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

1. SEEKHO
Bi-Annual Report
January-June 2014

2. Table of Contents
(3) Message from our Founder
(5) Introduction
(7) Model Village Program
(19)
Changemaker Pilot Program
(23)
Our Support
(25)
Our Partners
(26)
Financials

3. A Message from our Founder
Slowly, but surely, community members from other villages asked us to come to their
villages, so we did. As we moved to these communities and identified new needs, we
started new programs: a mother literacy program, a preschool program, a literacy
program for primary school students, and afterschool centers from students in grades
1-10.
All of this growth was facilitated by our Education-for-Education program, in which
students with at least a high school degree learn for 2 hours in the morning in exchange
for teaching 2-4 hours each day in the community. Creating this family of young
changemakers committed to continual growth and service of the community has been
the foundation of our success.
Whenever I think of these teachers and changemakers, my mind is brought to Suhani.
When I first met Suhani, she felt ashamed to even look me in the eye when saying hello.
After three months, she became a steady contributor in the morning, and after six
months, she became the head of our Mother Literacy program. Her presence, strength,
and words have inspired young girls and women alike.
3
It’s hard to believe that what began
as a small project to help one
village educate their children has
grown into an organization working
in 20 villages with a 40-person
team. Just one year ago, we were
only serving about 50 community
members and had a total staff,
including volunteers, of just 5. We
have now served over 2,000
community members and are on
track to reach another several
thousand more over the next six
months.
SEEKHO was founded following a village meeting in which community members
described the need for an improved education system. We identified the existing
resources within the community: spaces, educated individuals who could be trained as
teachers, and community members, who could hold government teachers accountable.

4. The ability of these teachers to bring people together, inspire them, and spark social
change has led us to realize what our special sauce is: identify these people, train them
in our method, support them through our learning platform, and connect them to our
partners.
With this in mind, we have launched a Changemaker Program, in which local people -
who are empathetic, gritty, problem solvers - help their villages realize their strengths
and shared visions. If local resources are enough to bring about this future, then the
community will work to bring it about. However, in some cases, it is also necessary to
have local people and resources work with existing private and government service
providers.
Through this process, the main themes that continue to drive us forward are: a
commitment to learning, a commitment to listening to our stakeholders, and a
commitment to leveraging local resources and strengths to bring about change.
We have served 2,000 more people than we had a year ago, but we still have a long way
to go. We plan to expand to 50 more villages this year to continue improving the model.
Within 10 years, we imagine creating a method that is scaled up by the government and
our partner organizations to reach each of India’s 700,000 villages.
These are ambitious goals, but they are reachable. We know we can make them happen.
As we always say: I can do anything, you can do everything, and together, we will change
the world!
- Zubin
A Message from our Founder
4

5. 5
Introduction

6. Introduction
6
SEEKHO is guided by two principles. We believe that resources and
strength exist in every environment but are merely untapped or used
ineffectively. And we believe that SEEKHO is in everyone. Whether you
provide advice from 10,000 miles away, donate, or work with SEEKHO in
Bihar, you own this organization.
SEEKHO exists as one entity with thousands of voices and ideas working
together to transform the world. As such, it is imperative that we remain as
transparent as possible. This bi-annual report serves as a manifestation of
our ongoing desire to keep everyone within the SEEKHO family engaged
and informed.
Over the past year we have been working in the small town of Bishanpur,
nestled in the Kishanganj District of northeastern Bihar. We have developed
contextualized programs according to the strengths and visions of the
community through empathizing, building trust, and identifying and training
local talent.
We are immensely grateful to be taking part in this fantastic journey with
you and encourage you to continue on this Yatra with us!

7. 7
Model Village Program

8. Model Village Program
8
Model Village Program
In order to effect change starting at the village level, the local community
within the Bishanpur Panchayat (town) decided it was best to start with
education. By focusing on education, the community believed that the
challenges they faced in a broader, larger context would also be eradicated.
Therefore, we began by recruiting volunteers and designing programs that
would fit the community’s needs. While most existing NGOs focus on
creating a parallel system of education through private schools and centers,
our program focuses on making the existing system function better.
For the past year, we have been able to serve over 2,000 community
members through our Education-for-Education program. We train local
volunteers from the Bishanpur community to go out and teach in exchange
for English, computer, and leadership courses. They work in one of 4 areas
of the Model Village program:
① Anganwadi (preschool) Support (in community donated spaces)
② Reading Camps (in government schools)
③ Learning Centers (in our facilities)
④ Mother Literacy Camps (in community houses)
After 3 months of volunteer
service, each volunteer’s status
is assessed based on a criteria
that includes a commitment to
learning, quality of teaching,
and dedication/attendance.
Through this flagship program,
we have worked with local
volunteers to design contextual
programs, discover unused
resources, and create a culture
of learning by engaging each
and every stakeholder in the
learning process.

9. Model Village Program: Progress
34
Teachers
1,800
Community Members
Education for Education
59
Programs
Over the past 1.5 years, our Education for Education program has
engaged a quickly growing number of local teachers to directly serve
1,800 community members. In exchange for English, computer, film, art,
and leadership courses, our 34 teachers instruct in 59 local programs,
including Anganwadis, schools, mother literacy camps, reading camps,
and learning centers. We have ignited a contagious culture of learning by
engaging all stakeholders in the learning process. With this program, we
are successfully serving 60 new community members for every new
teacher trained.
9
0
500
1000
1500
2000
2500
0
5
10
15
20
25
30
35
40
Community Members Served
Number of Community
Members Served
Number of Teachers

10. Model Village Program: Success Story
Education for Education has greatly benefitted the local community. In the past 1.5
years, SEEKHO has been highly successful in supporting and empowering the teachers
who make our large-scale engagement possible. In exchange for their dedicated
teaching, we provide them with training in a variety of technical and soft skills as well
as exam preparation courses. In February, this growth manifested in a self-initiated
community project. After interviewing local stakeholders about the hazards of the
ubiquitous litter in their village and holding a SEEKHO brainstorming session, the
teachers devised a solution. They wanted to clean a trash-filled field across from one
of our SEEKHO facilities to create a space in which our students could play and
perform. However, while they liked the idea of a clean field for activities, they worried
how the community would perceive 20 young girls collecting trash (a job reserved for
the lowest castes). Despite these deeply entrenched cultural implications, the
daughter of a Marwari businessman, son of a tailor, and daughter of farmer
spearheaded the effort and, slowly but surely, all the volunteers joined until the space
was completely clean. Students began to play in the new field just four hours later.
Before the project, volunteers doubted that they could create such change. Now, they
continue to search for more solutions to clean the entire village. The EFE program has
provided a dynamic platform for local teachers to come together, collaborate, and
receive support, effectively transforming their role within the community.
10
Before:
The town dump
After:
A sports field!

11. Model Village Program: Progress
13
Villages
600
Students
Anganwadi (Preschool) Support
13
Anganwadis
Focusing on primary and early childhood education has proven to have
incredible long-term benefits. As this remains a crucial challenge for much
of rural India, we have developed contextual programs to support the
existing preschool programs in the area. With great success, we are
currently running Anganwadi (preschool) support in 13 villages. We train
existing Anganwadi teachers in our methodology to improve their
effectiveness and have created two centers in previously unserved areas.
Seven of our teachers work with a total of 600 preschool students in the
core target areas of public school readiness, school attendance, and
engagement. Using curriculum originally designed by Pratham, a
prominent NGO in the education space, we’ve taught and tested nine
separate skills designed to improve students’ Hindi and English
vocabulary, fine motor skills, teamwork, social skills, direction-following,
and recognition of shapes, colors, numbers, and sounds. The ultimate
goal of these activities is to prevent future dropout and academic issues.
Below are the results from pre- and post-tests administered on December
1st and March 1st, respectively, for the eight Angenwadi’s we were working
with at the time..
11
0
20
40
60
80
100
120
140
160
NumberofChildren
Skill Level
School Readiness Improvements
Color Identification Pretest
Color Identification Posttest
Shape Identification Pretest
Shape Identification Posttest
Ball Making Pretest
Ball Making Posttest
ABC Speak Pretest
ABC Speak Posttest
1-20 Identification Pretest
1-20 Identification Posttest
Greeting Pretest
Greeting Posttest
Walk on a Line Pretest
Walk on a Line Posttest
Color in the Lines Pretest
Color in the Lines Posttest
Poem Pretest

12. Model Village Program: Success Story
“When we first went to the
Jalal Tola preschool, Dulhar
Babu would rarely even look
at us. It was a grim place in
those days – very few
students, unengaged
teachers, and close to no
learning. Over time, as we
began teaching
demonstration classes, more
and more students started
coming. The voices of
children singing, laughing,
and learning could be heard
from the road outside the
school. However, Dulhar
Babu remained silent. He
was shy and felt afraid to
talk. We made it a goal to try
and get him to participate
more, so we spent extra time,
12
gave him hints when he needed them, and told him that making mistakes is
nothing to be ashamed of. He started to show more interest in class and
began participating more. One day, when we came to the Anganwadi,
Dulhar Babu had organized his fellow students in the class and led
them in a counting activity. We were inspired to see such a young
student taking ownership over the class. Equally important, he showed
impressive progress academically. On the pre-test, Dulhar Babu scored a 0
on each section. However, on his post-test, he had mastered all of the key
Anganwadi skills, such as reciting the alphabet, counting from 1-20,
identifying colors and shapes, and memorizing rhymes. It is almost hard to
believe how much Dulhar Babu progressed, but it shows the importance of
creating a supportive learning environment within the classroom. When
students feel safe and supported, then they can accomplish
incredible things.”
--Neha Agarwal, SEEKHO’s Jalal Tola Anganwadi teacher

13. Model Village Program: Progress
7
Villages
260
Students
Learning Centers
7
Centers
Over the past year and a half, SEEKHO has created seven learning centers
and served 260 students. Each learning center instructs 30-50 students
and supplements the students’ school education with lessons in math,
Hindi, and English. This allows students to fully master their school
material and gives students who are behind their grade level a chance to
catch up so they can resume learning in schools and not be confused by
material that is too advanced for them. Furthermore, learning centers
provide a structured environment for students to discuss and develop
character. With this supplementary education, learning centers allow
students to develop the character traits necessary to become successful,
independent leaders in whatever field they choose.
13
Learning Center
Date Opened
# of Students Served
SEEKHO Busti
February, 2013
30
Dahuwabari
December, 2013
50
Market 1st-5th
December, 2013
50
Market 6th-10th
December, 2013
30
Keberettola
April, 2014
30
Mahadevdighi
April, 2014
50
Kanhaiyabari
April, 2014
50
Total:
290

14. Model Village Program: Success Story
A timid 8-year-old boy named
Munazir Alam began coming
every day, rain or shine, to our
main Learning Center in early
February. The main purpose of
our learning centers is to help
those students who have fallen
through the cracks of an
ineffective system. In India,
students advance from grade to
grade, regardless of their
learning levels, resulting in 47%
of 5th graders only being able
to read at a second grade level.
(Asser, 2012) In addition, they
are largely taught using rote
teaching methods. Our
Learning Centers seek to
combat these issues by
focusing on the cultivation of
soft skills as well as group and
peer tutoring. Fifth grader
Munazir is a product of this
ineffective system: he could
barely solve simple addition
problems or read at a second-
grade level when we met him.
14
However, after five weeks of persistent efforts, including three-kilometer
daily treks to the reading camps (even during times of floods!), he was
reading simple sentences and solving subtraction problems. What’s more,
Munazir had a debilitating habit of stuttering, which was reduced
immensely by having him read in the classroom with everyone supporting
him, including the students. His shyness has begun to wither away and
he has begun socializing with his classmates.

15. Model Village Program: Progress
10
Villages
659
Students
Reading Camps
10
Schools
We are currently running reading camps across 10 villages, 10 government
schools, serving 659 children, and growing. Students range from 1st to 5th
grade, and primarily place below their respective grade reading levels.
SEEKHO leverages Pratham’s award-winning and empirically backed
CAMAL method to teach basic Math and Hindi competencies. The
program’s function is to bring students up to at least a second-grade level
in Hindi and Math, since currently, only 47% of fifth graders in India can
read at a second-grade level.
Illiterate
55%
Transiti
onal
32%
Literate
13%
Hindi Pre Test
Illiterate
Transitional
Literate
Illiterate
27%
Transitio
nal
27%
Literate
45%
Hindi Post Test
Illiterate
Transitional
Literate
0
50
100
150
200
250
300
NumberofStudents
Level of Mathematic Comprehension
Mathematics
Pre Test
Post Test
15

16. Model Village Program: Success Story
16
Rupa Kumari is vibrant 7-year-old girl. She studies happily in 2nd grade at
New Primary School, Dom Tola, in Kishanganj District. However, Rupa would
not be at this level if she had not joined the Reading Camps at NPS, Dom
Tola six months ago. She exhibited such debilitating learned helplessness
that she felt intellectually incapable of learning. As a result, she rarely
attended school and her educational levels were discouragingly low. The
Reading Camp pre-test indicated that she was unable to write her name
and could only count to 10. After 90 days of Reading Camps, though, there
has been a dramatic turnaround. Thanks to the constant encouragement
from our volunteers, the use of the CAMaL methodology, and Rupa’s
dedication, she is now able to read basic words and perform basic
arithmetic. She now attends class every day and is never afraid to express
her dreams of becoming a teacher!

17. Model Village Program: Progress
3
Programs
160
Mothers
Mother Literacy
8
Villages
After the amazing results from our Mother Literacy pilot program in
March, SEEKHO’s subsequent 2nd and 3rd round of month-long programs
have also seen similarly positive results. Over the course of these three
programs, we have been able to reach 160 mothers in just over 3 months.
Thanks to our incredible teachers, these programs have been largely
successful, both with attendance as well as learning levels. The three
mother literacy programs have had an average retention rate of 85%, and
almost 80% of the 160 mothers have shown increases in both Hindi and
math comprehension. In just a month - the length of each program - many
mothers have learned basic addition and subtraction and can now read
small words and even simple sentences. With these skills, mothers are
now able to engage in their children’s educational development. Much of
the learning material used to teach the mothers includes preschool and
1st-grade learning material to get mothers comfortable with their
children’s schoolwork. These mother literacy programs are both the first
and last stage of engagement with stakeholders on the educational
development ladder. It is imperative that mothers play an integral role in
their children’s education if positive learning habits are ever to become
embedded in the community.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Mothers were
Previously
Iliterate
Mothers became
Literate
Returned to
Multiple Literacy
Sessions
Learned to Read
Basic Words
Mother Literacy Statistics
17

18. Model Village Program: Success Story
On April 1st 2013, our first Mother Literacy program began in the outskirts of
Bishanpur town. Run by a SEEKHO teacher, Suhani, the program consisted
of 24 illiterate mothers, who were unconvinced of their own ability to learn,
and tentative of Suhani’s motives, as they had never been offered free
opportunities such as this. From the start of the program, something quite
remarkable happened. Shabista Begum, an illiterate twenty-two year old
mother of one, took control of her education. She began the program
as a reserved mother, barely able to recognize letters, let alone read
18
words. Living in a
traditional Muslim
community where
w o m e n a r e
encouraged to stay
home, she decided
instead to attend
every class and learn
as much as possible.
By the end of the
program, she was
able to read basic
words, and, more
encouragingly, she
started asserting
h e r s e l f a s a
vanguard of health
awareness in her
community.
By championing the possible benefits of maintaining personal hygiene and
menstrual health, she found her voice. She now takes pride in maintaining
her family’s finances, in part, because of classes Suhani conducted. She was
also trained in basic first-aid with a special emphasis on snakebites, as the
area around her village is replete with snakes, and she is currently training
other members in her community!

19. 19
Changemaker Pilot Program

20. Changemaker Pilot Program: Overview
Through our Model Village program, we have come to realize just how
much latent potential exists in rural Bihar. Equally important in the quest to
uplift rural India has been the realization that problems faced by
communities, no matter their size, are multi-dimensional and highly
contextual. Solutions must come from a fundamental understanding of local
dynamics and constraints. Locals know best, and it is now glaringly
apparent to us that they have the potential to unite their villages and
leverage their collective strengths. But even locals need help sometimes.
Starting June 1st, we began a two-month-long Changemaker Pilot program
for which 10 local changemakers were chosen through a process that
included an application, a public speech, and a democratic election. For the
duration of this Changemaker Pilot program, 7 students from international
universities such as Princeton, University of Pennsylvania, National University
of Singapore, and Azim Primji are working with these changemakers to
develop a sustainable model.
We are using this collaborative experience to map our assumptions,
conduct a comprehensive changemaker character analysis, engage with
partners, and train changemakers. Finally, and most importantly, we are
observing how all of these variables culminate in the changemakers’ ability
to effectively bring together all of the village resources and create change.
20
Changemaker Pilot Program

21. Changemaker Pilot Program: Model
21
We identify, train, support, and connect overlooked local
changemakers in rural India to ignite local solutions for shared visions.
Identify:
Local changemakers as action-oriented visionaries
Train:
Changemakers in the SEEKHO method of Asset-Based
Community Development, Positive Psychology, and
Design Thinking
Support:
Changemakers with mentoring and peer learning
Connect:
Changemakers and their communities to our ecosystem
of partner organizations
The Changemaker Model
The SEEKHO Training Method
Asset-Based
Community
Development
ABCD is a strengths-based approach to identifying and mobilizing
already existing local resources for sustainable change. With the right
training in community asset mapping, identification of stakeholders,
and empathy building, local leaders can help their communities
realize individual and group potential. Instead of focusing on
problems, this framework seeks to leverage the wealth of
communities in terms of their existing resources, people, and services.
This process has been pioneered by the ABCD Institute at
Northwestern University.
Positive
Psychology
This is the scientific study of the strengths and virtues that allow
individuals and communities to flourish. Many of the teachings of
Positive Psychology are associated with higher well-being, which has
been shown to lead to higher academic achievement, increased
future earnings, better health, and more pro-social behavior. This
strengths-based approach has been championed by the Positive
Psych Lab at University of Pennsylvania.
Design
Thinking
The best innovations are rarely made on the first attempt. In teaching
design thinking, changemakers learn a structured, human-centric
approach to producing innovative programs in resource-constrained
environments— empathize with community members, define the
challenge, brainstorm, prototype, gather feedback, rinse and repeat.
Learning through doing! This process has been adapted from the
Design School at Stanford University and the product design firm
IDEO.

22. Program Progress: SEEKHO Changemakers
22
Nuzhat Perveen
Age: 17
Nishat Kauser
Age: 21
Suhani Perveen
Age: 18
Munni Kumari
Age: 17
Muzmeri Perveen
Age: 18
Ganesh Bhagat
Age: 24
Razia Sultana
Age: 21
Sweety Rani
Age: 19
Saif Kahn-Warshi
Age: 18

23. 23
None of this would be possible without the support of our
incredible family of donors. With immense gratitude, we
thank you for taking part in this incredible journey with us!

24. Thank You
SEEKHO
Family!
Our Support
24
Graham Unterberger R Kellogg Thomas Allen Alex Ulay Arpan Rongong Haley Pearlstein Siddarth Chandra Navin
Sharma Dorry Guerra Robert Fink Dean Frankel Melanie Roth Adriana Saman Polly Vernimen Lauren Wilcox Tempa
Berish Ariela Mabourakh Drew Schwartz Serena Shi Rajesh Shah Lucie Read Todd Arfman David Portnoy Esme Lutz Lotus
Matthew Brunwasser Beena Kothari Samuel Hollin Zeke Sexauer Stephanie Peng Jacob Katz Brandon Liu Mohit Jain Allan Horn
Nandini Trivedi Arpit Shah Rajesh Shah Katherine Snyder Hardik Gupta Ben Kruger UPENN SASAIDrew
Zieff Mark Bao Marla Becker Raphaella Baek Alan Alan Samantha Rashid Izzy Kadish Carla BlumenthalAnne Weis Jannah
Berkley Dan Demarse Yijin Feng Tom M Randi Kramer Jeffrey Lowenstein Deborah Peltz Mark Sperry Glenda Curran
Yibin Zhang Zach Marks Leila Feldman Neelesh Bhansali Jessica Johns Lyn Lie Che Prerna Kakar Teresa Correa James Patrick
Hannah Groedel Sophia Bernazzani Zach Weingold Lauren House Mohit Sahni Yash Kothari Natalia Juncadella Lennie Zhu
Celine Seker Alice Xie Arijit Sengupta Samantha Selin Alicia Sliwinski Maggie Buff David House Nickolaus Rooney
Lynn Marks James Lee Lorna Brundrett Hannah Hickok Poorvi Shah Nancy Trinh Katherine HarringtonRachel Marcus
Devon Chen Jongmin Jeon Lukas Effman Dorothy Zablah Julie McAlpine Joshua March Vijay Limaye Mary Yap
Robert Easton Atulya Pandey John Bowman Charles Schmitt Graciela Blanchet Maya Chackho Adine Mitrani Joanne
Shu-En Emily Smith James Fink Shaun Mehra Alejandro Souza Robin Sparkles Shahaab Bhanji Adriana M González Shenin
Singh Tobin Fulton Aashish Tripathee Ann Broos Gemma Lenowitz Jordan Katz Louis Bergsman Priyanka Parikh Jordan
Magid Henry Christopher Julian Guelig Jordan Glick Rebecca Lomazow Scott Bolhack Chukwudi Motanya Adam Garnick
Sthanunatha Srinivasan Jacqueline Lem Janan Dave Alejandra Garcia Nicolas Klocanas Chnadra Bhansali Danielle Kraus
Ajay Mehta Charlotte B. Leib Laurence N.Benz Keiko Sakamoto Andrew Greene Lisa Andrews Arpan
Shah Dodyk Marcus Rakesh Dua Sima Golnabi Daniel Fallahi Patrick Houck Andrew Fiore Connie Fan Megha
Kosaraju Neesh Nathan Margaret Roberts Max Adler Patrice Kellog Jon Hezghia Alok Choksi Razeen Jivani Gillian
Brundrett Danielle Greenberg Malcolm Geddes Daniel Leks Lauren McCann Reva Reddy Vincent Sanchez-Gomez Rajeev
Pandya Benjamin Cunningham Daniel Goldman Emily Hale-Rude Melanie Nicholson Keven Kahn Jessica Dholakia Jibran
Khan Hotchkiss School Yong Feng See Josh Oynick Ali M. Kazmi Mukesh Shah Jamana Jain Karina
Sengupta Suzanne Wang Roham Gharegozlou Sandeep Jain Danielle Bernstein Chelsea Oclatis Anu AsokanBart Janangu
Hamdi Soysal Rock Delliquanti Michal Simkovic Nicole Marinese Katie Rafferty Charumathi Raja Vanessa Seah Tonada
Koch Zachary Martellucci Cole J Blum Jake Blum Tiffany D Mumtahena Hannan Yifei Xiao Jay Yang Tanvir Gopal Tiffany D
Gregg Latterman Mumtahena Hannan Elizabeth Benefield Jay Yang Laurie Israel Varsha Jain Samantha
Wyman Naman Shah Sudi Reddy Anshul Bhide Pamela Morin Laura MacKinnon John O'Neil Andrew Pon Naman Shah
Norman Kravitz Taylor Evensen Jeff Miller Alex Xu Rolf Christian Chance Rueger Nikita Patel Charlotte Day-Reiss Hadley
Siegel Eric Utay Marc Gerard Nina Otterson Carolyn Vernimen Chandra Bhansali Jesse Davis Julia Kwan Lucinda
Antrim Harshil Shukla Spencer Thompson Luis A. Garci Juan Corina Erika Lobo River Myers Ajay Shroff Saurabha Singhi
Lizzie Sivitz Alex Oshinsky Glen Boshart Nicole Danae Faut Aditi Abrol Matthew Solowey Eleanor Pryor Daniel Borowski
Krishna Mehta Lakshman Mulpuri Tara Korlipara Rhea Sud Darshna Dudhoria Hayley Hanafee Jake Gering
Siddarth Ashokkumar Neil You V Tsukanov Rohan Abrol Abhishek Agarwal Rosa Baek Barbara Samuels Rakesh
Bhargava Jared Rodman Federico Castro Aneesh Satnaliwala Daniel Fine David Kolansky Julian Katz-Samuels Renata
Giarola Cameron J Hough Sophie Domanski Meghna Mann Julia Molo Michelle Federman Robby Wyper Perry Leon
Rian Austin Keith Shackleton Debra Maisel Lauren Elliot Felicia Evensen Vinod Singhi

25. SEEKHO Partners
25
STiR education is
reshaping the education
landscape in India
through building a
movement of teacher-
changemakers. STiR
identifies teachers
engaging in micro-social
innovations and connects
them to their vast network
of public and private
sector partners.
Asha for Education is
dedicated to change
in India by focusing on
basic education in the
belief that education
is a critical requisite
for socio-economic
change. They've been
fully volunteer-run and
have supported over
400 projects all over
India.
The Social Impact
House offers a
residential fellowship
program that brings
together under one roof
a unique community of
innovators committed
to designing effective
solutions for social
change.
Indians 4 Social
Change is a socially
conscious content
platform whose
mission is to provide
a space for those
whose voices might
normally go unheard
to share their
thoughts. They
believe that truth is
spread through
deliberation!
Design for Change is a
global movement,
spanning 35 countries,
whose mission is to place
children in the driver’s
seat of change. Through
a simplified version of
Design Thinking, they
empower children to
become the change they
wish to see in the world.
Pratham is the largest
education NGO in India.
Established in 1994, they
aim to improve economic
and social equality
throughout India by
providing low-cost,
quality education to
underprivileged children.
Pratham currently has
programs running in 21
Indian states .

26. 26
Financials

27. Financials
70%
7%
4%
6%
9%
2%
1%
1%
Financial Breakdown
Project Expenses
Living Stipends
Rent
Facility Development
Office Supplies
Internet/Telephone
Community Mobilization
Travel
2014 2013
Jan 1-June31
Revenue
Revenue from Donations - 3,047,040 ₹
Total Revenue - 3,047,040 ₹
Expenses
Project Expenses 372,000 ₹ 186,500 ₹
Living Stipends 36,675 ₹ -
Rent 22,500 ₹ 4,900 ₹
Facility Development 34,882 ₹ 12,220 ₹
Office Supplies 46,538 ₹ 20,680 ₹
Internet/Telephone 10,160 ₹ 3,587 ₹
Community Mobilization 4,120 ₹ 7,124 ₹
Travel 7,975 ₹ 4,360 ₹
Total Expenses 534,850 ₹ 239,371 ₹
Revenue over expenses (534,850)₹ 2,807,669 ₹
In U.S. Dollars (8,914)$ 46,794$
Conversion Rate: 60Rs/Dollar
Statement of Activities
27

28. 28
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