Kalike - SRTT's Annual report for the year 2013-14.

2. Board of Trustees
Dr. Firdaus J Gandavia (April ’14 to Dec ’14)
Mr. Burzis S Taraporevala (January ’14 to Present)
Mr. Arun Pandhi
Prof. Chaya Degaonkar
Mr. Umashanker Periodi
Ms. Amrita Patwardhan
Mr. Ganesh Neelam
Executive Director
Mr. Shivakumar D
Statutory Auditor
Vittal Rao Kaliswaran & Co.
Chartered Accountants
Internal Auditor
R.K. Khanna &Associates
Chartered Accountants
Our Donors
Navajbai & Sir Ratan Tata Trust, Mumbai
Arghyam, Bangalore
Zilla Panchyat, Yadgir
Our Bankers
State Bank of India
HDFC Bank

3. Content
Education
Chiguru ‘Early Childhood Care & Education’
Kalika Chethana ‘Learning Improvement Program’
Spoorthi ‘ICT intervention in High Schools’
Sanjeevani ‘Reader’s Club’
Chinnara Chethana ‘Children Club’
Jagruthi Sindhu ‘Strengthening Community Participation’
School Health & Sanitation
Aarogya Chethana
Research Studies
Literacy Research in Indian Languages
Human Development Index of Yadgir District
Youth Aspirational Assessment of Yadgir block, Yadgir District
Livelihood Planning
Looking Ahead
Financial Highlights
In News

4. Overview
In October 2007, the Trusts launched ‘Kalike Samruddhi
Upakram – Learning Enhancement Initiative’ (KSU) in
Karnataka, focusing on improving the quality of elementary
education in selected backward district such as Yadgir.
In June 2012, “Kalike” - an associate organisation of the
Navajbai & Sir Ratan Tata Trust was registered as a nodal
agency for the KSU interventions with a long-term vision on
‘enhancing access and quality that is meaningful, empower-
ing, appropriate and holistic for human development’ through
education, skills development, health, livelihood and other
related development areas. Under its long-term vision as an
institution, through convergence with other Trusts portfolios,
various Government departments and Non Profit Organiza-
tions, Kalike seeks to address these inter-related domains, while keeping Education as a core focus area.
One of the significant developments in the reporting year was that the Karnataka State Planning Board awarded Ka-
like to develop the “Human Development Indices” for Yadgir district. Also during the reporting year, as a part of the
Trusts’ Matrix approach, interventions under new thematic areas such as Livelihoods, Health, and Skills Development
are being initiated in Yadgir. Feasibility and baseline studies were commissioned to understand and comprehend the
ground realities and a plan of action has been developed to address the same.
Intervention in 60 villages in Yadgir Block of Yadgir district
Anganwadi33 Centres
PrimaryEducation40 Schools
Water &
Sanitation
20 Schools
Secondary
Education
18 Schools

5. Education
Central focus on improving quality of elementary education and to enhance child’s learning & development by facilitating teacher education,
community participation and strengthening district level education structures to become responsive to the needs of diverse learners.
Chiguru
Early Childhood Care and Education program implemented in 33 Integrated
Child Development Services centres covering 1115 children
In 2008, the Trusts commissioned a baseline study on
‘School Education Scenario in Yadgir District’; which re-
vealed that the Integrated Child Development Scheme
(ICDS) centers primarily served as feeding centers and the
Early Childhood Education (ECE) component was weak.
The attendance in almost all centers covered under the
study was between 10-15 children. Community involve-
ment was low and child marriages were common in most
villages, leading to school drop outs, especially among girl
children. Thus in 2011, under Kalike Samruddhi Upakram
initiative, ECE was integrated to improve the curve of the
children from pre-school.
The intervention aims to transform selected 33 ICDS
center as learning Centres through intense capacity build-
ing workshops & training to Anganwadi Workers (AWW);
resource support to Anganwadi Centres to enrich learning
experience of the children in the age group of 3-6, the
program activities focuses on parenting care, basic health
and nutrition.
During the reporting year, workshop on pre-school was
organized for Anganwadi Workers on language and
communication, pre-reading and pre-writing and early
numeracy. Training on role of helpers & importance of
AWC were organized for Anganwadi Helpers. Inputs on
organizing free play were also given. The nutrition melas
organized for caregivers focused on providing inputs and
demonstrate preparation of enriched food from basic
home ingredients. In addition, exterior wall painting and
sand play structure at AWC’s were introduced as a
strategy for motivation and attract children to be regular
at Anganwadi.
► Anganwadi Workers have acquired rudimen-
tary skills in developing monthly PSE action plan
as a result of the monthly trainings
► Increase in attendance across 33 ICDS cen-
ters
► ECE is transacted for at least 1.5 hours per
day and is play based
“Children talk of animals and things they see on the wall and they also share their experiences. Some children tries to copy
them on running board”- AWW, Horuncha
“They enjoy playing in sand. Children call me to show their castles, moulds...”- AWW, Wadnalli

6. Unit Of Transformation
Rajeshwari, worker at Anganwadi in Vadnalli village is
noted as an active facilitator of pre-school education (PSE).
She is busy from 10 am to 1 pm engaging children in varied
activities. Children flock her center knowing that their day
would be filled with fun filled activities and also would
learn something new. On a normal day around 25-30
children are bustling in the center.
The young worker has been in service for the last 7 years
unfolds a chapter “two years before” from her memoir,
“The center was not flushed with adequate teaching-
playing-materials and neither did I have an good
understanding of PSE. There were about 6-7 children
coming into the center and the days were spent with
couple of action songs and a story. I felt it was fine. The
resistance was strong when my center was selected for
conversion as an observation Anganwadi. Priya madam
(Program coordinator) started visiting regularly with her
inputs, invited me for training. My immediate reaction was
– it’s an additional burden. But Priya Madam persisted. ”.
In about 3-4 months Rajeshwari’s transformation began.
Today, she is an effective Anganwadi worker who delivers
her ‘significant time to her other’ role to her children
unhindered and gets started with records and home visits
in the second half of the day. She is motivated to influence
stakeholders in the village to leverage support to improve
the center. “I understand children’s need and the way to
cater to them” says the confident worker with secondary
education who has volunteered to play the peer mentor
role. Ask her if she anymore feels burdened? Laughter
bursts.
“Rajeshwari is extremely adept at doing activities with the
children & in effectively utilizing TLMs and the children also
participated enthusiastically”- Ms. Naaz, External Reviewer
Kalika Chethana
.
Learning Improvement Program in 40 centres , improving reading
and writing skills in Kannada Language of over 1,000 children
The ASER report (2009-10), had indicated that in Gulbarga
district only 69% children in grade II were able to read
letters and words and 48% of the students studying in
grade III to V were able to read grade I materials. A key
reason for the poor academic performance was the disad-
vantage in language faced by children in school. Due to
Yadgir’s proximity to Hyderabad, Telugu and Urdu are the
major languages spoken in the district, after Kannada. The
children of these communities find Kannada (medium of
instruction in Government schools) alien as their native
language might be different. Further, no support from
parents was given to children at home for improving their articulation and comprehension of the language.

7. Thus, Kalike designed the ‘Learning Improvement
Program’ for the students in elementary grades
(Grades III-V) having difficulties in reading and writing
in the Kannada Language. To ensure increase in the
level of reading and writing, the animators (para
teachers) are trained and provided with necessary ma-
terials to conduct after school classes/ remedial for
two hours before and after school hours depending on
the children’s convenience.
Through the pre-mid-exit assessment 93% of chil-
dren were able to acquire basic reading and writing
skills in the Kannada language. Further, the regular
home visits by animators and quarterly parents
meetings have brought good results in improving
the children’s attendance. Kalika Chethana team
organized quarterly parent’s meets in all 40 Centres;
thereby, ensuring active participation of parents in
the process.
Saniya was born and brought up in an economically
marginalised family. She lives with her parents and sister. Her
father works as an auto driver, driving a rented auto and her
mother runs a small grocery shop from her house and
contributes to the family income. She has an elder sister who
studies in GHPS, Yaragola Grade 7.
Before Saniya was part of the LIP center, her engagement
was more with television programs, playing with peer groups
rather than on reading or learning activities. While, she was
studying in Grade III at GHPS Mustoor, Saniya would forget
all the subjects taught in the classroom as she was facing
difficulty in reading. The class teacher of Saniya also
mentioned that, she would always cry at the beginning of the
class and never concentrated on her studies.
Slowly, Saniya started losing interest in studies; the class
teacher referred her to the Learning Improvement Program
(LIP). The animator at LIP center observed that Saniya was
keen to learn new things rather than by rote. It was also
noticed that her learning capacity and level of attention was
disturbed frequently and quickly. She expressed her views in
a confident manner. The multi-method teaching at the LIP
centre provided space for Saniya to actively engage with
words. Different methodology such as (a) group discussion,
(b) relating the subject concepts to the personal life, and (c)
providing story books to make reading more attractive and
additional materials helped sustaining her curiosity and
interest in learning. Her attendance to the center become
regular.
With the frequent feedback and follow-up, today Saniya
attends classes regularly, her performance in studies has
gradually improved and now she is able to frame sentences
without mistakes and also read with proper pronunciations.
She remembers the lesson taught in the school and responds
to questions in a sentence format and her handwriting has
become legible.

8. Spoorthi
ICT intervention in 40 Govt. High Schools covering 4,827 children and providing
school-based academic and technical support
Since June 2012, Kalike as a part of its ‘Kalike Samruddhi
Upakram’ (KSU) project has been working with IT for
Change (ITfC) to integrate ICTs in Secondary education
with a focus on strengthening ”Teacher Education”. The
strategy was designed based on the Research Study
carried out by IT for Change during the Phase I of the
project. The research findings indicated that all teachers
believed that the program should continue as it has
potential to contribute to the education process and
Teacher involvement in curricular framing through digital
resources was essential. Hence, workshops and onsite
support to teachers to enhance their basic knowledge and
skills on usage of ICTs through Subject Teacher Forum
were conducted. In addition to providing school-based academic and tech-
nical support, during the year, the intervention focused on
providing support to teachers on transacting new syllabus
of Grade 9 with respect to old syllabus. A workshop was
organized for high school Head Teachers on School Lead-
ership Development where sessions on basic computer
literacy such as email/mailing groups and on Human Re-
source Management System (HRMS) an integral part of
School Administration was carried out. As part of the Hu-
man Development Index (HDI) data visualization, a GIS
mapping of common Points of Interests (POI) such as
schools, health Centres, pre-schools, panchyats, etc. have
been developed for Yadgir district.
► 60 teachers in the intervention schools have been moti-
vated to purchase their own laptops for classroom prepared-
ness
► Teachers are pro-active in using the computers, laptops,
data cards, etc.
“Kalike has helped the school in using ICTs for classroom-teaching by teachers through their regular support and work-
shops”– Head teacher, Mr. Hanamanthrao Gongle, GGUHS, Gurumitkal
“Kalike is a boon for Yadgir teachers to learn ICTs for their development and to use modern methods in teaching-learning
processes in their classes”– Principal, Smt. T. G. Syeda, DIET Yadgir

9. Sanjeevani
Readers Club promoted in 50 schools in enhancing reading skills,
general knowledge and language fluency amongst children and
In 2011, in collaboration with NCCL-NBT, Navajbai & Sir
Ratan Tata Trust and Education Department, readers’
clubs have been set up in 50 selected schools of Yadgir
block . The purpose was to promote and develop reading
skills, general knowledge and language fluency amongst
teachers and children. Workshops on language, storytell-
ing, and importance of reader’s club were conducted for
Government Teachers. As part of the club activities, a
two day book fair was organized and books from Nava
Karnataka, NBT, Sapna, Pratham, etc. were sold. The fair
had a range of books from teaching skills to subject relat-
ed, to story books etc. meeting the needs of both stu-
dents and teachers.
During the year, the existing library structures in all
schools were reorganized and are now been monitored
by teachers and animators. There has been an increase in
the usage of library books amongst students and teach-
ers. Students have shown an improvement in language
fluency and are engaging in different activities such as
discussions, quiz, storytelling and formation, etc. The
books have helped the teachers in lesson planning and
effective classroom transaction.
Houses of Books
Bommashettihalli situated in Yadgir district, has restructured
the libraries not only at the school level but also in the
community. Like many schools the infrastructure was
inferior, where students of Grade I to V were seated in one
room. There was no library setup in the school and books
were unutilized by the teachers and students. The perspec-
tive of the teachers was such that, if the books were given to
children for use it may not return in good condition.
As part of ‘Sanjeevani’ – Reader’s Club, Kalike staff regularly
visited to understand the gaps and found that the teachers
were more into safe keeping of the library books and not
encouraging children to read/borrow. Post our findings, the
Kalike staff regularly visited the school and encouraged
teachers to hand out books to children on weekly basis. In
addition, our animators also motivated children to read more
books and helped forming a children library committee. In
collaboration with NBT, Pratham & other publishers, Kalike
has organized book fairs making available books of various
topics such as subject related, story books, biopics, etc. for
students and people from different age groups. Further, a
library training program helped the teachers and animators
in setting up library, book keeping, creating reading environ-
ment for the children, and conducting regular session in the
library classes.
With the regular library sessions in schools, the children were
motivated and started to collect books of different genres
such as freedom fighters, story, folk songs, general
knowledge, etc.

10. There are 8 students from Grade 7, GHPS Bommashettihalli,
who have set up a library/study room at their home. Due to
space constraints at home, some students continue to bor-
row books from school library and return. The students also
share their learning’s with parents and discuss on issues.
Shivakumar, a student from Grade 7, has formed his mini
home library with a collection of 40 books ranging from
biopics of freedom fighters to story books to general
knowledge books. When asked ‘Which is your favorite book?’
he quickly replied ‘General Knowledge, as I get to know and
learn new things from one book’. The teacher also mentioned
that his parents have been encouraging and have added
more books to his mini library. Also he has secured 1st rank in
State Level Olympiad Exam.
Another student Shivaraj from Grade 7, who was not fond
of reading, has been able to cultivate the habit through the
‘Reader’s Club’. Seeing his classmates setting up a library at
their home, he also collected books from book fairs and set
up his own home library. He aspires to be teacher and when
asked ‘Why do you want to be a Teacher?’ He responded
that ‘for any profession you have to be taught by a teacher
and without a teacher no profession gets better. Hence I
would like to become a Teacher’.
Mr. Chandramappa, Head Teacher expressed his opinion
that “ It has enlightened me that earlier I was more con-
servative in handing over the books for to children. But
now I have realized that we cannot stop anyone from ac-
quiring knowledge.....”
Mr. Sheikh Ali, Teacher Library in charge “Every school
should have a Library; it is an important setup in a school
just like our organs. If one organ in our body gets disturbed
it affects the system. Similarly if a library is nonfunctional in
the school, it does not create an enabling and enriching
environment for learning.”
Chinnara Chethana
Children clubs are formed to inculcate good values among the
children and to identify & develop various skills and talents in them.
On a weekly basis various activities such as information sharing on
RTE, child rights, drawing, storytelling, story writing, craft making,
quiz etc. activities are conducted.
Children’s club formed in 40 schools covering 4,500 children
Activities being conducted at the club in Govt. Primary School, Mustoor

11. Jagruthi Sindhu
Strengthening Community Participation in village Education
Committees and Parent Teacher Association across 40 schools
Many states in India have devolved control over schools to the
local communities through greater involvement of Village Edu-
cation Committees and Parent Teacher Associations. But the
reports and survey based evidence indicates that the communi-
ty members have not been equipped with adequate information
about their powers, functions and the services expected. There-
fore, the knowledge gap became a hurdle in monitoring of the
services. Hence, strengthening the community’s knowledge
and information sharing became essential. The specific ap-
proach adopted by Kalike includes (i) peer guidance to School
Development & Monitoring Committee (SDMC) members, (ii)
guide and direct SDMC members, (iii) equip women SHGs with
knowledge and (iv) Motivate experienced individuals, youth
members to encourage the SDMC members to take up the
tasks effectively.
During the year, in collaboration with DIET & Education depart-
ment, workshops were organized for SDMC members, Gram
Panchayat members, Anganwadi Workers and Head Teachers
on roles & responsibilities. The SDMC members were active in
developing the School Development Plan. Information Educa-
tion & Communication (IEC) materials have been developed for
orienting community on various issues. A need analysis study
has been initiated to understand SDMC involvement in the
school development activity, the relationship between school
and community, etc. in selected 40 schools. In the coming fiscal
year, the data would be analyzed and based on the findings
modules would be developed for SDMC trainings.
► SDMC members have developed School Development
Plan
► Increased women member participation in workshops
and monthly meetings
► In 8 schools, 20% of the funds/materials were mobilized
from community and SDMC’s for implementing school
health and sanitation hardware activities
► Average 3-4 SDMC members visit schools in a week for
SDMC workshop being organized at Govt. Primary School, Bommeshtehalli

12. School Health & Sanitation
Focus on providing access to safe drinking water and sanitation facilities
Aarogya Chethana
4,183 children and 122 teachers across 20 school have
access to portable drinking and functional toilets
Availability of drinking water and sanitation in schools facili-
tates child learning process. This has a significant effect on the
dropout of girl children after attaining puberty. According to
EMIS-2007-08, only 46.47% of primary schools in Yadgir district
had toilets and 62.99% of primary schools have drinking water
facilities. Due to traditional behavioral patterns, it is difficult to
orient people to change the health and hygiene practices. If the
message is sent from the school through the children to their
homes, it has high probability of changing the attitudes and
practices.
Hence, with the support from Arghyam , ‘Aarogya Chethana’
program was designed and implemented to actively engage the
services and involvements of the SDMC’s in improving drinking
water and sanitation facilities in 20 selected government
schools. The focus is to benefit 4000 children, 154 teachers and
200 SDMC members associated in these schools. The aim was
to provide both hardware and software facilities like (a) utiliza-
tion of Ultra Violet drums for drinking water, (b) initiate rain
water harvest systems for water storage, and (c) construction
and repair of functional toilets (separate for boys and girls) to
produce a healthy school environment and to develop and sup-
port safe hygienic behaviors.
During the year, an orientation on usage and maintenance of
UV drums were provided to Head Teachers and School Health
& Sanitation Committee (SHSC) members. Along with repairs
and construction of rainwater harvest tanks and urinal facili-
ties in schools, hand-washing platforms were constructed in
selected schools. Further a workshop for SHSC members on
planning, implementing and monitoring health activities was
conducted for a healthy school environment. Health camps
were organized in 10 selected schools covering 1103 children.
► 70% of children are utilizing the toilet facilities while
80% accessing drinking water
► Increased SDMCs, HM and teachers involvement in
monitoring the health and hygiene practices among
children
► Vegetables grown in the kitchen garden are used in
the mid-day meal program.
from community and SDMC’s for implementing school
health and sanitation hardware activities
Model Village
Kanchagarahalli, situated in Yadgir district, has one school.
Like many districts predominantly dependent on agriculture,
the drought-stricken land saw mass migration during the
scorching summer months, when families moved to nearby
cities seeking employment as construction laborers. By the end
of the rainy season, the school attendance declined by 30%,
where children would drop out of school to work in the fields,
or to take care of their younger siblings.
These were not the only reasons that attendance suffered.
About half the children would not attend the school because of
lack of drinking water. In a harsh land where groundwater was
virtually unavailable in the vicinity, this meant that students
had to bring water from home to meet their needs. The only
transformer that was available in the village burnt every alter-
nate day, making it impossible for school authorities to regu-
larly pump water into the storage tank. Girl students did not
use the bathroom at all.
As part of Aarogya-Chethana intervention, Kalike carried out
a gap analysis of the school, and discovered that water supply
was a major problem in the area. The supply to the school was
irregular, and available water was used for consumption was
contaminated by fluoride, nitrates and hydrogen sulphide.
Post-analysis, Kalike constructed water tanks with a capacity
of 17,000 liters in the school campus. Based on the rainwater

13. harvesting model, the water is stored in tanks and is uti-
lized for drinking and cooking mid-day meals for students.
The school was provided with UV drums to purify the water
in order to make it potable. The students have maintained a
school garden in the campus. The school walls have been
repainted with messages about hygiene, nutrition, im-
portance of water and its purification, etc. These changes
have not only improved general attendance, but also the
attendance of girl students in particular.
"It is because of the Kalike and Trusts’ initiative that the
picture has changed today. I am happy that these changes
took place during my tenure; it has made me understand
the importance of collaboration, and the importance of
transparency in effective school development,” says Ms.
Premalatha, the headmistress of the school. ‘Our school
now has better facilities than urban schools’ says Ms. Lak-
shmi Bai, Gram Panchyat member.
Initially, the community was not very supportive of the
whole process. Post-construction, the residents became
more aware of the difference between pure and contami-
nated water, and the advantages of using harvested rain
water. Today, the members of School Development Moni-
toring Committees (SDMC – a committee involving parents
of children studying in the said school), actively participate
in school development programs and take pride in bringing
about change not just for children but for the community as
a whole.
"Kanchagarahalli is moving towards development, and it
shows that the villagers can do wonders if they unite," says
Mr. Venkoba, the former SDMC president. "Education can
assure a bright future, and Kalike-Trusts showed us the
road of community contribution towards development."
Kanchagarahalli is not an ordinary village today; it is a
model village in Yadgir district, and placed second in the
Block Level 'Parisara Snehi' School Award.

14. Research Studies
Research Studies are essential to bring out the various dimensions of the problem and to provide a feed back to for-
mulate effective programs and policies. Thus, during the year four research studies were carried out in field of educa-
tion, skill development, livelihood, and human development index.
The Literacy Research in Indian Languages, initiated by the Trusts, is a 5 years study project and seeks to address
this gap in knowledge by examining how elementary grade students (Grades 1-5) learn to read and write in Kannada
Indian languages. Hence the longitudinal study began with the first set of data collection and quantitative analysis of
440 children from 27 purposively sampled schools in Yadgir. Based on the intense study of Nali-Kali curriculum, obser-
vational tools were developed for structured classroom assessments for selected Nali-Kali classrooms in Yadgir.
In 2013, a MoU was signed between Kalike & Zilla Panchayat, Yadgir to plan and implement Human Development
Study for Yadgir District. As part of the study, (a) data was collected & validated from various departments and cen-
sus sources, (b) 1 district level and 3 taluk level workshops on HDI were conducted for department officials, elected
representatives, students and local media, (c ) calculation of data indicators and computation of major indices related
to Human Development, (e) 4 small area studies on malnutrition, water quality, education and livelihood were carried
out and a study on Dalit development was also carried out, (f) District Human Development Report (DHDR) chapter
writing in English was completed. The report is been translated in Kannada language and will be approved for DHDR
by July, 2014. The final approved District Human Development Report shall be submitted to state planning depart-
ment in August 2014.
A Feasibility Study and Baseline Study, under Livelihood intervention, were conducted to map the existing agricultur-
al practices followed by farmers, issues in agriculture, pattern of crops, source of water, rainfall, etc. The study to un-
derstand the current practices in agriculture highlighted that there is a scope for action towards livelihoods improve-
ment. It was found that farmers in the area do not have access to extension services and are ignorant on the best farm
practices. Agriculture is rain-fed and the quantity of inputs used across crops is high as compared to the recommend-
ed, resulting in very high inputs costs. Hence, Kalike has designed a pilot project with farmers from 15 selected villag-
es and is working towards brining best practices to the fields of the farmers. The aim of the project is to decrease the
input costs and increase the yields of the farmer fields. Interventions for brining updated and validated package of
practices and technologies, designing and delivering extension channels and sustainable systems as well as ensuring
linkage with financial institutions are developed and are being implemented.
In 2013, we carried out a Youth Aspirations Assessment to comprehend the youth’s hopes and objectives. Based on
the findings, KSU developed a twofold approach a) Life skills for high school children (11-16) as this cohort is a critical
connect between the school system and the labor force. The program design would aim at making the children confi-
dent and productive citizens; b) Vocational Training Programs with Placements for marginalized youths (18-30 years):
Youths in Yadgir can be classified into a) drop youths keen to migrate; b) literate youths keen to work in Yadgir or ad-
jacent districts. Hence, the vocational training program would be designed to tap both groups. In the case of young
girls and women, owing to the cultural context, the group is not keen to move out Yadgir; hence, programs would be
designed to generate livelihood opportunities in the district itself or in neighboring ones such as Gulbarga or Raichur.
In addition, entrepreneurship would also be part of the design.

15. Looking Ahead
 Livelihoods, health & nutrition and skill development
interventions to be operationalized in Yadgir block under the
Matrix approach, dovetailing with the education
interventions.
 Programs to be up scaled through expansion to remaining
clusters within Yadgir block and neighboring blocks, through
direct implementation and partnering with non-profit
organizations and government departments.
 Submission of Yadgir district’s “Human Development
Indices” report to the Government of Karnataka; subsequent-
ly closely being associated with the District Implementation
Committee in planning interventions for addressing the
issues highlighted in the report.

16. Financial Report
Currency: Rs.
Liabilities 2013 -14 2012 - 13 Assets 2013 -14 2012 - 13
Trust Fund 5,000 5,000 Fixed Assets 623,008 532,283
Capital Fund 728,008 637,283 Investments 5,000 NIL
General Funds 15,218 34,391 Current Assets 4,449,986 3,248,700
Un-Utilized Earmarked
Funds 4,329,715 3,104,309
Other Liabilities 53 -
Total 5,077,994 3,780,983 Total 5,077,994 3,780,983
Kalike — Balance Sheet as on 31 March 2014
Currency: Rs.
Expenditure 2013 -14 2012 - 13 Income 2013 -14 2012 - 13
Excess of Income over Expendi-
ture transferred to General Fund 15,080 34,391 Other Receipts:
Bank Interest - 34,391
Contribution - Kunti
team visit 23 -
Contribution -General 13,250 -
General - Bank Interest 1,807 -
Total 15,080 34,391 Total 15,080 34,391
Kalike — Income and Expenditure for the year ended 31 March 2014

17. In News
Published Date: October 6, 2013
Newspaper: Vijay Karnataka
Article: Every School should conduct Parent Meeting

18. Published Date: May 5, 2014
Newspaper: Kannada Prabha
Article: Summer camps for children which focuses on
inculcating values, developing skills & talents
Published Date: February 9, 2014
Newspaper: Kannada Prabha
Article: Through SDMC meetings, creating
awareness on Education

19. Kalike Team
Bangalore Office
Mr. Shivakumar D
Ms. Uma Krishnan
Dr. Chitakalamba N
Ms. Asha Jyothi
Ms. Sakhi Gopalraju
Mr. Jagadish K
Yadgir Office
Mr. Ramesh Gongadi
Mr. Girish Harakamini
Ms. Neela Apte
Mr. Mounesh Nalkamani
Mr. Iranna Biradar
Ms. Mahadevi Gorpade
Mr. Santosh Pasar
Mr. Basavaraj Hallihosur
Mr. Mahantesh B
Mr. Hanamanta A
Mr. Yogesh K S
Mr. Vishwanath K
Ms. Priya R
Ms. Pratibhavati
Mr. Devareddy
Mr. Hanamanta A
Mr. Mahesh
Ms. Srividya
Mr. Rudraswami
Mr. Saibabu
Mr. Ashok Poojari
Mr. Mallikarjuna
Ms. Savakka
Associations & Partnership
Azim Premji University, Bangalore
Community Development Foundation (CDF), Bangalore
Centre for British Teaching (CfBT) and Education Services, Hyderabad
Pratham Books, Bangalore
IT for Change (ITfC), Bangalore
Swami Vivekananda Youth Movement (SVYM), Mysore
Selco Foundation, Bangalore

20. Head Office:
#317/85, 1st
Floor, 18th
Main,
18th
Cross, MC Road, Near
Udaya School, Vijayanagar,
Bangalore – 560 040
T: 080 4157 5258
Branch Office:
Sri Laxmi Nivas,
Plot No. 14 & 15,
Behind Balaji Kalyan Mantap,
Near Vanakeri Layout,
Yadgir- 585 201
T: 8473 250106
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