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Akshara Diligence Summary

Circle of Trust Charitable Corporation11/8/2016

Executive Summary: COTCC decided to support one of Akshara’s GKA blocks for the three years from 2017 to 2019

• Akshara excelled at in all parts of the diligence (financial, program impact, and leadership)

• Akshara’s model of funding programs through donations and government partnerships with a focus on making them self-sustaining over the medium to long term leads to strong financial stability

• Akshara is a “best-in-class” NGO at tracking its programs’ impact and making the data available to the public through KLP

• Akshara’s leadership team is well education, has relevant education experience, and a strong track record of success

• COTCC decided to support the Ron block within the Gadag district supporting the Ganitha Kalika Andolana(GKA) Math Program

• The estimated donation for 2017 is ~627,200 INR (~$9,500)

• COTCC plans to continue supporting the Ron block for three years, the length of the GKA implementation

• 159 schools serving 6,746 children are expected to be served within the Ron district with the GKA program

Circle of Trust Charitable Corporation 2

Table of Contents

• Diligence Structure and Plan 4

• Financial Section 8

• Program Impact Section 13

• Leadership Section 24

• Appendix 28


Diligence Structure and Plan


A Primary Education NGO that improves the quality of education is an attractive partner for COTCC if it meets our financial, program impact, and leadership criteria

The NGO has a robust financial

track record and is best-in-class

operationally

• Revenues and Expenses for 3 years

• Fundraising Profiles

Consistency of fundraising

A few large donations / a lot

of smaller funders

• Reviews of the financials are

conducted on a periodic basis

The NGO is showing a successful

track record of improving program

statistics YoY

• Impact metrics

• Graduation metrics

• Grade improvements

• Student teacher ratio

• Third party verification

• Benchmarking relative to peers and

‘control group’

• Has records that are available for

COT Trust Fund to evaluate

• Monitoring infrastructure exists

• Aligns with COT’s values of data

based decision making

• Mission clearly seeks to improve their

performance annually

The NGO has a focused strategy in

the space and an effective

leadership team that have provided

results

• Strategy focused on a core

competency which provides an

effective competitive advantage

• Clear tenants, goals, and plans for

the future

• Strong leadership team with a

reputable and verifiable background


Several questions must be answered within each section of diligence to determine whether Akshara is a good partner for COTCC

Financials

• What are the revenues and expenses and

growth rates of the NGO in the last 3 years?

• What percentage of the costs are covered by

reliable funding sources?

• What are the profiles of the funders, are they

periodic large donations or continuous small

donations?

• Are there any stipulations with current funds

& donors?

• Does the NGO run fundraising campaigns,

if so what were the results of the last 3

cycles, what are the periodicity of the cycles,

if not why not?

• Is there enough reserve money in case

funding stops?

• What contingencies have been planned for in

regards to finances?

Program Impact

Benchmark Questions

• What are metrics that are tracked by NGOs

that improve the quality of primary

education?

• What are average or typical values for the

above metrics?

NGO Specific

• Does the NGO gather data from their

projects, if so what metrics are tracked?

• How does the NGO compare with its peers

for impact data?

• What has been the impact “growth rate”

over the past 5 years? (how as the impact

data grown)

• Has the NGO and its data been audited by a

third party?

• What is the NGOs definition of success in a

project and how many successful projects

have been run in the past 5 years?

• How many projects have been worked by

the NGO in the past 5 years?

• How does the NGO make decisions from

the data it collects - what are some

examples?

Strategy and Leadership

• What are the NGO’s core competencies?

• What is the NGO’s mission?

• How does this NGO differentiate itself?

• How does the NGO’s mission align with

COT’s mission?

• Is the NGO solving a clearly defined

problem?

• Is there a vision for the organization?

• Does the director have a personal track record

of success?

• What are the board’s background and record

of success?

• Is there a succession plan in place for key

people?

• Does the staff appear committed to the

organization?

• How transparent is the organization internally

and externally?


This diligence was conducted by the five board members of COTCC from September to October 2016


Financials

(Mohit Mendiratta)

Program Impact

(Nithish Rajan &

Rohan Zacharia)

Leadership

(Kishen Raghunath &

Aakash Degwekar)

• Obtain annual reports for this NGO

and “competitors”

• Review financial information for this

NGO and 4 others and build out a

benchmark database

• Develop an understanding of primary

education NGO financials

• Reach out to NGO to learn more

about the funding in regards to:

• Fundraising

• Donors

• Donor Stipulations

• Synthesize the financial information to

answer the key questions

• Review NGO website, annual report,

and other publically available

information to determine mission /

culture / values

• Research leadership - LinkedIn and

general googling

• Benchmark the NGO with others to

determine what their differentiating

factor is

• Reach out to the NGO:

Ask probing questions to

determine transparency

Try and talk to people from

multiple layers, board of

directors and staff to gauge

their commitment level

• Determine what are key metrics

currently used by primary education

NGOs (doesn’t have to be just India)

• Find the average values for the above

metrics

• Develop an understanding of what

metrics are tracked by this NGO

• Reach out to the NGO for auditors

information and missing data that

cannot be found from public sources

• Metrics history

• Success criteria

• Ask for summaries of projects,

their challenges and how they

were overcome - data driven?

• Review auditor report and note

anything that seems unusual

• Synthesize information to answer key

questions

Financial Section


Akshara earns considerably more program related income and spends more on administrative expenses when compared to other NGOs

Revenues

• Donations only accounted for ~6.5% of revenues in 2015

• Private donations as a percentage of total revenues has declined from ~22% in 2013, ~9% in 2014, to ~6.5% in 2015

• Akshara performs exceptionally well against the benchmark of donations as a percentage of revenue was 96% for 2015, 97% in 2014, and 97% in 2015.

• Karnataka Learning Partnership Programme (KLPP) accounted for ~36% of 2015 revenues

• KLPP accounted ~43% of income in 2014, yet only ~14% of income in 2013

• Other program related income include Preschool, Inschool, and Library programs

Expenditures

• Admin expenses accounted for ~9.4% of total expenditure in 2015

• This figure has consistently risen over 2014 and 2013, 4.96% and 6.92% respectively

• This figure is also much higher than the benchmark of ~2%

• Donor related expenses accounted for 6.4% of total expenditure in 2015

• This figure is twice as much as 2014 and 2013, 3.1% and 2.6% respectively

• The only other organization that reported donor related expenses is Pratham


Akshara receives funding from both corporate and individual donors, yet detailed amounts are not provided in the annual reports

Corporate Sponsors

• Most of the donations are provided by corporations routing money through their India branches (based on interview with Shauiba)

• In addition to monetary donations, Akshara attempts to receive supporting materials such as legos from the LEGO foundation

• Corporate sponsors typically sponsor an entire school district or city for the length of the program (2 – 3 years)

Individual Donors

• ~70 individual donors are listed on 2015 annual report


Other Relevant Findings

• Schedule 8 of the 2013 – 2015 financial statements are not available to the public (confirmed on 10/19/16)

• Donor Relation Expenses cover the strategic partnership team, that includes fundraising, documentation and social media (confirmed on 10/19/2016)

No red flags were raised in analyzing financial ratios of Akshara

Financial Ratio Analysis

• Akshara’s Cash / Current Liabilities ratio shows that it can cover all account payables if funding suddenly declined or completely ceased

• 2.1 (2015), 3.23 (2014), 2.9 (2014)

• Akshara has a consistently higher ratio than Nanhi Kali and Barefoot

• Pratham was a much higher ratio of ~50 in 2015 but it is a much larger organization than Akshara

• Akshara’s corpus fund varies year to year based on when they create new programs and hence have to make large disbursements

• Corpus reduced by 43% in 2015

• Akshara’s Total Expenditure / Total Assets ratio is much higher than the benchmark

• 2.8 (2015), 1.4 (2014), 1.5 (2013)

• These ratios are nearly 4 times that of Nanhi Kali and Barefoot, and twice that of Pratham

• Represents Akshara’s confidence in their continued growth (they are not “hoarding” cash)

Other Relevant Findings

• The 43% corpus reduction in 2015 occurred becayse certain donations committed by donors did not come through and hence Akshara had to use corpus funds to keep the GKA programme going (confirmed on 10/19/2016)


Here’s a look at Akshara’s expenditure on programs over the past three years


• Preschool, Inschool, and Library program expenses have tapered off over the last three years

• GKA program and associated expenses began in 2015

Program Impact Section


Akshara collects detailed data on the schools it works with and the impact of its programs within these schools

Benchmark Questions• What are metrics that are tracked by NGOs that improve the quality of primary education?

• No. of Students Served• Break-up between Boys & Girls

• Qualitative Scores (In Subjects)• Reading • Writing

• Attendance/Retention/Graduation Rates• Teachers Trained

NGO Specific Questions• Does the NGO gather data from their projects, if so what metrics are tracked?

• KLP Program(http://reports.klp.org.in/)• School Demographics - No. of Students, Boy and girls Split, Teachers, Toilets, Libraries, Electricity in School• School Finance - Grant Breakdown (Lower to Model/ No. of classrooms)• Infrastructure (Basic, Nutrition, Educational, Toilet Facilities)

• How does the NGO compare with its peers for impact data?• Akshara has developed a platform to be more transparent and provide State Level Data (Open Source)


Metrics

Source:

https://yourstory.com/

Source:

http://icaonline.org/

Source:

http://www.theeducationalliance.org/

Number of Children

1000000 (Could be since it started - Annual

Report 2013)

900000 (Could be since it started - Annual

Report 2013) 79,913 (Swalpa) / 320,000 (GKA)

Schools Impacted 7549 (GKA) 7800 (GKA) 1063 (Swalpa)/ 7769(GKA)

Districts 6 (GKA) 6 (GKA) 6 (GKA)

Teachers Trained N/A 8200 (GKA) 2318 (Swalpa)

Akshara has shown steady growth over the past three years in the number of programs implemented and number of children impacted

Akshara’s Track Record of Growth

External Sources Supporting Akshara’s Claims of Impact


Metrics 2015 2014 2013

Number of Children 300,000 (GKA), 37,000 (Swalpa) 47,000 (AG) 39,000 (Swalpa) 49,000 (AG) 39,000 (Swalpa) 49,000 (AG)

Schools Impacted 7520 (GKA) 575(Swalpa) 575 (AG) 622 (AG) 622 (Swalpa)

Teachers Trained 1210 (Swalpa) 1512 (AG) 1291 (Swalpa) 1471 (AG) 1471(Swalpa) 1306 (AG)

Akshara has undertaken seven programs since 2004

Project Summaries

• School Library Program• Implemented a hub and spoke model with physical libraries at

hubs and visiting librarians at spoke• Results did not indicate direct improvement in students*

• Oduve Nanu• Evolution of the library program with focus on training

teachers with skills and tools• Story card approach• Clear Quantitative metrics to be tracked

• Nagu Nagutha Ganitha• Pilot program for Math

• Akshara Ganitha• Formal program around math with similar tools as Oduve Nanu• Includes abacus, clock, measuring tapes, scale, pattern etc.


Program Year Purpose Region

School Library Programme 2004 School Libraries Bangalore

Oduve Nanu 2006 Remedial Reading Bangalore

Nagu Nagutha Ganitha 2007 Remedial Math Bangalore

Oduve Nanu 2008 Remedial Reading Karnataka

Akshara Ganitha 2010 Math Support Bangalore

Swalpa English Thumba Fun 2011 English Bangalore

Ganitha Kalika Andolana 2014 Math Support Karnataka

General Program Notes

• Projects are typically initiated in and around Bangalore.

• Once proven and with government buy-in, expanded to state of Karnataka

• Successful projects are all activity based

• Akshara builds the activities, tools and learning program which are then taught to teachers and followed up with refresher courses

*School Libraries and Language Skills in Indian Primary Schools: A Randomized Evaluation of the Akshara Library Program http://www.nber.org/papers/w18183.pdf

The School Library Programme has built 2,700 classroom libraries covering 67,500 children

About

Akshara Foundation started its Library Programme as a school library in a hub-and-spoke model. It is Akshara’s belief that a library or a special place for independent reading will foster positive reading habits and attitudes, in addition to giving students ready access to a wide variety of texts. Towards this end, we set up a network of libraries in schools and communities to encourage and sustain a reading habit among children. This is also a key part of our strategy of improving learning outcomes among children.


Methodology

A TCL kit is provided in each classroom which contains foldable book cases. Each case can hold around 120 books; age-

appropriate, graded books in multiple Indian languages including English, and histogram charts.

Teachers are trained in the usage of the kit and the histogram and on how to manage simple and effective processes.

Reading habits of children are tracked using the histogram. The number of books borrowed per child is recorded on a daily

basis using the Reading Histogram chart and each time a child borrows a book, the teacher marks it against the level of the

book borrowed. Baseline and end- line assessments of the children are conducted to measure the impact. Akshara is

collaborating with the government to set up the library infrastructure in the classroom. A TCL unit is an asset in a

classroom, supporting the curriculum, and an aid and incentive to learning.

Metrics

● Usage - How often and how many

books are checked out by students

● 1 - 6 Scale of Book Difficulty -

Books are graded in difficulty on a

scale of 1 to 6. The number of

books in each level that are checked

out are tracked

Results and Conclusion

● Average number of books checked out per learner increased from 2.5 to 5.5 across the school year

● Difficulty typically increased

● Randomized Controlled Trial identified no impact across 16 months. Student were scored on language skills, science performance and school attendance

Providing access to reading materials alone did not have a waterfall effect on student language skills, science skills and school attendance. Thus Akshara pivoted to focused

reading and math programs while maintaining a classroom library across the schools.

The Oduve Nanu Reading Programme trained 4,355 teachers across 1,410 schools covering 185,952 children

About

The programme aims to enable children to learn to read in a short period of time. The Programme is conducted over 45 working days. It is based on a technique that comes naturally to children and uses an integrated approach where saying, doing and reading are combined like a game. Instead of learning sequentially, children are engaged in a variety of activities, which are interconnected and allow for a child to learn to "read" all on his own.


Methodology

Conventional teaching follows a slow progression - from alphabet to word, slowly to simple sentences and finally to

paragraphs. The Accelerated Reading Programme reverses this process. The new technique starts with 'reading' -(bordering

at imitations of reading, as children do in homes where they are read to regularly) from the very first day. Children imagine

& wonder trying to make sense of what they see. They stumble, 'read', guess what the words may be, try and make meaning

of it - eventually learn to read and the teachers do not interfere with criticism or over-enthusiastic assistance. They just

facilitate the process and ask an occasional question to help the child correct himself/herself.

The technique is neither complex nor does it involve expensive teaching material. A set of reading cards designed with

careful content is all that is required. A fortnightly assessment monitors the child's progress or lack of it. The teaching

materials include sets of story cards with illustration, alphabet charts and a set of alphabet cards.

Metrics

● Zero level where the child can

barely identify 25% of the alphabet

● Letter level where the child identify

most of the alphabet

● Word level where the child can

identify words

● Sentence level where the child can

read sentences

● Paragraph level where the child

can read the entire paragraph

Results and Conclusion

• Over 95% of children showed movement up the reading scale.

• Specifically for “non-readers” (Zero, Letter or Word categories) 64% of children were

converted to readers

Over 4000 teacher have been trained to implement the accelerated reading programme, this can

be leveraged by the Education Department to take this programme across the State

The Akshara Ganitha Math Programme trained 1,471 teachers across 622 schools covering 49,211 children

About

Akshara Ganitha is a response to the requirement for better teaching tools and practices in primary mathematics in the country today. It focuses on improving the math skills in lower primary classes by making learning fun and relevant to everyday life and is taught based on the philosophy of ‘Activity based learning’. Akshara Ganitha is implemented by providing math Teaching Learning Materials (TLMs), training and support to government primary schools. Akshara Foundation is actively advocating bringing in effective Teaching Learning Material to teach math to children in grades 1-5 along with building capacity in the public education system to sustain this over the long term.


Methodology

Akshara Ganitha approach is based on sequential thinking strategies - Concrete, Representational and Abstract levels. A

wide range of TLMs in the kit helps in performing the concrete operations, which is represented in square ruled books for

visual memory during representational level. This is followed by solving wide range of mathematical problems in the form of

puzzles, games and daily life problems for abstract understanding of the mathematical concepts.

Teachers are oriented on the pedagogic principles of the TLMs and trained on methodologies of using the same. Teachers

are also provided with guidelines for conducting Continuous and Comprehensive Evaluation.

The assessments in the programme are carried out by the research team where a randomized controlled trial (RCT) is

conducted to understand the impact of the programme.

Metrics

● Competency based Student

assessments - pen and paper tests

● Classroom Observation - teacher-

student relationships, teacher’s use

of Akshara strategies

● School and Teacher - Status of

School infrastructure, teacher

characteristics, preparedness, and

teaching styles.Results and Conclusion

● Increase in 16%, 14% and 18% in grades across three independent cohorts of students assessments

● Classroom observation showed minimal change, due to limited teach training opportunities afforded

Teachers are central to the success of the program. Where implemented successfully, there was a direct correlation on

student assessments.

We return to our key questions outlined in the diligence roadmap

1. How does Akshara measure impact?

• Does the Akshara gather data from their projects, if so what metrics are tracked?

• Has Akshara been audited by a third party?

2. What is Akshara’s impact track record?

• How does the Akshara compare with its peers for impact data?

• What has been the impact “growth rate” over the past 5 years? (how as the impact data grown)

• What is the Akshara’s definition of success in a project and how many successful projects have been run in the past 5 years?

• How many projects have been worked by the Akshara in the past 5 years?

• How does the Akshara make decisions from the data it collects - what are some examples?

3. What is our recommendation when evaluating Akshara on this dimension?


Akshara has a functional impact measurement framework, relative to Indian NGOs, though opportunity exists for more robust analysis

• Akshara demonstrates a transparent, data driven approach in impact assessment

• Akshara maintains a detailed, accessible repository of three broad categories of reports:

• Annual reports going back to 2009 that outline program goals, scale achieved, qualitative impact description, impact anecdotes, financial metric overview, and organization structure overview (http://akshara.org.in/en/who-we-are/annual-reports/)

• A set of thought (or position) papers that are intended to outline interventions Akshara has developed in order to drive greater advocacy within public and private stakeholders (http://akshara.org.in/en/resources-research/papers/)

• Periodic ‘research’ reports that attempt to evaluate the quality impact the existing interventions using time series analyses, longitudinal studies and randomized control trials

• Akshara partners with leading Indian third party nonprofit measurement firms to publish impact assessment reports

• Akshara is part of the Karnataka Learning Partnership, a collective endeavor to gather data and publish Karnataka wide educational metrics online to allow third parties to access this data

• Akshara also partners with ASER (part of Pratham), which can credibly claim to be India’s leading nonprofit impact assessment firms –Akshara is ASER’s primary Karnataka partner and provides on-ground data collection support, while in turn, ASER provides the quantitative methodology and randomized control trial implementation support for Akshara

• The focus of this section will be on three recent rigorous quality assessment studies conducted by Akshara


http://akshara.org.in/en/resources-research/papers/

Akshara’s quality impact assessments, particularly of the GKA program have indicated that the interventions are largely successful

• Akshara conducted a three year longitudinal study that indicated ~15-35% grade improvements in Math for the GKA program

• The GKA intervention consists of a three part approach- teacher training, student training in procedural fluency using student kits and supplementary abstract training in addition to the prescribed textbooks

• Akshara ran a three year longitudinal study (measuring same participants) in conjunction with ASER to assess a) the uptake and usage oftraining techniques imparted to teachers and b) the impact on student math grades relative to a control group

• In terms of teacher training, Akshara reported ~60-70% adoption of the entirety of the training program across districts

• In terms of student accomplishment, two trends were observed:

• Treatment and control groups both demonstrated a minimum ~20% improvements in math scores over the three year period, indicativeof overall improvements in the education system

• Treatment groups recorded a minimum of ~10% improvements in math scores relative to control groups in each of the three yearsacross districts, validating the efficacy of the program

• The longitudinal study is independently verified by ASER

• Akshara conducts time series analyses of its ‘School Development and Monitoring Committee’ meetings (2 studies in 13-14 and 15-16)

• Time series analysis consists of tracking meeting agenda topics, time spent per meeting, motions raised and variations in these metrics over time and across districts

• The motivation appears to be to drive to standardization of these meetings across districts in order to improve governance across the board

• The variance in meeting topics had reduced over the two studies, suggesting improved governance


Akshara likely represents a ‘best-in-class’ NGO for COT to partner with

• Akshara is closely aligned with COT’s vision for openness and data driven approaches

• While Akshara’s primary metrics tend to be ‘scale’ oriented in nature, this is relatively common across Indian NGOs given the lack of data and technology in classrooms in schools in the most underprivileged areas

• However, Akshara’s stated aims, willingness to publish longitudinal and randomized trials, and partnerships with KLP and ASER are indicative of a willingness to move beyond scalar metrics and focus on quality evaluation, which is in line with COT’s goals

• Akshara’s impact assessments, while limited to date, indicate that interventions to date, particularly GKA have been successful

• GKA has demonstrated both teacher adoption and grade improvement in a study approved by ASER

• Given COT’s scan across other NGOs in this sector, it is likely that Akshara represents a ‘best-in class’ NGO given its alignment with COT’s goals and success to date


Leadership Section


Akshara’s management all hold at-least a Bachelor’s degree, and most hold a Master’s degree as well


Team Member Position Education Industry Experience Non-Profit Experience

J. V. Shankar

Narayan

Head, Operations & Community

InitiativesMaster’s in Kannada College lecturer

Action Aid Karnataka Projects

Social Initiative for Rural Empowerment

K. VaijayantiHead, Research & Resource &

Evaluation

M.Phil. in Applied

EconomicsHealth sector

Early Childhood education to School education

in the Indian context

Shuaiba RahamanConsultant, Communications

& Donor RelationsMBA N/A Donor Relations for Akshara for 10+ years

Pavan Head, In school ProgammeMaster’s in

BiotechnologyScientist and lecturer N/A

A.C SridharhaChief Finance & Administrative

Officer

B.Com, LLB and

CAIIB

Bank officer for 27 years

(Retired)N/A

Asha Sharath Coordinator, Donor RelationsEngineering in

Information ScienceIT sector for 5 years Akshara Fundraising

Many members of Akshara’s management team have extensive experience in the education industry


Team Member Position Education Industry Experience Non-Profit Experience

Angelina Gregory District Coordinator

Bachelors degree

along with a D Ed and

JOC

Teaching both as a pre-school

and a primary school teacher

manages Akshara’s programmes in Kustagi and

Mundargi

Sridhar PManager

(Robotics Programme)

Master’s in

Engineering3 years as an Engineer Various NGOs

Gayatri Kiran Consultant - Pre School Programme

Doctorate in

Psychology from

Bangalore University

20 years of experience in the

area of ECCE and special

needs

Consultant for Akshara Foundation

Sushmita Ananth Social Media CoordinatorMasters Degree in

CommunicationAdvertising Akshara Social Media

Dr. Kalavathi.B.KProgram Head- English, In School

ProgrammeMasters in Education

32 years of work experience in

the field of education

Honorary Executive Director of Anveshana

Foundation, an NGO

Akshara’s leaders have more than 50 years of experience in the non-profit space and the team has a track record of success

• Overall analysis of the management is mostly qualitative in nature

• The team’s educational background is exemplary

• The team also has a diverse skill set that covers all the functions required to run a successful non-profit organization (finance,

leadership, educational background, and prior non-profit experience)



Appendix A: Leadership Profiles

Akshara Management Background


J. V. Shankar Narayan

Head, Operations & Community Initiatives

Shankar holds a Masters Degree in Kannada

and started his career as a college lecturer.

He later moved to the development sector.

He has worked with Action Aid Karnataka

Projects and is the founder of Social

Initiative for Rural Empowerment, NGO in

Yadgiri, Karnataka.

K. Vaijayanti

Head, Research & Resource & Evaluation

Vaijayanti heads the Resource and Research group in

the Foundation. A trained economist, she holds an

M.Phil in Applied Economics from the Centre for

Development Studies, JNU. She has worked in the

health sector and decentralization prior to venturing

into the education field. In education she has

extensively worked on issues ranging from Early

Childhood education to School education in the

Indian context. Most of the research works have been

evidence based policy research in education sector.

She also heads ASER- Karnataka since 2009. She has

been a member of several committees set up by the

Government of Karnataka on Elementary education,

Human Development and ECCE. Vaijayanti has also

anchored the preparation of NCF for ECCE-

Karnataka.

Shuaiba Rahaman

Consultant, Communications& Donor Relations

Shuaiba has worked with Akshara for more than

a decade. She has managed Donor Relations for

them in the past. She is now in charge of

developing and delivering Akshara’s

Communication strategy. Shuaiba is involved in

creating, maintaining and updating the Akshara

website and is also responsible for the design,

development and publication of the Annual

Reports. The planning and co-ordination of the

various campaigns and events conducted by

Akshara is also done by her. Shuaiba has an

MBA in International Business from Australia.

Pavan

Head, In school Progamme

Pavan has a Masters Degree in

Biotechnology. He has worked as a

scientist and lecturer prior to joining the

social sector. He was a Fellow of the Azim

Premji Foundation Fellowship program

during 2012-2014 before joining Akshara

Foundation.



A.C SridharhaChief Finance & Administrative Officer

Sridharha is a retired bank officer and brings

with him 27 years of rich banking

experience. He holds B.Com, LLB and

CAIIB degrees.

Asha SharathCoordinator, Donor Relations

Asha has an Engineering degree in Information

Science and has worked in the IT sector for 5 years

before moving to Akshara Foundation as part of the

Fund Raising team. She also co-ordinates the

volunteering activities at Akshara.

Angelina GregoryDistrict Coordinator

Angelina holds a Bachelors degree along with a

D Ed and JOC degrees. She has rich experience

in teaching both as a pre-school and a primary

school teacher. She has also been a headmistress

for 6 years. Angelina manages Akshara’s

programmes in Kustagi and Mundargi.

Sridhar PManager(Robotics Programme)

Co-Ordinator (The Classroom Library Programme)

Having done his Master Degree from IISc,

Sridhar has worked in the corporate sector

for 3 years as an Engineer before joining

Akshara Foundation. He has volunteered

for various NGOs during his college and

corporate days.



Gayatri Kiran

Consultant - Pre School Programme

Gayatri Kiran is an Alumni of Delhi University and

has completed her Doctorate in Psychology from

Bangalore University. She is an Independent

Consultant based in Bangalore and is the Founder of

Samyukta Child Development Consultancy. Her

Doctoral study was on methods of pre-school

education and their impact on cognitive and social

development. She has 20 years of experience in the

area of ECCE and special needs. She has been

working as a Consultant Psychologist for ECCE and

Special Needs with schools and NGOs, and this work

has focused on Program planning, implementation,

training, and support. She has published several

articles and newsletter issues for preschool teachers.

Currently she is working as a Consultant for Akshara

Foundation and Brindavan Education Trust.

Sushmita Ananth

Social Media Coordinator

After spending many years in the creative corners of

the advertising world, Sushmita moved to Akshara to

build our community on social media. What started

off as plans for an architect in the making, ended up

with a Masters Degree in Communication.

Dr. Kalavathi.B.K

Program Head- English, In School Programme

She is an Educationist and a passionate teacher with over 32 years of work

experience in the field of education at various levels, research, counselling and

administration. She is a Gold Medallist in M.Ed and believes in continuous

academic up gradation by being a learner for life. Her domain expertise lies in the

fields of Research Methodology, Communication and Technology, Educational

Statistics, Educational Psychology and Evaluation, Counselling, Developmental

and Organisational Psychology, Organisational Behaviour and in the Methodology

of Teaching English and Social Sciences. She is currently the Honorary Executive

Director of Anveshana Foundation, an NGO working towards educational, social

and environmental reconstruction. She is a member of many professional bodies

and has several publications to her credit in state, national and international

journals. She has also undertaken successfully completed several SSA Projects. She

is also a member of the Governing Council of New Horizon College of Education

and a member of RCCASH Committee, IGNOU, Bangalore.

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