Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances Ministry of Personnel, Public Grievances and Pensions, Government of India http://indiagovernance.gov.in/
Researched and Documented by
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
Table of Contents
Public Grievances and Pensions
Researched and documented by
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
Executive Summary In September 2008, school teachers in Rajasthan were presented a new concept in education
support services – one that was delivered through the medium of mobile phone. This was
LifeLines Education – a collaborative initiative of the Government of Rajasthan
ICT-for-development organization, OneWorld
support to school teachers. The programme assists educators in their day
activities by supplementing their information and enhancing their ski
knowledge provision.
The intent, taking from the overall objectives of the Sarva Shiksha Abhiyan (SSA), is to help
school teachers, primarily in remote and rural villages where educational support
infrastructure is limited, through an accessible telephonic platform.
LifeLines Education service was born out of a digital inclusion dream of OneWorld, BT and
Cisco Systems, and is an adaptation of the successful LifeLines Agriculture service similarly
serves over 1.5 lakh farmers across 2000 villages in three states of India.
The LifeLines Education service successfully tested its proof of concept with a pilot in West
Bengal supported by USAID. The service was thereafter adopted by the Government of
Rajasthan and supported by UNICEF, for implementation in the State.
Lifelines services commenced in Rajasthan in September 2008 in Udaipur district, reaching
nearly 12,000 teachers across 4600 schools in 11 blocks. During this phase, the service was
mediated through block and cluster resource facilitators (BRCFs and CRCFs) under SSA, who
helped to introduce the ICT innovation to teachers and assisted its initial overall uptake in the
community.
As the programme gained traction, it generated much enthusiasm as a ‘first
knowledge platform innovated for teachers. It quickly became ap
Udaipur district also sought to use the programme’s benefits. As such, in 2010 owing to
popular demand, the Government of Rajasthan scaled up the toll
of Rajasthan.
Today, two and a half years since its launch, LifeLines Education reaches over 450,000 teachers
in more than 100,000 primary and upper primary schools in Rajasthan. To date, it has
responded to over 24,000 queries, on a range of topics
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
Lifelines:
Executive Summary In September 2008, school teachers in Rajasthan were presented a new concept in education
one that was delivered through the medium of mobile phone. This was
a collaborative initiative of the Government of Rajasthan
development organization, OneWorld – to bring critical academic advisory and
support to school teachers. The programme assists educators in their day
activities by supplementing their information and enhancing their skills through ICT
The intent, taking from the overall objectives of the Sarva Shiksha Abhiyan (SSA), is to help
school teachers, primarily in remote and rural villages where educational support
rough an accessible telephonic platform.
LifeLines Education service was born out of a digital inclusion dream of OneWorld, BT and
Cisco Systems, and is an adaptation of the successful LifeLines Agriculture service similarly
across 2000 villages in three states of India.
Education service successfully tested its proof of concept with a pilot in West
Bengal supported by USAID. The service was thereafter adopted by the Government of
Rajasthan and supported by UNICEF, for implementation in the State.
menced in Rajasthan in September 2008 in Udaipur district, reaching
nearly 12,000 teachers across 4600 schools in 11 blocks. During this phase, the service was
mediated through block and cluster resource facilitators (BRCFs and CRCFs) under SSA, who
to introduce the ICT innovation to teachers and assisted its initial overall uptake in the
As the programme gained traction, it generated much enthusiasm as a ‘first
knowledge platform innovated for teachers. It quickly became apparent that teachers beyond
Udaipur district also sought to use the programme’s benefits. As such, in 2010 owing to
popular demand, the Government of Rajasthan scaled up the toll-free service to all 33 districts
since its launch, LifeLines Education reaches over 450,000 teachers
in more than 100,000 primary and upper primary schools in Rajasthan. To date, it has
responded to over 24,000 queries, on a range of topics - from subject lessons and teaching
Transparency and Accountability
Case Study Education
2
In September 2008, school teachers in Rajasthan were presented a new concept in education
one that was delivered through the medium of mobile phone. This was
a collaborative initiative of the Government of Rajasthan, UNICEF and
to bring critical academic advisory and
support to school teachers. The programme assists educators in their day-to-day academic
lls through ICT-facilitated
The intent, taking from the overall objectives of the Sarva Shiksha Abhiyan (SSA), is to help
school teachers, primarily in remote and rural villages where educational support
LifeLines Education service was born out of a digital inclusion dream of OneWorld, BT and
Cisco Systems, and is an adaptation of the successful LifeLines Agriculture service similarly
Education service successfully tested its proof of concept with a pilot in West
Bengal supported by USAID. The service was thereafter adopted by the Government of
menced in Rajasthan in September 2008 in Udaipur district, reaching
nearly 12,000 teachers across 4600 schools in 11 blocks. During this phase, the service was
mediated through block and cluster resource facilitators (BRCFs and CRCFs) under SSA, who
to introduce the ICT innovation to teachers and assisted its initial overall uptake in the
As the programme gained traction, it generated much enthusiasm as a ‘first-of-its-kind’
parent that teachers beyond
Udaipur district also sought to use the programme’s benefits. As such, in 2010 owing to
free service to all 33 districts
since its launch, LifeLines Education reaches over 450,000 teachers
in more than 100,000 primary and upper primary schools in Rajasthan. To date, it has
from subject lessons and teaching-
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
learning methods, to classroom management and child psychology, to general knowledge and
current affairs.
Teachers, who have called the service, acknowledge that they have used inputs from LifeLines’
advisory to improve their teaching methods in the classroom; the s
as a credible source on both academic and pedagogical instruction in the teaching fraternity.
Another distinct achievement is the value LifeLines is offering to visually challenged students,
who are employing its voice based
report, by profiling the LifeLines Education service, offers insights into how ICTs can be
innovated for possible replication of similar initiatives for rural school teachers in other states
of India.
great way. Internet and multimedia
learning platforms, serve as examples of the changes. Howev
pertains to urban areas, and rapidly fades as the focus shifts to rural India.
The pace of change in rural areas of India has been faltering. Primarily due to inadequate
infrastructure, poverty, and lack of support, rura
from the rural communities that some of the country’s brightest students hail from. The credit
for this achievement, in spite of the limitations, goes to a nondescript community
village school teachers - who work sincerely behind the scenes to support the country’s
education system directly from the roots.
Supporting these rural teachers as the archetypal backbone of education, has been the focus of
many Government programmes, including Sarva Sh
for achievement of Universalisation of Elementary Education (UEE) in India. Under SSA, the
capacity of rural teachers is strengthened through knowledge exchange and skill training,
through grants for enriching teac
structures at the cluster, block and district levels in all states across the country.
Bridging the digital divide in education is one of the major goals of SSA. In pursuance of this
goal, the Government of Rajasthan is driving the Rajasthan Education Initiative (REI).
Launched in 2005, as a showcase of the public
education, the REI focuses on ICT interventions to modernise educational service delivery, to
develop teachers’ skills for quality learning, and to provide an enabling environment for
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
Lifelines:
hods, to classroom management and child psychology, to general knowledge and
Teachers, who have called the service, acknowledge that they have used inputs from LifeLines’
advisory to improve their teaching methods in the classroom; the service is gaining recognition
as a credible source on both academic and pedagogical instruction in the teaching fraternity.
Another distinct achievement is the value LifeLines is offering to visually challenged students,
who are employing its voice based knowledge functionality to supplement their studies.
report, by profiling the LifeLines Education service, offers insights into how ICTs can be
innovated for possible replication of similar initiatives for rural school teachers in other states
day communications revolution has boosted the Education sector in India in a
great way. Internet and multimedia-aided teaching, tele-classrooms, and fast emerging online
learning platforms, serve as examples of the changes. However, this bright picture primarily
pertains to urban areas, and rapidly fades as the focus shifts to rural India.
The pace of change in rural areas of India has been faltering. Primarily due to inadequate
infrastructure, poverty, and lack of support, rural education is far behind. Nevertheless, it is
from the rural communities that some of the country’s brightest students hail from. The credit
for this achievement, in spite of the limitations, goes to a nondescript community
who work sincerely behind the scenes to support the country’s
education system directly from the roots.
Supporting these rural teachers as the archetypal backbone of education, has been the focus of
many Government programmes, including Sarva Shiksha Abhiyan (SSA), the flagship mission
for achievement of Universalisation of Elementary Education (UEE) in India. Under SSA, the
capacity of rural teachers is strengthened through knowledge exchange and skill training,
through grants for enriching teaching-learning materials, and by developing academic support
structures at the cluster, block and district levels in all states across the country.
Bridging the digital divide in education is one of the major goals of SSA. In pursuance of this
overnment of Rajasthan is driving the Rajasthan Education Initiative (REI).
Launched in 2005, as a showcase of the public-private partnership potential in public
education, the REI focuses on ICT interventions to modernise educational service delivery, to
develop teachers’ skills for quality learning, and to provide an enabling environment for
Transparency and Accountability
Case Study Education
3
hods, to classroom management and child psychology, to general knowledge and
Teachers, who have called the service, acknowledge that they have used inputs from LifeLines’
ervice is gaining recognition
as a credible source on both academic and pedagogical instruction in the teaching fraternity.
Another distinct achievement is the value LifeLines is offering to visually challenged students,
knowledge functionality to supplement their studies. This
report, by profiling the LifeLines Education service, offers insights into how ICTs can be
innovated for possible replication of similar initiatives for rural school teachers in other states
day communications revolution has boosted the Education sector in India in a
classrooms, and fast emerging online
er, this bright picture primarily
pertains to urban areas, and rapidly fades as the focus shifts to rural India.
The pace of change in rural areas of India has been faltering. Primarily due to inadequate
l education is far behind. Nevertheless, it is
from the rural communities that some of the country’s brightest students hail from. The credit
for this achievement, in spite of the limitations, goes to a nondescript community – that of the
who work sincerely behind the scenes to support the country’s
Supporting these rural teachers as the archetypal backbone of education, has been the focus of
iksha Abhiyan (SSA), the flagship mission
for achievement of Universalisation of Elementary Education (UEE) in India. Under SSA, the
capacity of rural teachers is strengthened through knowledge exchange and skill training,
learning materials, and by developing academic support
structures at the cluster, block and district levels in all states across the country.
Bridging the digital divide in education is one of the major goals of SSA. In pursuance of this
overnment of Rajasthan is driving the Rajasthan Education Initiative (REI).
private partnership potential in public
education, the REI focuses on ICT interventions to modernise educational service delivery, to
develop teachers’ skills for quality learning, and to provide an enabling environment for
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
realising objectives of the SSA. The LifeLines Education programme was launched by
Government of Rajasthan under REI objectives, focusing principally on teacher deve
and curricular support in rural areas as mediated through the phone.
LifeLines Education, launched in 2008, was created by ICT
the larger goal of digital and knowledge inclusion of rural communities in India. UNICEF
supports its implementation in Rajasthan, while OneWorld anchors the programme delivery,
technology, and knowledge management of the service.
Today, LifeLines Education boasts a successful track record in enabling a knowledge platform
for rural schools – expanding teachers’ access to quality academic support on a sustained basis,
promoting efficient teaching skills in classrooms, and thereby helping to enhance the quality of
learning for children. The milestones achieved have encouraged the scale up of t
a modest pilot to expanded deployment, toll
Objectives The LifeLines Education service facilitates a convenient and accessible support mechanism for
school teachers to enable continued and quality academic
their curriculum. It aims to assist teachers in their day
thereby bring qualitative improvement to the overall teaching
classrooms.
By leveraging the reach and accessibility of ICTs and the benefits of the communications
revolution, this innovation seeks to reach teachers even in remote, rural areas, and bridge the
rural-urban knowledge divide.
The overall intent of LifeLines Education is to contribute to the larger goals of the Sarva
Shiksha Abhiyan towards enhancing skills and capacities of school teachers in India, and
improving delivery of educational services across the country. In line with this, LifeLines is
furthering the mandate of the Government of Rajasthan to bring quality education support to
teachers, through ICTs, with a longer term aim to enhance retention, improve access, better
learning outcomes in school subjects like English, Mathematics and Science, ass
training, and improve school curriculums.
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
Lifelines:
realising objectives of the SSA. The LifeLines Education programme was launched by
Government of Rajasthan under REI objectives, focusing principally on teacher deve
and curricular support in rural areas as mediated through the phone.
LifeLines Education, launched in 2008, was created by ICT-for-D agency OneWorld, towards
the larger goal of digital and knowledge inclusion of rural communities in India. UNICEF
supports its implementation in Rajasthan, while OneWorld anchors the programme delivery,
technology, and knowledge management of the service.
Today, LifeLines Education boasts a successful track record in enabling a knowledge platform
expanding teachers’ access to quality academic support on a sustained basis,
promoting efficient teaching skills in classrooms, and thereby helping to enhance the quality of
learning for children. The milestones achieved have encouraged the scale up of t
a modest pilot to expanded deployment, toll-free, across all 33 districts of Rajasthan.
The LifeLines Education service facilitates a convenient and accessible support mechanism for
continued and quality academic-pedagogic guidance and advisory on
their curriculum. It aims to assist teachers in their day-to-day transactions with students and
thereby bring qualitative improvement to the overall teaching-learning processes in village
By leveraging the reach and accessibility of ICTs and the benefits of the communications
revolution, this innovation seeks to reach teachers even in remote, rural areas, and bridge the
urban knowledge divide.
ines Education is to contribute to the larger goals of the Sarva
Shiksha Abhiyan towards enhancing skills and capacities of school teachers in India, and
improving delivery of educational services across the country. In line with this, LifeLines is
ing the mandate of the Government of Rajasthan to bring quality education support to
teachers, through ICTs, with a longer term aim to enhance retention, improve access, better
learning outcomes in school subjects like English, Mathematics and Science, ass
training, and improve school curriculums.
Transparency and Accountability
Case Study Education
4
realising objectives of the SSA. The LifeLines Education programme was launched by
Government of Rajasthan under REI objectives, focusing principally on teacher development
D agency OneWorld, towards
the larger goal of digital and knowledge inclusion of rural communities in India. UNICEF
supports its implementation in Rajasthan, while OneWorld anchors the programme delivery,
Today, LifeLines Education boasts a successful track record in enabling a knowledge platform
expanding teachers’ access to quality academic support on a sustained basis,
promoting efficient teaching skills in classrooms, and thereby helping to enhance the quality of
learning for children. The milestones achieved have encouraged the scale up of the service from
free, across all 33 districts of Rajasthan.
The LifeLines Education service facilitates a convenient and accessible support mechanism for
pedagogic guidance and advisory on
day transactions with students and
learning processes in village
By leveraging the reach and accessibility of ICTs and the benefits of the communications
revolution, this innovation seeks to reach teachers even in remote, rural areas, and bridge the
ines Education is to contribute to the larger goals of the Sarva
Shiksha Abhiyan towards enhancing skills and capacities of school teachers in India, and
improving delivery of educational services across the country. In line with this, LifeLines is
ing the mandate of the Government of Rajasthan to bring quality education support to
teachers, through ICTs, with a longer term aim to enhance retention, improve access, better
learning outcomes in school subjects like English, Mathematics and Science, assist teachers’
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
The LifeLines Education service brings about an innovative ICT platform
and Internet – that reaches to teachers in remote, rural regions of Rajasthan, and help
with routine academic guidance and pedagogic instruction on an on
The service is mediated in the local language and is accessible through any phone
landline. This is not a real-time, but an
hours in completing one consulting cycle.
1 Consulting cycle: Process of: Query registration by teachers
retrieval by teachers
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
The LifeLines Education service brings about an innovative ICT platform
that reaches to teachers in remote, rural regions of Rajasthan, and help
with routine academic guidance and pedagogic instruction on an on-demand basis.
The service is mediated in the local language and is accessible through any phone
time, but an IVRS based service, meaning there is a time lag of 24
ompleting one consulting cycle.1
Consulting cycle: Process of: Query registration by teachers – response processing by experts
flow
5
The LifeLines Education service brings about an innovative ICT platform – using the telephone
that reaches to teachers in remote, rural regions of Rajasthan, and helps them
demand basis.
The service is mediated in the local language and is accessible through any phone – mobile or
e is a time lag of 24-48
response processing by experts – and answer
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
The telephone serves as the medium of user interface in LifeLines
communication technology and custom
back-end to support integrated call handling and management of a very large audio and text
database.
The teacher dials the designated Li
language Interactive Voice Response System (IVRS) to record his/her query on academic and/or
curricular aspects.
The LifeLines Education system then generates a unique ID to acknowledge the posted quer
This ID is used by the teacher to retrieve the answer when s/he calls back the service in the next
24-48 hours.
At the backend, during this same period, Knowledge Workers at the LifeLines Hub access the
posted queries using a secure web application. Th
pre-existing set of similar queries and answers, which form the LifeLines Education knowledge
database. If the answer is not available in the database, the posted query is tagged and sent to
relevant education experts for appropriate response by email or phone.
A panel of academic and pedagogic experts, notified by the Government of Rajasthan, liaises
with the Knowledge Workers’ team to respond to the incoming queries from teachers on an
ongoing basis.
After the experts respond to the query, the Knowledge Worker readies the answer as a voice
clip, and using the web application again, tags the answer to its relevant query for the teacher
to retrieve it over phone by the stipulated time.
Every incoming query and corresponding response contributes to the LifeLines Education
knowledge database, enriching the knowledge content and aiding in future reference.
The knowledge database is presently comprised of more than 24,000 queries in the areas of
academic, pedagogic, classroom management, and curriculum/subject topics.
Methodology As a first-of-its-kind ICT platform in academics, LifeLines Education had been reasonably
expected to elicit a variety of interesting responses from the teaching community. There
gather accrued reactions on the service, and to collate a first
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
Lifelines:
The telephone serves as the medium of user interface in LifeLines
communication technology and custom-made computing applications are configured at the
end to support integrated call handling and management of a very large audio and text
The teacher dials the designated LifeLines Education number and is guided by its local
language Interactive Voice Response System (IVRS) to record his/her query on academic and/or
The LifeLines Education system then generates a unique ID to acknowledge the posted quer
This ID is used by the teacher to retrieve the answer when s/he calls back the service in the next
At the backend, during this same period, Knowledge Workers at the LifeLines Hub access the
posted queries using a secure web application. They respond to the queries by referencing a
existing set of similar queries and answers, which form the LifeLines Education knowledge
database. If the answer is not available in the database, the posted query is tagged and sent to
erts for appropriate response by email or phone.
A panel of academic and pedagogic experts, notified by the Government of Rajasthan, liaises
with the Knowledge Workers’ team to respond to the incoming queries from teachers on an
After the experts respond to the query, the Knowledge Worker readies the answer as a voice
clip, and using the web application again, tags the answer to its relevant query for the teacher
to retrieve it over phone by the stipulated time.
uery and corresponding response contributes to the LifeLines Education
knowledge database, enriching the knowledge content and aiding in future reference.
The knowledge database is presently comprised of more than 24,000 queries in the areas of
pedagogic, classroom management, and curriculum/subject topics.
kind ICT platform in academics, LifeLines Education had been reasonably
expected to elicit a variety of interesting responses from the teaching community. There
gather accrued reactions on the service, and to collate a first-hand account of its uptake, a
Transparency and Accountability
Case Study Education
6
The telephone serves as the medium of user interface in LifeLines, while high-end
made computing applications are configured at the
end to support integrated call handling and management of a very large audio and text
feLines Education number and is guided by its local
language Interactive Voice Response System (IVRS) to record his/her query on academic and/or
The LifeLines Education system then generates a unique ID to acknowledge the posted query.
This ID is used by the teacher to retrieve the answer when s/he calls back the service in the next
At the backend, during this same period, Knowledge Workers at the LifeLines Hub access the
ey respond to the queries by referencing a
existing set of similar queries and answers, which form the LifeLines Education knowledge
database. If the answer is not available in the database, the posted query is tagged and sent to
A panel of academic and pedagogic experts, notified by the Government of Rajasthan, liaises
with the Knowledge Workers’ team to respond to the incoming queries from teachers on an
After the experts respond to the query, the Knowledge Worker readies the answer as a voice
clip, and using the web application again, tags the answer to its relevant query for the teacher
uery and corresponding response contributes to the LifeLines Education
knowledge database, enriching the knowledge content and aiding in future reference.
The knowledge database is presently comprised of more than 24,000 queries in the areas of
pedagogic, classroom management, and curriculum/subject topics.
kind ICT platform in academics, LifeLines Education had been reasonably
expected to elicit a variety of interesting responses from the teaching community. Therefore, to
hand account of its uptake, a
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
primary feedback exercise was conducted on LifeLines. This was a dipstick study with teachers
who had called the service to explore merits and challenges
propagation. The exercise was conducted mainly through telephonic interactions with the
target audience, supplemented by in
The random sample of respondents was determined by taking every 50th query to LifeLines.
The Lifelines team then followed up with the sample set of users, focusing on both qualitative
and quantitative parameters including: (i) Number of times th
Subjects / topics for which they accessed LifeLines (iii) How they used the information obtained
from LifeLines and (iv) How they ranked the service on factors of timeliness and quality.
A total of 400 respondents have b
The respondents are located across Rajasthan including the districts of Ajmer, Jodhpur, Jaipur,
Jalore, Udaipur, Badamer, Bikaner, Badmer, and Sikar.
Table 1: Details of samples for telephonic
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
Lifelines:
primary feedback exercise was conducted on LifeLines. This was a dipstick study with teachers
who had called the service to explore merits and challenges in its adoption, use and
The exercise was conducted mainly through telephonic interactions with the
target audience, supplemented by in-person interviews in schools.
The random sample of respondents was determined by taking every 50th query to LifeLines.
The Lifelines team then followed up with the sample set of users, focusing on both qualitative
and quantitative parameters including: (i) Number of times they accessed LifeLines service (ii)
Subjects / topics for which they accessed LifeLines (iii) How they used the information obtained
from LifeLines and (iv) How they ranked the service on factors of timeliness and quality.
A total of 400 respondents have been interviewed, comprising teachers, students and parents.
The respondents are located across Rajasthan including the districts of Ajmer, Jodhpur, Jaipur,
Jalore, Udaipur, Badamer, Bikaner, Badmer, and Sikar.
: Details of samples for telephonic interview
Transparency and Accountability
Case Study Education
7
primary feedback exercise was conducted on LifeLines. This was a dipstick study with teachers
in its adoption, use and
The exercise was conducted mainly through telephonic interactions with the
The random sample of respondents was determined by taking every 50th query to LifeLines.
The Lifelines team then followed up with the sample set of users, focusing on both qualitative
ey accessed LifeLines service (ii)
Subjects / topics for which they accessed LifeLines (iii) How they used the information obtained
from LifeLines and (iv) How they ranked the service on factors of timeliness and quality.
een interviewed, comprising teachers, students and parents.
The respondents are located across Rajasthan including the districts of Ajmer, Jodhpur, Jaipur,
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
On average, the response of users to the Lif
research was supplemented with feedback on the satisfaction level of teachers, which was
captured online by the LifeLines IVRS.
teachers with LifeLines at m
stipulated duration is also over 90%.
Key stakeholders
OneWorld, and UNICEF, collaborating in a tri
Initiative. Together this partnership anchors
100,000 primary and upper primary schools across the state.
Under this collaboration, Government of Rajasthan leads delivery of the service toll
throughout Rajasthan, and enables its appropriate initiation into and uptake by the teaching
community. UNICEF enables the d
support to the programme. OneWorld anchors the innovative technology platform of this
programme, and manages its overall implementation and knowledge delivery across
Rajasthan.
The domain experts in LifeLines are a panel of leading academic and pedagogy specialists
affiliated with the Government of Rajasthan and UNICEF. They provide the specific knowledge
advisory and academic guidance to queries coming from teachers. These domain experts are in
close consultation with a team of Knowledge Workers, based at the LifeLines Education
backend hub managed by OneWorld. Knowledge Workers serve as the primary contact point,
communicating expert instruction and advisory to teachers via the voice
Lessons Learned The LifeLines Education service was launched first in Udaipur district to reach nearly 12,000
teachers in 4691 primary and upper primary schools. This was on a pilot basis to explore the
efficacy of a phone-mediated service for rural academics in R
2 The LifeLines technology allows teachers to provide feedback through the system’s IVRS.
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
Lifelines:
On average, the response of users to the LifeLines service has been enthusiastic. The above
research was supplemented with feedback on the satisfaction level of teachers, which was
captured online by the LifeLines IVRS.2 The results have posited the satisfaction level of
teachers with LifeLines at more than 85%. The timeliness of answer provision within the
stipulated duration is also over 90%.
Key stakeholders in the LifeLines Education programme are the Government of Rajasthan,
OneWorld, and UNICEF, collaborating in a tri-partnership under the Rajasthan Education
Initiative. Together this partnership anchors audience of over 4.5 Lakh teachers in more than
upper primary schools across the state.
Under this collaboration, Government of Rajasthan leads delivery of the service toll
throughout Rajasthan, and enables its appropriate initiation into and uptake by the teaching
community. UNICEF enables the domain knowledge through experts, and the resource
support to the programme. OneWorld anchors the innovative technology platform of this
programme, and manages its overall implementation and knowledge delivery across
Lines are a panel of leading academic and pedagogy specialists
affiliated with the Government of Rajasthan and UNICEF. They provide the specific knowledge
advisory and academic guidance to queries coming from teachers. These domain experts are in
sultation with a team of Knowledge Workers, based at the LifeLines Education
backend hub managed by OneWorld. Knowledge Workers serve as the primary contact point,
communicating expert instruction and advisory to teachers via the voice-mode.
The LifeLines Education service was launched first in Udaipur district to reach nearly 12,000
teachers in 4691 primary and upper primary schools. This was on a pilot basis to explore the
mediated service for rural academics in Rajasthan.
The LifeLines technology allows teachers to provide feedback through the system’s IVRS.
Transparency and Accountability
Case Study Education
eLines service has been enthusiastic. The above
research was supplemented with feedback on the satisfaction level of teachers, which was
The results have posited the satisfaction level of
ore than 85%. The timeliness of answer provision within the
Education programme are the Government of Rajasthan,
partnership under the Rajasthan Education
audience of over 4.5 Lakh teachers in more than
Under this collaboration, Government of Rajasthan leads delivery of the service toll-free
throughout Rajasthan, and enables its appropriate initiation into and uptake by the teaching
omain knowledge through experts, and the resource
support to the programme. OneWorld anchors the innovative technology platform of this
programme, and manages its overall implementation and knowledge delivery across
Lines are a panel of leading academic and pedagogy specialists
affiliated with the Government of Rajasthan and UNICEF. They provide the specific knowledge
advisory and academic guidance to queries coming from teachers. These domain experts are in
sultation with a team of Knowledge Workers, based at the LifeLines Education
backend hub managed by OneWorld. Knowledge Workers serve as the primary contact point,
mode.
The LifeLines Education service was launched first in Udaipur district to reach nearly 12,000
teachers in 4691 primary and upper primary schools. This was on a pilot basis to explore the
The LifeLines technology allows teachers to provide feedback through the system’s IVRS.
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
The service has demonstrated how ICTs can be used to effectively benefit the information
needs of a significant section of the rural population
earlier unaddressed.
Enabling continued academic guidance
their local language, LifeLines has established itself as an effective support platform in rural
Rajasthan.
Teachers today recognise LifeLines
instruction and teaching guidance from experts, which they acknowledge is having a positive
impact on the standard of qualitative learning.
This recognition of LifeLines is reflected in its increasing demand and usage by teachers, and is
the cornerstone on which the LifeLines service bases it success. In view of such popularity and
uptake, the Government of Rajasthan in 2010 scaled LifeLines up as a toll
it accessible free of cost across all the 33 districts of Rajasthan. This was a big s
enabling equitable knowledge delivery, especially in remote, rural areas in the state, where
regular academic-support is otherwise hard to come by.
Going toll-free, the LifeLines Education service expanded its coverage from 12,000 teachers
Udaipur, to a population of over 4.5 lakh teachers in more than 100,000 schools across
Rajasthan. The teachers’ response to LifeLines Education toll
evident in a high number of calls coming from across all regions of R
volume indicates the multiplier effect LifeLines has generated in the academic community,
while the noticeable variety and
teachers and students are keen to extend the fro
learning.
Teachers have posted a variety of queries on the service
and pedagogy-related queries, to child psychology, classroom management, and teaching
learning methods.
Query types: Queries vary from vocabulary enrichment and writing skills for children to use of
TLM, career counseling, and miscellaneous topics like popular science, polity, general
knowledge and current affairs. An average monthly query pattern is dep
below.
Public Grievances and Pensions
Researched and documented by
Lifelines:
The service has demonstrated how ICTs can be used to effectively benefit the information
needs of a significant section of the rural population - the village school teachers
Enabling continued academic guidance and didactic advisory to teachers, via phone and in
their local language, LifeLines has established itself as an effective support platform in rural
Teachers today recognise LifeLines-Education for providing them with access to curricular
ruction and teaching guidance from experts, which they acknowledge is having a positive
impact on the standard of qualitative learning.
This recognition of LifeLines is reflected in its increasing demand and usage by teachers, and is
hich the LifeLines service bases it success. In view of such popularity and
uptake, the Government of Rajasthan in 2010 scaled LifeLines up as a toll
it accessible free of cost across all the 33 districts of Rajasthan. This was a big s
enabling equitable knowledge delivery, especially in remote, rural areas in the state, where
support is otherwise hard to come by.
free, the LifeLines Education service expanded its coverage from 12,000 teachers
Udaipur, to a population of over 4.5 lakh teachers in more than 100,000 schools across
Rajasthan. The teachers’ response to LifeLines Education toll-free has been enthusiastic, as in
evident in a high number of calls coming from across all regions of Rajasthan. The large call
volume indicates the multiplier effect LifeLines has generated in the academic community,
while the noticeable variety and depth in the range of questions received indicate that both
teachers and students are keen to extend the frontiers of their knowledge beyond conventional
Teachers have posted a variety of queries on the service – these range from subject/curriculum
related queries, to child psychology, classroom management, and teaching
Queries vary from vocabulary enrichment and writing skills for children to use of
TLM, career counseling, and miscellaneous topics like popular science, polity, general
knowledge and current affairs. An average monthly query pattern is dep
Transparency and Accountability
Case Study Education
9
The service has demonstrated how ICTs can be used to effectively benefit the information
the village school teachers - that was
and didactic advisory to teachers, via phone and in
their local language, LifeLines has established itself as an effective support platform in rural
Education for providing them with access to curricular
ruction and teaching guidance from experts, which they acknowledge is having a positive
This recognition of LifeLines is reflected in its increasing demand and usage by teachers, and is
hich the LifeLines service bases it success. In view of such popularity and
uptake, the Government of Rajasthan in 2010 scaled LifeLines up as a toll-free service, making
it accessible free of cost across all the 33 districts of Rajasthan. This was a big step forward in
enabling equitable knowledge delivery, especially in remote, rural areas in the state, where
free, the LifeLines Education service expanded its coverage from 12,000 teachers in
Udaipur, to a population of over 4.5 lakh teachers in more than 100,000 schools across
free has been enthusiastic, as in
ajasthan. The large call
volume indicates the multiplier effect LifeLines has generated in the academic community,
depth in the range of questions received indicate that both
ntiers of their knowledge beyond conventional
these range from subject/curriculum
related queries, to child psychology, classroom management, and teaching
Queries vary from vocabulary enrichment and writing skills for children to use of
TLM, career counseling, and miscellaneous topics like popular science, polity, general
knowledge and current affairs. An average monthly query pattern is depicted in the graph
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
The highest concentration of queries is in the area of Social Science
under this subject. An increasing number of queries have also been registered on career
guidance and counseling, which are posted mostly by students.
General Knowledge questions
and students. Parents also post questions on LifeLines. Science, Mathematics, History and
Geography are the other subjects on which many questions have been received in LifeLines.
Use of LifeLines’ advisory: The pedagogic information and didac
are being employed to clarify curricular and lesson
knowledge improvement by teachers.
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
Lifelines:
The highest concentration of queries is in the area of Social Science - 20 percent of queries are
under this subject. An increasing number of queries have also been registered on career
guidance and counseling, which are posted mostly by students.
General Knowledge questions, another large component, have been asked by bot
and students. Parents also post questions on LifeLines. Science, Mathematics, History and
Geography are the other subjects on which many questions have been received in LifeLines.
The pedagogic information and didactic advisory from LifeLines
are being employed to clarify curricular and lesson-related doubts, and to aid in self study and
knowledge improvement by teachers.
Transparency and Accountability
Case Study Education
20 percent of queries are
under this subject. An increasing number of queries have also been registered on career
, another large component, have been asked by both teachers
and students. Parents also post questions on LifeLines. Science, Mathematics, History and
Geography are the other subjects on which many questions have been received in LifeLines.
tic advisory from LifeLines
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
Nearly half of the teachers in the primary survey mentioned above have stated that they refer
to LifeLines from time to time for subject and general knowledge guidance. This is on occasion,
over and above what they teach and conduct in their classrooms. Forty four percent of teachers
have said that they are using LifeLines’ advisory as an input to
classrooms. The advisory has also been applied for classroom and school management
procedures, and to formulate lesson plans for students. The academic support from the service
has been employed by 5 percent of users to help
Figure 3: Use of Information provided by Lifelines
Figure 4: Multiple usage pattern of Lifelines Education
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
Lifelines:
Nearly half of the teachers in the primary survey mentioned above have stated that they refer
to LifeLines from time to time for subject and general knowledge guidance. This is on occasion,
over and above what they teach and conduct in their classrooms. Forty four percent of teachers
have said that they are using LifeLines’ advisory as an input to the teaching processes in their
classrooms. The advisory has also been applied for classroom and school management
and to formulate lesson plans for students. The academic support from the service
has been employed by 5 percent of users to help in preparation for competitive exams.
: Use of Information provided by Lifelines
Repeat usage:
by the pattern of repeat callers
to the service.
research with 400
basis. It indicates that 40 percent
Lifeline users have used the service at least
: Multiple usage pattern of Lifelines Education
Transparency and Accountability
Case Study Education
11
Nearly half of the teachers in the primary survey mentioned above have stated that they refer
to LifeLines from time to time for subject and general knowledge guidance. This is on occasion,
over and above what they teach and conduct in their classrooms. Forty four percent of teachers
the teaching processes in their
classrooms. The advisory has also been applied for classroom and school management
and to formulate lesson plans for students. The academic support from the service
in preparation for competitive exams.
Repeat usage: The effective
by the pattern of repeat callers
to the service. The primary
research with 400 respondents,
mentioned above, provides the
statistics on teachers accessing
basis. It indicates that 40 percent of teacher
Lifeline users have used the service at least
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
twice and up to five times; 19 percent have used it over five times and 8%percentare regular
users who have accessed the service over 20 times.
An emerging value proposition for the differently
outcome of LifeLines Education has been the benefits it is bringing to students who are
differently-abled. In the Government Pragya Chaksu Blind School in Udaipur, a group of
around 50 students regularly refer to LifeLines
instruction in voice mode is easier to follow; it also saves them time in looking for information.
Virendra Arya, the principal of the school, says, “Our students often use the LifeLines
Education service and I think this is an immensely helpful service. Since this provides
information in voice mode, it makes knowledge retention easier for students. Further, Braille
language is not always available for all kinds of subject
consuming for visually impaired students to gather information from different sources.
LifeLines Education has been a valuable service in this regard.”
Looking Ahead The standard of questions in LifeLines Education is also rising
exponentially as more incisive and elaborate queries are being
received. Teachers have posted queries on how to reduce
dropout rates of girl children, manage slow learners, and
out multi-grade teaching in a single classroom. Students from
Open Schools are also discovering Lifelines as a good
reference source.
The educational knowledge database built from the queries and responses of LifeLines
Education, comprising over 24
The Government of Rajasthan is looking t
this knowledge database to generate pedagogic and subject
educational resources for teachers, renovate and revise the pedagogy and curriculum, and
improve teacher training and capacity building programmes under SSA.
Transparency and Accountability
Governance Knowledge Centre
Public Grievances and Pensions
Researched and documented by
otherwise not as easily resolved. I will
recommend the service to be used by
other teachers and students.”
Teacher, Subject Geography Sawai
Madhopur
twice and up to five times; 19 percent have used it over five times and 8%percentare regular
users who have accessed the service over 20 times.
An emerging value proposition for the differently-abled: A less expected yet positive
outcome of LifeLines Education has been the benefits it is bringing to students who are
abled. In the Government Pragya Chaksu Blind School in Udaipur, a group of
around 50 students regularly refer to LifeLines to aid in their daily studies. They say that
instruction in voice mode is easier to follow; it also saves them time in looking for information.
Virendra Arya, the principal of the school, says, “Our students often use the LifeLines
I think this is an immensely helpful service. Since this provides
information in voice mode, it makes knowledge retention easier for students. Further, Braille
language is not always available for all kinds of subject-related queries, and it is time
ing for visually impaired students to gather information from different sources.
LifeLines Education has been a valuable service in this regard.”
The standard of questions in LifeLines Education is also rising
exponentially as more incisive and elaborate queries are being
Teachers have posted queries on how to reduce
dropout rates of girl children, manage slow learners, and carry
teaching in a single classroom. Students from
Open Schools are also discovering Lifelines as a good
The educational knowledge database built from the queries and responses of LifeLines
Education, comprising over 24,000 elements, reflects rich topical diversity and offers valuable
insights that are directly relevant to the teaching-learning processes in school classrooms, and
the real time challenges faced by rural teachers.
The Government of Rajasthan is looking to employ the key outputs from a pattern analysis of
this knowledge database to generate pedagogic and subject-specific inputs and supplementary
educational resources for teachers, renovate and revise the pedagogy and curriculum, and
g and capacity building programmes under SSA.
Transparency and Accountability
Case Study Education
concept. It helps teachers and students
to solve difficult queries which are
otherwise not as easily resolved. I will
recommend the service to be used by
other teachers and students.” Alok,
Teacher, Subject Geography Sawai
Madhopur
twice and up to five times; 19 percent have used it over five times and 8%percentare regular
A less expected yet positive
outcome of LifeLines Education has been the benefits it is bringing to students who are
abled. In the Government Pragya Chaksu Blind School in Udaipur, a group of
to aid in their daily studies. They say that
instruction in voice mode is easier to follow; it also saves them time in looking for information.
Virendra Arya, the principal of the school, says, “Our students often use the LifeLines
I think this is an immensely helpful service. Since this provides
information in voice mode, it makes knowledge retention easier for students. Further, Braille
related queries, and it is time
ing for visually impaired students to gather information from different sources.
The educational knowledge database built from the queries and responses of LifeLines
,000 elements, reflects rich topical diversity and offers valuable
learning processes in school classrooms, and
o employ the key outputs from a pattern analysis of
specific inputs and supplementary
educational resources for teachers, renovate and revise the pedagogy and curriculum, and
Transparency and Accountability
Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances
Ministry of Personnel, Public Grievances and Pensions
Government of India
Today, LifeLines Education is poised to be deployed in further innovative ways to enable
equitable and quality educational service delivery across Rajasthan, and develop a fresh
perspective towards education
Research was carried out by the OneWorld Foundatio India (OWFI), Governance Knowledge Centre (GKC) team.
Documentation was created by Assistant Manager (LifeLines
For further information, please c
Annexure I
3. Subject
5. No. of Students taught by Teacher
6. Query Posted and its Reply Received
7. Feedback / Use of the Response/Reply
8. Satisfaction Level (Scale 1-5) and Suggestions and
Recommendations
Public Grievances and Pensions
Researched and documented by
Lifelines:
Today, LifeLines Education is poised to be deployed in further innovative ways to enable
equitable and quality educational service delivery across Rajasthan, and develop a fresh
perspective towards education reforms in the state.
Research was carried out by the OneWorld Foundatio India (OWFI), Governance Knowledge Centre (GKC) team.
Documentation was created by Assistant Manager (LifeLines-India), Madhusmita Hazarika
For further information, please contact Naimur Rahman, Director, OWFI at owsa@oneworld.net
2. Phone No and Teacher’s Name
4. Location: School Name, Place
5. No. of Students taught by Teacher
6. Query Posted and its Reply Received
7. Feedback / Use of the Response/Reply
5) and Suggestions and
13
Today, LifeLines Education is poised to be deployed in further innovative ways to enable
equitable and quality educational service delivery across Rajasthan, and develop a fresh
Research was carried out by the OneWorld Foundatio India (OWFI), Governance Knowledge Centre (GKC) team.
Madhusmita Hazarika, OWFI