Annual Report 2005 Asha for Education Note from the Coordination Team Melli Annamalai,4 the Asha Coordination Team

2Annual00 Report5 for Education Bringing hope through education Asha for Education To catalyze socio-economic change in India through education of underprivileged children. for Education Bringing hope through education Contents 4 Note from the Coordination Team 9 Asha 14 10 Snapshots for 2005 13 Asha Zurich Project Report 16 The Asha Advocacy Group 20 Christmas with Parivaar 22 Primary Education in India 28 Purna Pragna Trust 30 Running the Marathon 33 Sankalp Newsletter 35 Financials 36 Chapter Accounts Summary 39 Project Disbursements 53 Consolidated State of Income 55 Coordination Team 56 Contact Information Annual Report 2005 Asha for Education Note from the Coordination Team Melli Annamalai,4 The Asha Coordination Team Oindrilla Choudhury 13 years Project Kalyania, Asha Atlanta Annual Report 2005 Asha for Education Note from5 the Coordination Team When I began volunteering for Asha, I was thrilled 14 years after Asha began in 1991, Asha has looked that I could donate some money with the thought to understand these issues. We understand that that it would do so much good in India since it socio-economic change is not just about making would be multiplied 40 times. “We can help edu- schools accessible – it is about quality of education, cate so many children and give them choices and curriculum, midday meals for nutrition and health opportunities we have,” I thought. I was avidly fo- to learn, access to books to widen a child’s horizons, cused on fundraising. I wanted to raise more and and a whole lot of other things. Helping gain ac- more funds to help more and more children. Raise cess to quality education means providing a library, more money, run more schools, and we would have facilitating field trips, funding a teacher, building a change, I thought. I was wrong. kitchen for a school, providing Science equipment, encouraging two-way dialogues in schools, and so The chapter I was with began to focus on projects on. It also means understanding the complexities so I began to look at the projects that were funded and challenges migrant workers face to educate more closely. I read project documents, called and their children, the extraordinary difficulties chil- discussed issues with projects. I visited projects dren in vulnerable situations such as children of and spent time there. And I began to understand sex-workers and children on the street face, the so- the real complexities in socio-economic change cial dynamics that spill into the classroom. All of through education. these issues have to be addressed in projects. Some type of school often exists within a mile of a The range of work Asha chapters and volunteers child’s home. And enrollment in class I was at a did this year reflects this evolution of Asha from a near 100% in some states. Why then did only 10- charity focused organization to a mature organiza- 12% complete class X successfully? Why could so tion that understands that funds is just one part many students past primary schools barely read of the problem. The Asha Advocacy group stud- and write? Why did education seem useless for real ies several policy discussions underway in society. empowerment, to avoid exploitation? Why did edu- An increasing emphasis on improving government cation that was part of the curriculum seem to have schools comes from the belief that education for all very little relevance to the day-to-day life of a child? was a duty of the government. It is also based on Does education help in real socio-economic change? the realization that the government has a large What was the goal of education – was it focused on budget for education – not enough, but much more a job or something more? What kind of education than what any non-profit group could provide – and gave children real choices in life? Was literacy suf- that the funds were not used effectively. Working ficient? Was finishing primary school sufficient? with very vulnerable children meant selecting the Till what level should education be supported? partner organization with care, ensuring that the Annual Report 2005 Asha for Education Note from6 the Coordination Team additional complexities were well understood by but choices in fighting exploitation, choices in op- the organization. Providing a library for schools is tions when a child is sick, choices in getting out of strongly encouraged with several chapters auto- the level in society’s hierarchy they are born into, matically approving an additional small amount of and so on. Fundraising, projects work, advocacy funds to every supported project. – we will do what it takes to reach that goal. It is important to us that we reach the goal we set for We would never have come this far without your ourselves. Our goal is socio-economic change, and support. It is your unquestioning and unwaver- we are determined to work on education with that ing support that helps us be introspective, question goal in mind. Socio-economic change can be defined ourselves, and do the right thing to reach our goal. as having increased choices in life. One of our goals is to ensure that children have more choices than Thank you. their parents. These are not just choices in jobs, Annual Report 2005 Asha for Education Asha 14 My Reflections on the Asha Wide Conference, Chicago, 2005 7Ravi Manghani Subha Sarkar 13 years, Project Kalyania, Asha Atlanta Annual Report 2005 Asha for Education 8Asha 14 This was my first Asha wide conference, not count- In addition, Vignesh (Secretaru, Asha) talked about ing the Asha West Coast conference 2004 at Seat- “International registration” to enable Asha to move tle. A big incentive for me to attend the conference out the mode of constant fire-fighting and to get was to see some faces which till then had been only more organizational accountability. There were e-mail ids in the Asha mailing list discussions, or presentations on right to information and right to those voices that I had got used to on Asha-wide campaign. Anand ( Project Coordinator, Asha) talk- conference calls. I took a red-eye to Chicago on Fri- ed about the impact of the Asha projects in general day night (May 29th) to be on time for the key-note touching on the core values of Asha’s mission state- address ( but importantly for morning breakfac- ment, that is, empowerment through education. st!). There couldn’t have been a better start to the conference than to have Dr. J.P. Prakash (Nation- There were few breakout sessions dealing with al Coordinator and founder of Lok Satta, People Asha fellowship. Tsunami recovery work, Asha Power). He has been a champion for a non-parti- and technology, Asha sanctuary, and working with san people’s movement for better governance. He Government schools. There were updatds from the gave a powerful keynote address of how Asha can treasury, web, publicity, and fundraising teams. fit in and focus on simple interventions in school Most importantly, we had a long session dedicat- education, university schooling, health care and ed to drafting an ARC proposal which envisions a creating leadership opportunities. one-step approval of Asha-India projects that have met a defined set of criteria. Few volunteers from There were many interesting sessions and it will Chicago chapter are also working on getting a bet- require more than just a page to truly share the ter software tool for treasury team and this will be learning and experiences shared in each one of shared Asha wide eventually. them. There were a lot of action items and these have been listed on: The end note address was delivered by Sam Pitro- http://asha14minutes.blogspot.com da, an internationally respected telecom inventor, Most importantly, I would like to mention a few, management guru and entrepreneur best known for for example a fund-raising proposal where Gautam revolutionizing telecommunication in India during Patil, an experienced climber from Bay Area will this tenure are Chief Technology advisor to the then be climbing the Mt. Everest in the summer of 2006. PM, Rajiv Gandhi. He talked about knowledge- its For this, an Asha-climb group has been set-up for relevance and access, connectivity and applications, managing the logistics. The Chicago chapters is also knowledge concepts related to university, educa- working towards an Asha Representative Council tion, research institutes and patent laws and lastly (ARC) process for Tsunami recovery proposals. about e-governance. He briefed us about his role as Annual Report 2005 Asha for Education 9Asha 14 the chair of National Knowledge Commision; consti- stayed under one roof(going well with the spirit of tuted by India’s current Prime Minister, Dr. Singh Asha) debating into the wee hours of dawn over multiple shots of Red Bull. The conference was attended by 60-65 volunteers from 30 chapters, including Germany and newly No trip is complete for me without missing a flight, formed Canada chapter. It is not possible to have and I didn’t disappoint this time either. After an ex- been to an Asha conference and not talk about food tended stay at one of the Chicago volunteer’s house and the famous all-night discussions. Kudos to Asha on Monday night, I returned to Seattle all charged Chicago volunteers for arranging our stay at a hos- up on Tuesday afternoon, with fond memories, new tel; it was a great choice as all Asha volunteers friends, and the same mission” to bring about socio- economic change through medium of education. Annual Report 2005 Asha for Education Snapshots for 2005 10 Asha Cleveland Oindrilla Choudhury 13 years Project Kalyania, Asha Atlanta Annual Report 2005 Asha for Education 11Snapshots for 2005 The year 2005 was a very exciting and busy year for volunteers.

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