were working with at the time.. 11   0 20 40 60 80 100 120 140 160 NumberofChildren Skill Level School Readiness Improvements Color Identification Pretest Color Identification Posttest Shape Identification Pretest Shape Identification Posttest Ball Making Pretest Ball Making Posttest ABC Speak Pretest ABC Speak Posttest 1-20 Identification Pretest 1-20 Identification Posttest Greeting Pretest Greeting Posttest Walk on a Line Pretest Walk on a Line Posttest Color in the Lines Pretest Color in the Lines Posttest Poem Pretest
  12. 12. Model Village Program: Success Story “When we first went to the Jalal Tola preschool, Dulhar Babu would rarely even look at us. It was a grim place in those days – very few students, unengaged teachers, and close to no learning. Over time, as we began teaching demonstration classes, more and more students started coming. The voices of children singing, laughing, and learning could be heard from the road outside the school. However, Dulhar Babu remained silent. He was shy and felt afraid to talk. We made it a goal to try and get him to participate more, so we spent extra time, 12   gave him hints when he needed them, and told him that making mistakes is nothing to be ashamed of. He started to show more interest in class and began participating more. One day, when we came to the Anganwadi, Dulhar Babu had organized his fellow students in the class and led them in a counting activity. We were inspired to see such a young student taking ownership over the class. Equally important, he showed impressive progress academically. On the pre-test, Dulhar Babu scored a 0 on each section. However, on his post-test, he had mastered all of the key Anganwadi skills, such as reciting the alphabet, counting from 1-20, identifying colors and shapes, and memorizing rhymes. It is almost hard to believe how much Dulhar Babu progressed, but it shows the importance of creating a supportive learning environment within the classroom. When students feel safe and supported, then they can accomplish incredible things.” --Neha Agarwal, SEEKHO’s Jalal Tola Anganwadi teacher
  13. 13. Model Village Program: Progress 7 Villages 260 Students Learning Centers 7 Centers Over the past year and a half, SEEKHO has created seven learning centers and served 260 students. Each learning center instructs 30-50 students and supplements the students’ school education with lessons in math, Hindi, and English. This allows students to fully master their school material and gives students who are behind their grade level a chance to catch up so they can resume learning in schools and not be confused by material that is too advanced for them. Furthermore, learning centers provide a structured environment for students to discuss and develop character. With this supplementary education, learning centers allow students to develop the character traits necessary to become successful, independent leaders in whatever field they choose. 13   Learning Center Date Opened # of Students Served SEEKHO Busti February, 2013 30 Dahuwabari December, 2013 50 Market 1st-5th December, 2013 50 Market 6th-10th December, 2013 30 Keberettola April, 2014 30 Mahadevdighi April, 2014 50 Kanhaiyabari April, 2014 50 Total: 290
  14. 14. Model Village Program: Success Story A timid 8-year-old boy named Munazir Alam began coming every day, rain or shine, to our main Learning Center in early February. The main purpose of our learning centers is to help those students who have fallen through the cracks of an ineffective system. In India, students advance from grade to grade, regardless of their learning levels, resulting in 47% of 5th graders only being able to read at a second grade level. (Asser, 2012) In addition, they are largely taught using rote teaching methods. Our Learning Centers seek to combat these issues by focusing on the cultivation of soft skills as well as group and peer tutoring. Fifth grader Munazir is a product of this ineffective system: he could barely solve simple addition problems or read at a second- grade level when we met him. 14   However, after five weeks of persistent efforts, including three-kilometer daily treks to the reading camps (even during times of floods!), he was reading simple sentences and solving subtraction problems. What’s more, Munazir had a debilitating habit of stuttering, which was reduced immensely by having him read in the classroom with everyone supporting him, including the students. His shyness has begun to wither away and he has begun socializing with his classmates.  
  15. 15. Model Village Program: Progress 10 Villages 659 Students Reading Camps 10 Schools We are currently running reading camps across 10 villages, 10 government schools, serving 659 children, and growing. Students range from 1st to 5th grade, and primarily place below their respective grade reading levels. SEEKHO leverages Pratham’s award-winning and empirically backed CAMAL method to teach basic Math and Hindi competencies. The program’s function is to bring students up to at least a second-grade level in Hindi and Math, since currently, only 47% of fifth graders in India can read at a second-grade level. Illiterate 55% Transiti onal 32% Literate 13% Hindi Pre Test Illiterate Transitional Literate Illiterate 27% Transitio nal 27% Literate 45% Hindi Post Test Illiterate Transitional Literate 0 50 100 150 200 250 300 NumberofStudents Level of Mathematic Comprehension Mathematics Pre Test Post Test 15  
  16. 16. Model Village Program: Success Story 16   Rupa Kumari is vibrant 7-year-old girl. She studies happily in 2nd grade at New Primary School, Dom Tola, in Kishanganj District. However, Rupa would not be at this level if she had not joined the Reading Camps at NPS, Dom Tola six months ago. She exhibited such debilitating learned helplessness that she felt intellectually incapable of learning. As a result, she rarely attended school and her educational levels were discouragingly low. The Reading Camp pre-test indicated that she was unable to write her name and could only count to 10. After 90 days of Reading Camps, though, there has been a dramatic turnaround. Thanks to the constant encouragement from our volunteers, the use of the CAMaL methodology, and Rupa’s dedication, she is now able to read basic words and perform basic arithmetic. She now attends class every day and is never afraid to express her dreams of becoming a teacher!
  17. 17. Model Village Program: Progress 3 Programs 160 Mothers Mother Literacy 8 Villages After the amazing results from our Mother Literacy pilot program in March, SEEKHO’s subsequent 2nd and 3rd round of month-long programs have also seen similarly positive results. Over the course of these three programs, we have been able to reach 160 mothers in just over 3 months. Thanks to our incredible teachers, these programs have been largely successful, both with attendance as well as learning levels. The three mother literacy programs have had an average retention rate of 85%, and almost 80% of the 160 mothers have shown increases in both Hindi and math comprehension. In just a month - the length of each program - many mothers have learned basic addition and subtraction and can now read small words and even simple sentences. With these skills, mothers are now able to engage in their children’s educational development. Much of the learning material used to teach the mothers includes preschool and 1st-grade learning material to get mothers comfortable with their children’s schoolwork. These mother literacy programs are both the first and last stage of engagement with stakeholders on the educational development ladder. It is imperative that mothers play an integral role in their children’s education if positive learning habits are ever to become embedded in the community. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Mothers were Previously Iliterate Mothers became Literate Returned to Multiple Literacy Sessions Learned to Read Basic Words Mother Literacy Statistics 17  
  18. 18. Model Village Program: Success Story On April 1st 2013, our first Mother Literacy program began in the outskirts of Bishanpur town. Run by a SEEKHO teacher, Suhani, the program consisted of 24 illiterate mothers, who were unconvinced of their own ability to learn, and tentative of Suhani’s motives, as they had never been offered free opportunities such as this. From the start of the program, something quite remarkable happened. Shabista Begum, an illiterate twenty-two year old mother of one, took control of her education. She began the program as a reserved mother, barely able to recognize letters, let alone read 18   words. Living in a traditional Muslim community where w o m e n a r e encouraged to stay home, she decided instead to attend every class and learn as much as possible. By the end of the program, she was able to read basic words, and, more encouragingly, she started asserting h e r s e l f a s a vanguard of health awareness in her community. By championing the possible benefits of maintaining personal hygiene and menstrual health, she found her voice. She now takes pride in maintaining her family’s finances, in part, because of classes Suhani conducted. She was also trained in basic first-aid with a special emphasis on snakebites, as the area around her village is replete with snakes, and she is currently training other members in her community!
  19. 19. 19   Changemaker Pilot Program
  20. 20. Changemaker Pilot Program: Overview Through our Model Village program, we have come to realize just how much latent potential exists in rural Bihar. Equally important in the quest to uplift rural India has been the realization that problems faced by communities, no matter their size, are multi-dimensional and highly contextual. Solutions must come from a fundamental understanding of local dynamics and constraints. Locals know best, and it is now glaringly apparent to us that they have the potential to unite their villages and leverage their collective strengths. But even locals need help sometimes. Starting June 1st, we began a two-month-long Changemaker Pilot program for which 10 local changemakers were chosen through a process that included an application, a public speech, and a democratic election. For the duration of this Changemaker Pilot program, 7 students from international universities such as Princeton, University of Pennsylvania, National University of Singapore, and Azim Primji are working with these changemakers to develop a sustainable model. We are using this collaborative experience to map our assumptions, conduct a comprehensive changemaker character analysis, engage with partners, and train changemakers. Finally, and most importantly, we are observing how all of these variables culminate in the changemakers’ ability to effectively bring together all of the village resources and create change.   20   Changemaker Pilot Program
  21. 21. Changemaker Pilot Program: Model 21   We identify, train, support, and connect overlooked local changemakers in rural India to ignite local solutions for shared visions. Identify: Local changemakers as action-oriented visionaries Train: Changemakers in the SEEKHO method of Asset-Based Community Development, Positive Psychology, and Design Thinking Support: Changemakers with mentoring and peer learning Connect: Changemakers and their communities to our ecosystem of partner organizations The Changemaker Model The SEEKHO Training Method Asset-Based Community Development ABCD is a strengths-based approach to identifying and mobilizing already existing local resources for sustainable change. With the right training in community asset mapping, identification of stakeholders, and empathy building, local leaders can help their communities realize individual and group potential. Instead of focusing on problems, this framework seeks to leverage the wealth of communities in terms of their existing resources, people, and services. This process has been pioneered by the ABCD Institute at Northwestern University. Positive Psychology This is the scientific study of the strengths and virtues that allow individuals and communities to flourish. Many of the teachings of Positive Psychology are associated with higher well-being, which has been shown to lead to higher academic achievement, increased future earnings, better health, and more pro-social behavior. This strengths-based approach has been championed by the Positive Psych Lab at University of Pennsylvania. Design Thinking The best innovations are rarely made on the first attempt. In teaching design thinking, changemakers learn a structured, human-centric approach to producing innovative programs in resource-constrained environments— empathize with community members, define the challenge, brainstorm, prototype, gather feedback, rinse and repeat. Learning through doing! This process has been adapted from the Design School at Stanford University and the product design firm IDEO.
  22. 22. Program Progress: SEEKHO Changemakers 22   Nuzhat Perveen Age: 17 Nishat Kauser Age: 21 Suhani Perveen Age: 18 Munni Kumari Age: 17 Muzmeri Perveen Age: 18 Ganesh Bhagat Age: 24 Razia Sultana Age: 21 Sweety Rani Age: 19 Saif Kahn-Warshi Age: 18
  23. 23. 23   None of this would be possible without the support of our incredible family of donors. With immense gratitude, we thank you for taking part in this incredible journey with us!
  24. 24. Thank You SEEKHO Family! Our Support 24   Graham Unterberger R Kellogg Thomas Allen Alex Ulay Arpan Rongong Haley Pearlstein Siddarth Chandra Navin Sharma Dorry Guerra Robert Fink Dean Frankel Melanie Roth Adriana Saman Polly Vernimen Lauren Wilcox Tempa Berish Ariela Mabourakh Drew Schwartz Serena Shi Rajesh Shah Lucie Read Todd Arfman David Portnoy Esme Lutz Lotus Matthew Brunwasser Beena Kothari Samuel Hollin Zeke Sexauer Stephanie Peng Jacob Katz Brandon Liu Mohit Jain Allan Horn Nandini Trivedi Arpit Shah Rajesh Shah Katherine Snyder Hardik Gupta Ben Kruger UPENN SASAIDrew Zieff Mark Bao Marla Becker Raphaella Baek Alan Alan Samantha Rashid Izzy Kadish Carla BlumenthalAnne Weis Jannah Berkley Dan Demarse Yijin Feng Tom M Randi Kramer Jeffrey Lowenstein Deborah Peltz Mark Sperry Glenda Curran Yibin Zhang Zach Marks Leila Feldman Neelesh Bhansali Jessica Johns Lyn Lie Che Prerna Kakar Teresa Correa James Patrick Hannah Groedel Sophia Bernazzani Zach Weingold Lauren House Mohit Sahni Yash Kothari Natalia Juncadella Lennie Zhu Celine Seker Alice Xie Arijit Sengupta Samantha Selin Alicia Sliwinski Maggie Buff David House Nickolaus Rooney Lynn Marks James Lee Lorna Brundrett Hannah Hickok Poorvi Shah Nancy Trinh Katherine HarringtonRachel Marcus Devon Chen Jongmin Jeon Lukas Effman Dorothy Zablah Julie McAlpine Joshua March Vijay Limaye Mary Yap Robert Easton Atulya Pandey John Bowman Charles Schmitt Graciela Blanchet Maya Chackho Adine Mitrani Joanne Shu-En Emily Smith James Fink Shaun Mehra Alejandro Souza Robin Sparkles Shahaab Bhanji Adriana M González Shenin Singh Tobin Fulton Aashish Tripathee Ann Broos Gemma Lenowitz Jordan Katz Louis Bergsman Priyanka Parikh Jordan Magid Henry Christopher Julian Guelig Jordan Glick Rebecca Lomazow Scott Bolhack Chukwudi Motanya Adam Garnick Sthanunatha Srinivasan Jacqueline Lem Janan Dave Alejandra Garcia Nicolas Klocanas Chnadra Bhansali Danielle Kraus Ajay Mehta Charlotte B. Leib Laurence N.Benz Keiko Sakamoto Andrew Greene Lisa Andrews Arpan Shah Dodyk Marcus Rakesh Dua Sima Golnabi Daniel Fallahi Patrick Houck Andrew Fiore Connie Fan Megha Kosaraju Neesh Nathan Margaret Roberts Max Adler Patrice Kellog Jon Hezghia Alok Choksi Razeen Jivani Gillian Brundrett Danielle Greenberg Malcolm Geddes Daniel Leks Lauren McCann Reva Reddy Vincent Sanchez-Gomez Rajeev Pandya Benjamin Cunningham Daniel Goldman Emily Hale-Rude Melanie Nicholson Keven Kahn Jessica Dholakia Jibran Khan Hotchkiss School Yong Feng See Josh Oynick Ali M. Kazmi Mukesh Shah Jamana Jain Karina Sengupta Suzanne Wang Roham Gharegozlou Sandeep Jain Danielle Bernstein Chelsea Oclatis Anu AsokanBart Janangu Hamdi Soysal Rock Delliquanti Michal Simkovic Nicole Marinese Katie Rafferty Charumathi Raja Vanessa Seah Tonada Koch Zachary Martellucci Cole J Blum Jake Blum Tiffany D Mumtahena Hannan Yifei Xiao Jay Yang Tanvir Gopal Tiffany D Gregg Latterman Mumtahena Hannan Elizabeth Benefield Jay Yang Laurie Israel Varsha Jain Samantha Wyman Naman Shah Sudi Reddy Anshul Bhide Pamela Morin Laura MacKinnon John O'Neil Andrew Pon Naman Shah Norman Kravitz Taylor Evensen Jeff Miller Alex Xu Rolf Christian Chance Rueger Nikita Patel Charlotte Day-Reiss Hadley Siegel Eric Utay Marc Gerard Nina Otterson Carolyn Vernimen Chandra Bhansali Jesse Davis Julia Kwan Lucinda Antrim Harshil Shukla Spencer Thompson Luis A. Garci Juan Corina Erika Lobo River Myers Ajay Shroff Saurabha Singhi Lizzie Sivitz Alex Oshinsky Glen Boshart Nicole Danae Faut Aditi Abrol Matthew Solowey Eleanor Pryor Daniel Borowski Krishna Mehta Lakshman Mulpuri Tara Korlipara Rhea Sud Darshna Dudhoria Hayley Hanafee Jake Gering Siddarth Ashokkumar Neil You V Tsukanov Rohan Abrol Abhishek Agarwal Rosa Baek Barbara Samuels Rakesh Bhargava Jared Rodman Federico Castro Aneesh Satnaliwala Daniel Fine David Kolansky Julian Katz-Samuels Renata Giarola Cameron J Hough Sophie Domanski Meghna Mann Julia Molo Michelle Federman Robby Wyper Perry Leon Rian Austin Keith Shackleton Debra Maisel Lauren Elliot Felicia Evensen Vinod Singhi
  25. 25. SEEKHO Partners 25   STiR education is reshaping the education landscape in India through building a movement of teacher- changemakers. STiR identifies teachers engaging in micro-social innovations and connects them to their vast network of public and private sector partners. Asha for Education is dedicated to change in India by focusing on basic education in the belief that education is a critical requisite for socio-economic change. They've been fully volunteer-run and have supported over 400 projects all over India. The Social Impact House offers a residential fellowship program that brings together under one roof a unique community of innovators committed to designing effective solutions for social change. Indians 4 Social Change is a socially conscious content platform whose mission is to provide a space for those whose voices might normally go unheard to share their thoughts. They believe that truth is spread through deliberation! Design for Change is a global movement, spanning 35 countries, whose mission is to place children in the driver’s seat of change. Through a simplified version of Design Thinking, they empower children to become the change they wish to see in the world. Pratham is the largest education NGO in India. Established in 1994, they aim to improve economic and social equality throughout India by providing low-cost, quality education to underprivileged children. Pratham currently has programs running in 21 Indian states .
  26. 26. 26   Financials
  27. 27. Financials 70% 7% 4% 6% 9% 2% 1% 1% Financial Breakdown Project Expenses Living Stipends Rent Facility Development Office Supplies Internet/Telephone Community Mobilization Travel 2014 2013 Jan 1-June31 Revenue Revenue from Donations - 3,047,040 ₹ Total Revenue - 3,047,040 ₹ Expenses Project Expenses 372,000 ₹ 186,500 ₹ Living Stipends 36,675 ₹ - Rent 22,500 ₹ 4,900 ₹ Facility Development 34,882 ₹ 12,220 ₹ Office Supplies 46,538 ₹ 20,680 ₹ Internet/Telephone 10,160 ₹ 3,587 ₹ Community Mobilization 4,120 ₹ 7,124 ₹ Travel 7,975 ₹ 4,360 ₹ Total Expenses 534,850 ₹ 239,371 ₹ Revenue over expenses (534,850)₹ 2,807,669 ₹ In U.S. Dollars (8,914)$ 46,794$ Conversion Rate: 60Rs/Dollar Statement of Activities 27  
  28. 28. 28   With immense gratitude, we thank you! + www.seekhoindia.org + hello@seekhoindia.org

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