FINALIZATION OF PARTNER STATES AND PSE ENGAGEMENT OPPORTUNITIES

29 APRIL 2021

This presentation is made possible by the support of the American People through the United States Agency for International Development (USAID). The contents of this presentation are the sole responsibility of INVEST, implemented by DAI, and do not necessarily reflect the views of USAID or the United States Government.

0 STATE SELECTION PROCESS | INITIAL ASSESSMENT OF ALL STATES CONDUCTED USING A DETAILED FRAMEWORK

All states were evaluated using a framework that factored in 3 key dimensions

(1) State Performance: Past performance record of states assessed through FLN learning outcomes, access to primary schools/ preschools and transition rate from primary to upper primary (2) Capability to implement FLN interventions: Intrinsic ability of states to implement interventions well leading to outcomes, indicated by availability of resources such as teachers and state's ability to utilize available funds (3) Amenability to PSE in education: Assessed basis past evidence of RfPs released, PMUs setup for education, CSR funders interested in the state, etc.

Additionally, state size was also taken into consideration and some smaller states were deprioritized.

Basis the above assessment, an initial shortlist of 12 states was arrived at, spanning a mix of low and relatively high performing states

The metrics used to score states as well as the comparative assessment output has been detailed out on subsequent slides

3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 1 Backup STATE SELECTION PROCESS | A COMBINATION OF METRICS USED TO SCORE STATES ON PERFORMANCE AND CAPABILITY TO DELIVER OUTCOMES

Indicator Metric Weightage Description Quality - Learning Scores in Language & Mathematics considered for grades 3 & 5; higher ASER Scores1 2 Outcomes weightage for grade 3 taken over grade 5 (2:1) from a FLN perspective Access – Indicates State's performance in enrolling eligible students of official age Primary Adjusted NER1 1 Enrolment group for a given level of education either at that level or levels above Performance Primary to Upper Indicates access to education for students based on the capacity of the Access - Retention 1 Primary Transition Rate1 system to retain them in school % children in Captures the % of children, aged 3 to 5, who study either in Anganwadis, Access - Preschool 1 preschools1 or private pre-schools % of elementary schools Indicates the extent of teacher vacancies in the system and the state's Teacher Adequacy without requisite no. of 1 commitment to adhering to RTE norms of PTR at elementary level teachers1 Teacher Adequacy % of single teacher Capability to 1 Indicates teacher availability and the extent of sub-scale schools deliver & school scale elementary schools1 ECE Focus AWWs/1000 Children 1 Indicates inputs going into ECE and State's focus on pre-primary care Capacity to 3-year average of the actual utilization of fund allocated by Centre and the SmSA Fund Utilization 1 execute budget respective states for implementation of Samagra Shiksha scheme

1. For all schools (govt. and private) ASER - Annual Status of Education Report 3/1/2021 USAID 2 Backup STATE SELECTION PROCESS | THIS WAS OVERLAYED WITH PROBABLE MEASURES INDICATING STATE PSE AMENABILITY TO ARRIVE AT A SHORTLIST

Indicator Metric Description Private funding to Average size of CSR Indicates the states with bigger CSR funded projects in education education projects in Education (important given USAID's particular interest to attract other private capital) Private funding to State's share of CSR spend Indicates interest of private players (corporates) in education in states education in education (important given USAID's particular interest to attract other private capital) PSE in Education Existence of PPP, PMU State's inclination to partners, direct Indicates the state government's historical amenability towards PSE through private sector procurement of services multiple options such as PPP, as a PMU partner or specific providers (including in involvement in by govt. in education (RfPs areas beyond FLN), any direct procurement via tenders/ contracts etc. education in public domain) etc.

Additional A proxy to indicate the scale of impact that can be achieved in a State – some factors for Scale of Impact Population shortlisting very small states were not considered

MCA – Ministry of Corporate Affairs; PPP – Public Private Partnership; PMU - Project Management Unit 3/1/2021 USAID 3 INITIAL SHORTLIST | 12 STATES WERE SHORTLISTED FOR FURTHER ANALYSIS

Capability Equal weightage - % all elementary schools without requisite no. of teachers, % of single teacher elementary schools, AWW/1000 children, SmSA fund utilization 100 States with States with low good performance performance but relatively Kerala Sikkim Punjab and capability- high capacity to 80 Punjab Haryana could deliver - good Himachal Pradesh become to Tripura benchmarks demonstrate Delhi impact 60 Jammu & Kashmir Chhattisgarh Maharashtra Assam West Bengal Rajasthan Tamil Nadu Manipur Mizoram Nagaland Odisha Goa Uttarakhand 40 Meghalaya Gujarat Karnataka Bihar Gujarat

Arunachal Pradesh Andhra Pradesh Madhya Pradesh 20 Madhya Pradesh Telangana Jharkhand

Uttar Pradesh 0 0 20 40 60 80 100 Performance Weightage – ASER scores:2, Primary Adjusted NER:1, Primary to UP transition rate:1, %children in preschool:1

Note: Size of the bubble is representative of relative population base of the state; ASER scores are unavailable for Delhi & Goa, hence they have been plotted basis NAS scores Shortlisted states to initiate interaction

3/1/20214/20/2021 USAID USAID INVEST: State Finalization & PSE opportunities 4 STATE SELECTION PROCESS | DEEP DIVE ASSESSMENT OF 12 SHORTLISTED STATES

The 12 shortlisted states were further assessed on 5 additional parameters.

i. FLN focus: • Whether the state has prioritized FLN as a key focus area and state leadership is excited and committed towards achieving FLN outcomes ii. Stage of planning/ executing FLN mission; FLN partners / funders already identified or not • How advanced the state is in terms of planning/ executing FLN mission • Whether specific FLN partners / funders have already been identified or not • If any other Pay-for-success instruments are already present in the state (Preference will be for states that are relatively early in their FLN mission journey and not too many partners already involved in planning/ executing/ funding FLN efforts or alternately clear gap areas for support must exist) iii. Impact potential: • Current scale of primary enrolment in the state (for further relative prioritization) iv. Distance to elections • Sufficient runway to elections to enable interventions to stabilize (at least 2 years) v. Interest in partnering with USAID • Assessed via primary conversations

Inputs for this assessment were gathered via direct conversations with the state leadership for education/ key private service providers active in the state as well as through secondary research.

3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 5 FINAL SHORTLIST| 3 STATES WERE PRIORITIZED AS POTENTIAL PARTNER STATES FOR USAID

Basis the deep dive assessments carried out on the 12 shortlisted states, 3 states were prioritized as potential partner states for USAID. These include Chhattisgarh, Karnataka and SDMC (Municipal corporation in Delhi)

These states have a high focus on FLN overall, are open towards PSE engagement and showed high interest in partnering with USAID. These states together also offer a good mix in terms of the state archetype (scale, demographics, location etc.) as well as potential FLN opportunities/ interventions.

In addition to these 3 states, 2 other states were also identified as potential states that may be considered in case of any concerns as further dialogues are undertaken – Tamil Nadu and Odisha. These states have also shown keen interest to partner with USAID and while they either already have P4S instruments in the state and funds/ partners for FLN, there exists potential to carve out a targeted PSE support package to enhance their ongoing efforts.

SDMC - South Delhi Municipal Corporation 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 6 Backup THE 3 STATES/ GEOGRAPHIES TOGETHER PRESENT A GOOD MIX OF DIFFERENT ARCHETYPES OF STATES AND OPPORTUNITIES

Chhattisgarh Karnataka SDMC (Delhi) 24.49 Mn (Delhi) State Population1 27.33 Mn 64.85 Mn 5.6 Mn (SDMC) 5015 (Delhi) #Schools with Primary classes2 37933 61647 595 (SDMC; all SDMC schools are primary) % Private Schools/ total #schools2 12.2% 26.3% 46.5% (Delhi) 1.80 Mn (Delhi) Total Primary Enrolment2 2.66 Mn 5.5 Mn 0.2 Mn (SDMC6) ST Primary Entrolment2 0.85 Mn (32.4%) 0.42 Mn (7.8%) 8,020 (0.44%) (Delhi)

NAS Language3 63% 77% 57% (Delhi)

NAS Mathematics3 58% 74% 53% (Delhi)

ASER Reading4 46.3% 77% NA

ASERArithmetic5 19.3% 74% NA • Mid-size state with high share of • Large state with high impact • Small set of schools with high visibility; public schools potential can attract other funders • Has a good size of tribal • Relatively good starting point • Good opportunity to showcase Overall View population - could allow for on learning levels – could be improvement in learning outcomes; specific opportunities to be developed into a benchmark could look at DIBs/ SIBs also in niche explored for this unserved/ state with 100% FLN areas covering all of SDMC underserved segment attainment ST – Scheduled Tribes, NAS - National Achievement Survey 1. Projected numbers for 2021 (except SDMC - 2011 datat) 2. For 2018-19 3. Avg. performance score of grade 3 students 4. % Grade 3 children who can read grade I level text 5. % grade 3 children who can perform subtraction 6. 2018-19 data basis Praja foundation paper on 'State of (Public) School Education in Delhi'; Source: Census 2011, Census Projections for 2021, MoE's SEShagun Dashboard, PIB, NAS 2017 Dashboard 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 7 POTENTIAL INTERVENTIONS ACROSS STATES

3/1/20214/22/2021 USAID USAID INVEST: State Finalization & PSE opportunities 8 POTENTIAL INTERVENTIONS | USAID CAN DRIVE MEASURABLE IMPACT IN FLN IN 4 KEY WAYS ACROSS CHOSEN STATES

1 2 3 4

Supporting states' FLN efforts, & Enhancing focus within a state on Supporting APS owners or private Building public goods plugging gaps where needed select unaddressed yet critical niches service providers with improved Plugging critical gaps where states Helping build innovative solutions for debt availability and outcomes- have on-going FLN efforts, or unaddressed demographics/ linked incentives Building a set of critically needed helping nascent states orchestrate stakeholders (e.g. CWSN, tribal Drive demand for outcomes public goods for FLN in gap their overall FLN mission with students) or unsolved / insufficiently improvement amongst APS areas (e.g. digital enablement) multiple areas of simultaneous addressed topics (e.g. parental owners or enable outcomes- action to drive outcomes engagement; Early Childhood focused scale up of service Education [ECE] - which is a new post providers; can also catalyze credit NEP imperative) market for underserved APS segments Financial instrument in focus – Financial instrument in focus Financial instrument in focus Financial instrument in focus – Challenge grants followed by – Conditional grants/ outcome- – DIBs/SIBs, and challenge-based grants Social Success Notes, and seed capital/ venture & pooled based grants guarantees/first loss guarantees funds with like-minded funders Potential option to support private Potential options to support selected state education departments Public good available for all players directly

3/1/2021 USAID 9 1 SUPPORTING STATES' EFFORTS FOR SYSTEMIC CHANGE IN FLN & PLUGGING GAPS AS NEEDED (STATE AGNOSTIC APPROACH DESCRIPTION) Current scenario & gaps Proposed approach for USAID & suitable financial instrument Currently, two archetypes of states exist: Two approaches can be taken by USAID: • Supporting a package of interventions simultaneously in a State I. States which have started efforts – For states in the first archetype, USAID can help identify and address 2-3 key gaps which might exist in towards FLN improvement (e.g. the state's efforts e.g. states usually will be doing content revamp along with some teacher training, but Odisha has setup a program for will need support with effective ongoing teacher enablement / capacity building and often also with FLN FLN with a set of Private Sector data & assessments strengthening Engagement [PSE] partners) – For states in the second archetype, USAID can bring a coalition of partners for content, teacher capacity development, assessments etc. with a lead partner or a PMU player anchoring & orchestrating the overall II. States which have not started a FLN mission design and execution (all states will be looking to launch the mission in line with recently focused program on FLN or do not released NEP guidelines) have any major intervention for FLN yet (e.g. Chhattisgarh) • Focusing on a 'horizontal' area across multiple states – As identified earlier, a few critical need areas are likely to exist across multiple states, esp. In either scenario, as multiple challenge - End-to-end holistic teacher capacity development areas need to be addressed - FLN assessments, data availability and usage simultaneously for outcomes to improve (e.g. teacher enablement, data and • Financial instrument: monitoring systems, parental – In both the above cases, USAID can fund private players through conditional grants or outcomes-based engagement etc.), significant opportunity grants; these initiatives will improve spending effectiveness of rest of the public money spent towards exists for USAID to come in and FLN as well address gaps in state's efforts in critical – A competitive outcomes-based grant structure can also be considered across 2-3 states together; a areas of action fixed sum can be allocated of which there can be a common starting grant to each state, and thereafter whichever state does better gets more (will need to be done while keeping M&E overhead in check) 4/29/2021 USAIDUSAID INVEST: Financial Instruments Landscape 10 ENHANCING FOCUS ON DEMOGRAPHICS/ STAKEHOLDERS AND TOPICS THAT 2 HAVE NOT BEEN ADDRESSED SUFFICIENTLY BY STATE EFFORTS (1/2)

Current scenario & gaps Proposed approach for USAID & suitable financial instrument 1. Certain demographics /stakeholders are marginalized and not sufficiently addressed by state efforts: children with special 1. Enhancing focus on marginalized demographics: needs (CWSN), tribal students, etc. – USAID can focus on supporting and proving effective models that 2. Select areas/ topics where effective models at any significant cater to the needs of CWSN e.g. provision of inclusive learning scale are not proven and where states have historically not resources, teacher capacity building for interacting with CWSN etc. put significant effort; the topics also have sufficient state leading to outcomes improvement for this segment. Few players budget allocation enabling future scale up, once models are operate in the space and have independently shown outcomes at proven relatively small scale (e.g. Sol's Arc, Thinkerbell Labs), but the issue – Parental & community engagement is low has not been prioritized much as yet – ECE was so far not under school edu. dept but post NEP – Similarly, needs of tribal students need to be catered to, especially all states will allocate budgets and aim to include at least solving for different mother tongue / language which has been an one year of pre-primary education to begin with; this is a issue with low focus, due to lack of learning materials in mother new area for states to address and they will need support tongue/ bilingual, teachers' inability to transact in the mother tongue 3. These areas where states have sufficient existing budgets, etc.; these students are also often observed to have higher dropouts; with typically small numbers of students (detailed in backup) few players that have focused on Multi-Lingual Education (such as – are good options for govts. to fund interventions as LLF) and demonstrated results at smaller scales can be evaluated for outcome funders (via SIBs, etc.) support

Note: Sol's Arc works in 3 states (Rajasthan, Madhya Pradesh, Maharashtra) and participated in the Educate Girls DIB (75% students improved learning levels in the DIB) Thinkerbell Labs has created the world's first self-learning braille device, 'Annie', being used in select districts in Jharkhand, Telangana, Chhattisgarh, Uttar Pradesh Language and Learning Foundation (LLF) has partnered with 1.8K+ schools in 7 states; undertaken MLE work in Chhattisgarh, Odisha, workshops in Rajasthan 4/29/2021 USAID 11 ENHANCING FOCUS ON DEMOGRAPHICS/ STAKEHOLDERS AND TOPICS THAT 2 HAVE NOT BEEN ADDRESSED SUFFICIENTLY BY STATE EFFORTS (2/2)

Current scenario & gaps Proposed approach for USAID & suitable financial instrument 1. Certain demographics /stakeholders are marginalized 2. Proving effective models in topics/ areas where historically states have not made significant & not sufficiently addressed by state efforts: children efforts or seen significant success with special needs (CWSN), tribal students, etc. – Parental engagement: USAID can support SMC strengthening/ wider parent & community awareness on right learning markers & their engagement with schools; a few recent 2. Select areas/ topics where effective models at any players such as Rocket Learning, Saajha, have demonstrated some success and could be significant scale are not proven and where states considered have historically not put significant effort; the topics also have sufficient state budget allocation enabling – ECE: Several states looking at introducing one pre-primary schooling year before grade in future scale up, once models are proven a few '00 to few '000 schools as pilots – states need support across content/ training / assessments etc.; diff. models may be attempted incl. adding a pre-primary grade within – Parental & community engagement is low govt schools, or a collaboration model with co-located Anganwadis for the purpose – ECE was so far not under school edu. dept but c post NEP all states will allocate budgets and aim • Financial instrument: to include at least one year of pre-primary – DIB/SIB can be a good instrument for these areas with effective models at large enough education to begin with; this is a new areas for scale, working closely with govt. can be proven. Simplified DIB models, such as those states to address and they will need support wherein the outcome funder itself provides the upfront working capital, etc. can also be considered. These are also areas where sufficient money is available within govt. budgets, 3. These areas where states have sufficient existing thus paving the path for govt to be an outcome payer in a SIB and taking such models to budgets, with typically small numbers of students scale; ensures better spending of public money. (detailed in backup) – are good options for govts. to – Challenge based grants are useful in areas where innovative solns. are to be identified & fund interventions as outcome funders (via SIBs, etc.) demonstrated; eg. to drive parent awareness on learning markers/solve multilingual issues

Note: Rocket Learning is an ed-tech non-profit working with govts. & parents to impact 3-8 year children; present in 3 states/UT (Uttar Pradesh, Maharashtra, Chandigarh) impacting 10K+ schools; Saajha focuses on parental partnership in govt. schools by building leadership capacity of parents & SMCs; currently works with 1,300 schools in Delhi, Karnataka, and Jharkhand 4/29/2021 USAID 12 3 SUPPORTING APS OWNERS OR PRIVATE SERVICE PROVIDERS WITH IMPROVED DEBT AVAILABILITY AND OUTCOMES-LINKED INCENTIVES (1/2)

Current scenario & gaps APS entrepreneurs • APS is a large fragmented space – ~75-80% (~3-3.2 L) of registered private schools in India with fee

4/29/2021 USAID 13 3 SUPPORTING APS OWNERS OR PRIVATE SERVICE PROVIDERS WITH IMPROVED DEBT AVAILABILITY AND OUTCOMES-LINKED INCENTIVES (2/2)

Current scenario & gaps B2B Service providers (serving the APS segment largely) • Several service providers catering to APS (e.g. curriculum/ABL providers such as Kreedo, or end to end tech players such as LEAD)

• Most players are at a scale in the range of few hundred to few thousand schools. Efforts to spur demand for quality improvement amongst APS owners (such as via SSN linked to outcomes) as well as parental awareness to demand quality from APS via a better understanding of accurate learning markers could help in turn spur greater demand for such players' services.

• In terms of funding, a few players have significant working capital and growth capital needs (esp. those providing products such as ABL kits/ physical products or tech-based hardware material with high upfront investment requirements). – Equity / grants are preferred sources of funds given own cash flow uncertainty (linked to long cash cycles of APS owners/ fee payment delays from parents etc. esp. in-light of Covid-19 pandemic) – However, few players have expressed the need for debt, which they have found difficult to come by and have consequently had to reduce own annual targets esp. during the pandemic (traditional banks are wary of lending to high-risk social enterprises that have unsteady cash flows and do not have collateral to offer, impact focused funds, albeit open to lending, typically charge relatively high interest rates (15+% p.a.) on unsecured loans, and selectively lend to enterprises with more dependable balance sheets, positive net worth, preferably equity investor-backed, among other filtering metrics)

• Enabling availability of debt and outcomes focused scale up for such players through SSNs is an opportunity area for USAID

4/29/2021 USAID 14 3 3 KEY OPTIONS THAT USAID CAN CONSIDER TO AID THE APS SPACE

1 Outcome linked incentives to school 2 Outcome linked incentives to service 3 First-loss capital to financial institutions to entrepreneurs & financial institutions providers & financial institutions create and grow the debt market for APS

• Spur demand for quality improvement in APS • Support select B2B players with debt needs to • USAID could enable access to debt for the through outcome-linked concessional debt scale up, linking the debt availability and rates to underserved APS space – even players like Varthana for school owners outcomes focus on registered APSs in a certain credit-worthy segment (min enrolment, possessing collateral, min. fee • Social Success Note can be orchestrated • Applicable only to players with models involving etc.) with a financial institution (FI) providing debt high upfront investments (working capital & incentives for both the FI & the school needs) and who have also demonstrated • Credit-worthy APS space is seeing a competitive owner linked to outcomes achievement reasonable cash flows, shown outcomes with at lending environment; debt financers compete to least few hundred schools etc. (such as Kreedo, refinance players with established credit history; • FI itself may provide outcomes improvement Chrysalis, LEAD (tech-based play) etc.) whereas underserved APS remains largely neglected. services, such as in the case of similar SSN Guarantees could help schools within these segments done by MSDF with Varthana • This would entail entering into a tripartite evolve to being credit worthy agreement with a financial institution & the • USAID could look to enhance the beneficiary B2B service provider, wherein the • Need also exists to deepen market w.r.t. APSs outside incentive/reward component (as compared financial institution provides the base debt to the credit-wothy segment (~1 L) & to improve offering to the MSDF SSN) to incentivize more the service provider, & USAID provides (ticket size, interest rate) in addressable APS (2.5 L+ schools to sign up. Such models will also spur incentive-linked grants to both the service schools). Particularly for segments such as pre-K and downstream demand for service providers provider and the financial institution, subject to rural APSs, guarantees could help with risk discovery & improvement in learning outcomes quantification Our preferred option (ideal to catalyze the demand side & let APS owners decide which • Lastly first loss capital could also galvanize lending to B2B pvt. players they wish to engage with to Less preferred option as it ties USAID to APS during certain temporary externally induced achieve outcomes), however, if USAID would supporting a specific solution/ service Asituations definite needsuch as that currency USAID rate can fluctuations support; & first post loss prefer to avoid working directly with APS provider, however, can be considered if Covidcover marketscould also be extended for loans to B2B owners, this option can be deprioritized option 1 is not feasible service providers selectively

4/29/2021 USAID 15 Backup

BACKUP: FIRST LOSS GUARANTEES COULD POTENTIALLY BE A GOOD OPTION TO CREATE AND GROW THE DEBT MARKET FOR APS IN 3 KEY WAYS

1 Helping specific schools establish credit-worthiness over time A first loss guarantee could help a specific school evolve to being credit-worthy in two general ways: • There may be risk factors inherent in the school's characteristics (young vintage, low enrolment, no collateral) that might make them ineligible for a loan. Enabling initial financing access could resolve this over time; helping schools ensure eligibility without the guarantee in the future • Due to low (or lack of) credit scores, negative perception geographies, etc., it may be difficult for certain schools to secure loans. Getting the first loan with a guarantee would help APSs to build a positive credit track record & allow them to obtain financing in the market in the future

2 Facilitating risk discovery and pricing • Within APSs, focus of lenders has largely been on urban K-12 spaces. Rural APSs & pre-primary/ early childhood segments (with a large proportion of unregistered schools) have been a lower focus. Lending to these segments typically involve high touch operations and greater perceived risk. • Even within these segments, it should be possible to lend once the risk is clearly established. Today there isn’t enough precedence/ data on this. • Hence, first loss guarantees could help with greater experimentation and risk discovery for this segment. Subsequent lending could still happen at slightly higher interest rates vs. the market, with the established risk duly factored in

3 Overcoming circumstantial risk during temporary externalities • First loss capital can also be used to encourage lending to the APS segment as a whole during certain temporary externally induced situations such as currency rate fluctuations & post Covid markets, when lending is likely to slow down and private B2B service providers in the APS space are in need of funds to sustain

4/29/2021 USAIDUSAID INVEST: Financial Instruments Landscape 16 4 BUILDING BROADER CAPABILITIES OR PUBLIC GOODS

Current scenario & gaps Proposed approach for USAID & suitable financial instrument

There is a need to strengthen few established public goods, and enhance • USAID can support development of public goods in select 1-2 areas broader central / state capabilities in certain key areas, for example: as indicated, through a national challenge process that can competitively bring out the best solutions for the areas identified; • Digital learning products for students: Personalized Adaptive Learning winning entries can be seed funded initially using seed grant, and then (PAL) for early grades (current products cater largely to grades 6-9) eventually scaled using a larger pooled fund or simply competency linked digital content in different languages for early grades • Development of such public goods will be resource intensive and will require larger funding and partnerships: • End-to-end teacher training and related enablement products for FLN – There is a lack of comprehensive repositories of digital teacher – USAID can look to allocate funds amounting to ~$5-10 Mn training courses, there is also a need for improved digital teacher towards this initiative, and enablement tools/ apps with lesson plans/ classroom videos etc. – Consider partnering with like minded organizations both from a – Offerings along these lines exist, however are not very pooling of funds perspective and from a technical perspective; the comprehensive or complex and not very easily usable Ministry of Education can also be made a collaborative partner to get better buy-in and acceptability of such public goods There is a need to build public goods and capabilities that can be leveraged by various states as they roll out their FLN missions

4/29/2021 USAID 17 WE HAVE IDENTIFIED FOUR METRICS TO ENABLE A RELATIVE COMPARISON AMONGST THE VARIOUS RECOMMENDATIONS

Ability to enable Quantum of funding Amenability to CSR/ Scale of impact effective spending of required HNI/other funders public money Measured in terms of Ticket size of funds that Appetite & willingness of Likelihood of intervention number of students/ USAID is likely to have to funders to engage in the to enable more effective teachers/schools that can pool in for interventions option given the risk & spending of state funds, be reached via the via the specified financial complexity associated and help govts. fund interventions in the instruments in the with the specified financial outcome-focused relevant option relevant option instrument and/or area of interventions interventions

4/29/2021 USAID USAID INVEST: Financial Instruments Landscape 18 RELATIVE COMPARISON OF RECOMMENDED OPTIONS FOR USAID (1/2) OPTIONS 1 AND 4 MOST LUCRATIVE, SUBJECT TO EXTENT OF CAPITAL AVAILABLE TO BE DEPLOYED

1 2 3 4 Enhancing focus on Improving quality & access to Supporting state FLN efforts; Building broader Metrics unaddressed yet critical niches debt in the APS space/ amongst plugging gaps where needed capabilities/public goods in public systems private service providers

Scale of High; will be supporting state- Low-to-moderate but with Low-to-moderate; Given Moderate-to-high; public impact wide FLN efforts impacting the a path to scale; # of direct underlying fragmentation of the goods (esp. digital) can (direct entire primary / pre-primary beneficiaries in a DIB construct APS segment, a few hundred theoretically be used across beneficiari enrolment; simple outcomes- will be fewer; however, path to APSs can be directly impacted public/private school systems es) linked grant instrument can be scale does exist for specific (directly or via service and capability building has multi- set up across 2-3 states areas recommended to USAID providers); capital thus unlocked year gains; however, availability simultaneously. and high result visibility can lead to further scale does not ensure adoption

High; a state-wide effort over Low-to-moderate; given the Low; given the trend in Moderate-to-high; High 3-4 years requires significant trend in DIBs (in education and instruments such as SSNs and quality public goods Quantum funding (across 2-3 private other sectors) in India, can first loss guarantees, USAID can development requires significant of funding players, a PMU partner etc.) – expect to fund in the range of look to fund an amount in the investment; can look to invest required est. ~$3-4 Mn per state per $10-15 Mn towards range of $1-5 Mn an amount of $5-10 Mn year ie. a total of $30-40 Mn interventions in this space (can be lower if fewer efforts are supported in each state/ some entities are small e.g. SDMC) 4/29/2021 USAID USAID INVEST: Financial Instruments Landscape 19 RELATIVE COMPARISON OF RECOMMENDED OPTIONS FOR USAID (2/2) OPTIONS 1 AND 4 MOST LUCRATIVE, SUBJECT TO EXTENT OF CAPITAL AVAILABLE TO BE DEPLOYED

1 2 3 4 Improving quality & access to Supporting state FLN efforts; Enhancing focus on Building broader Metrics debt in the APS space/ amongst plugging gaps where needed unaddressed yet critical niches capabilities/public goods service providers

Relative Relatively higher; driven by Relatively lower; driven by Lowest; CSR/offshore Relatively higher: no amen- relative simplicity of the complexity of instrument; charitable funds cannot be regulatory barriers for ability to instrument; ability to players express need to explain involved in first-loss guarantees; challenge-based grants or seed CSR/ demonstrate impact focus with very simply internally else CSR also cannot provide grants funding; lowering min. ticket size HNIs/ high scale of beneficiaries; perceived as risky by to for-profit agencies (even as can enable more participation; other working with public systems management (reputation at outcome incentives) should help CSRs with benefits/ funders good from perception point of stake); lowering min. ticket size beneficiary articulation clearly view can enable more participation

Ability to High; can significantly improve Moderate; Topics Negligible; NA (unless the Low; No direct impact per se, enable efficiency of public spending recommended are such where service provider supported also however the public goods will effective (e.g. large amounts spent on SIBs are a possibility in the long works with public systems and enable capacity development spending printing content, on teacher run basis interest generated; is able to scale up work with and performance enhancement of public trainings that require this could unlock government government with positive of teachers/ other govt. staff on money improvement, etc.); also enables money going towards outcome spillover effects) which significant ongoing salary competitive spirit and focused initiatives expense is incurred currently outcomes focus across states

4/29/2021 USAID USAID INVEST: Financial Instruments Landscape 20 1 HOW OPTIONS 1 and 2 MAY MANIFEST FOR CHHATTISGARH

Current scenario Proposed approach & suitable financial instrument Option 1: Co-Create the FLN agenda; support a package of interventions

• Support a package of interventions towards the overall FLN mission via State is currently in early planning stages but is gearing outcomes linked grant funding for selected private players (a competitive towards announcing FLN Mission launch by April / May structure can also be considered across 2-3 states together; whichever state 2021) demonstrates better outcomes can get additional funding for PSE) • Given that the state is currently in early planning stages, opportunity does exist FLN is a key priority for the state – interventions are to support multiple simultaneous interventions being formulated across 5 key areas; Curriculum, Teacher • 3-4 areas for PSE support can be jointly identified with the state e.g. pre-primary Capacity, Parental Engagement, Assessments, Monitoring/ introduction, content revamp for grades 1-5, teacher capacity development, Governance around FLN assessments and data strengthening, third party data and rewards / certification mechanisms, parental engagement etc. (existing and/or additional partners may be State is also preparing a 3-month School Readiness supported Program for students entering grade 1 directly

There is high interest & willingness within the State to Option 2: Enhance focus on select unaddressed yet critical niches engage private players in FLN. Players such as LLF & • Help the state build innovative solutions for unaddressed demographics/ Sampark Foundation are already active in the state stakeholders particularly Scheduled Tribes who constitute a 32% population share in Chhattisgarh or CWSN, No large foundations/ bilateral/ multilateral organizations • …or for unsolved / insufficiently addressed topics (e.g. parental engagement, ECE) are actively funding the state programs currently • These can be implemented via DIBs/SIBs, and challenge-based grants

4/29/2021 USAID 21 1 HOW OPTIONS 1 and 2 MAY MANIFEST FOR KARNATAKA

Current scenario Proposed approach & suitable financial instrument Option 1: Support FLN mission through an outcome-linked grant NEP Task Force formed in Mar'20; FLN mission yet to be launched – State • Support a package of interventions for overall FLN mission via an is working on the modus operandi of FLN program. A 15-year NEP outcomes linked grant funding for selected private players (similar roadmap was released in Nov'20 to model detailed for Chhattisgarh on previous slide) • Key gap areas where support can be provided, may include State government has several existing interventions: extensive teacher capacity building/ on-site mentorship (perhaps I. Nali Kali program (Rishi valley inspired ABL model) for multi grade more for literacy given Akshara is involved for numeracy), multi level learning in grades 1-3 (led by the government itself) assessments and data strengthening, third party data and rewards/ II. Guruchetana program to improve professional development of in- certification mechanisms, parental engagement, pre-primary service teachers for classes 1-8 introduction etc. III. Students achievement tracking system IV. Karnataka Public Schools – implementation of 1,000 integrated schools in a phased manner Option 2: Enhance focus on select unaddressed yet critical niches Additionally, working with private sector players to run ABL programs in • Helping build innovative solutions for: Math for grades 1-5 (Akshara Foundation involved in state since several – unaddressed demographics/ stakeholders (e.g., CWSN) years) and remediation programs in grades 4-5 (run by Pratham), etc – unsolved / insufficiently addressed topics (e.g., parental engagement, ECE) Focus areas: increasing availability of TLMs/ print rich environment in • These can be implemented via DIBs/SIBs, and challenge-based grants schools, strengthening training/ mentorship of teachers for FLN in particular

4/29/2021 USAID 22 1 HOW OPTIONS 1 and 2 MAY MANIFEST FOR SDMC

Current scenario Proposed approach & suitable financial instrument Option 1: Support FLN efforts via an outcome-linked grant

No formal mission announced yet (however given MCDs only cater to • Support a package of interventions to support the overall FLN grades 1-5, their academic efforts are focused towards FLN) and system strengthening efforts of SDMC via an outcomes linked grant for selected private players (similar to the model Commitment towards overall systemic strengthening, with mission mode detailed for Chhattisgarh & Karnataka) execution planned; Peepul already onboarded as PMU • Can provide support for the PMU and/or for jointly identified priority areas such as assessments, institutional training Current PSE activities: capacity building, tech-based interventions, parental • Few players operating at scale (100+ schools i.e. at least ~20% of engagement efforts, ECE/ pre-primary efforts etc. SDMC schools) include Peepul (presence in all SDMC zones; primary intervention towards teacher capacity building); Room to Read (focus on literacy – set-up libraries, create learning kits, train teachers, etc.); Option 2: Given a contained set of schools with high visibility, SOCH and Parwarish Cares foundations (focus on marginalized could explore DIBs/ SIBs to a greater extent in SDMC spaces – CWSN/prevention against abuse/etc.); Bharti foundation (presence in 100 SDMC schools with focus on holistic development) • Helping build innovative solutions for: – unaddressed demographics/ stakeholders (e.g., CWSN) Going forward, SDMC intends to focus on system reform (with support – unsolved / insufficiently addressed topics (e.g., parental from PMU across academic aspects, administrative reforms as well as engagement, ECE) institution / capacity building. Other enablers such as rewards and • These can be implemented via DIBs/SIBs or challenge-based grants recognition, effective communication and coordination with other followed by venture / seed funds stakeholders also in focus.

4/29/2021 USAID 23 APPENDIX: DEEP DIVES ON SELECTED STATES

3/1/20214/22/2021 USAID USAID INVEST: State Finalization & PSE opportunities 24 State Deep-dive CHHATTISGARH | STATE OVERVIEW

Demographic Data Population ('21)1 27.33 Mn Literacy rate ('18) 77.3 Sex Ratio ('21)1 993 % Rural Population ('21)1 74% % SC Population ('11) 11.6% % ST Population ('11) 31.8% %households with access to primary level classes within 1km ('18) 90.8 %population with higher secondary education ('18) 17.8 School Education Statistics Pre-Primary Primary

Enrolment ('18-'19) 0.27 Mn 2.64 Mn

Enrolment Rate 82%2 91.93

%children attending pvt inst ('18-'19) 88.1% 29.9% Learning Levels

PTR 164 20 Learning Indicators Grade 1 Grade 3 Grade 5 Access to Schooling ASER5 Reading - % children who can 4.9 46.3 75.3 #DoE schools ('18-'19) 48565 #Private schools ('18-'19) 6842 read grade I level text ASER5 Arithmetic - % children who Total #schools ('18-'19) 56274 1.6 19.3 48.4 can perform subtraction #schools having AWC located inside school premises ('18-'19) 4437 NAS6 Language (Average - 63 55 Transition Rate (Primary to Upper Primary) ('18-'19) 94% performance score in %) NAS6 Mathematics (Average - 58 47 Drop out rate (Primary) ('18-'19) 3.39 performance score in %) 1. Projected numbers 2. %children aged 3-5 enrolled in different types of pre-schools - 2018 3. Primary ANER 2018-19 4. #Children (aged 3-6) attending Anganwadis per Anganwadi Worker 5. Covers govt. and private schools 6. Covers govt and govt-aided schools Source: Census 2011, Census Projections for 2021, Household Social Consumption on Education in India - MOSPI Report 2018, MoE's SEShagun Dashboard, PIB, ASER 2018, NAS 2017 Dashboard 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 25 Backup

METRICS COVERED IN THE STATE OVERVIEW

Metric Description Pre-primary enrolment % children aged 3-5 enrolled in different types of pre-schools, i.e., Anganwadi, LKG/UKG by govt/pvt management (Calculated) rate Source: ASER Report, 2018 Primary Adjusted Net Enrolment of eligible students across all schools (govt. and private) of official age group for a given level of education, either at Enrolment Rate that level or levels above Source: MoE's SEShagun Dashboard, 2018-19 Pre-primary PTR Number of children (aged 3-6) attending Anganwadis per Anganwadi Worker (Calculated) Source: Press Information Bureau 2019 Primary PTR Ratio of the total enrolment in school of primary category to the total number of teachers in school of primary category Source: MoE's SEShagun Dashboard, 2018-19 Transition rate (Primary The number of repeaters subtracted from enrolment in Grade IV or V, as the case may be, divided by enrolment in Grade IV to Upper Primary) or V in the previous year and multiplied by 100 Source: MoE's SEShagun Dashboard, 2018-19 Drop out rate (Primary) Drop out rate is defined as100 minus retention rate; Where the method of assessing the retaining capacity of the system is linking enrolment in Grade V to the enrolment in Grade I (4 years back) Source: MoE's SEShagun Dashboard, 2018-19 ASER Score for Reading % children who can read grade I level text for Language; % children who can perform subtraction for Arithmetic & Arithmetic Source: ASER Report, 2018 NAS Score for Language Average performance score of students in Language and Mathematics, expressed in % & Mathematics Source: NAS 2017 Dashboard

3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 26 State Deep-dive CHHATTISGARH | FLN INTERVENTIONS: FORMAL MISSION LAUNCH EXPECTED SOON

• State is currently in early planning stages but is gearing towards announcing FLN Mission launch by Status on FLN April / May 2021 Mission • Overall, FLN is a key priority for the state

Overall FLN Interventions ECE Specific Interventions • The state is currently formulating interventions in 4-5 key areas: • 16k Anganwadis are co-located in – Curriculum the campuses of primary schools in – Teacher capacity the state – Parental engagement • The state is looking to introduce 1- – Assessments year of pre-primary classes in – Monitoring/ Governance around FLN selected 1k Anganwadis in 21-22 The state is also preparing a 3-month School Readiness Programme for students entering grade 1 • The state has plans to hire teachers directly to ensure 1 teacher per pre-primary class • Language and Learning foundation (LLF) and Sampark Foundation active in the state at • Classes for 3- and 4-year-old meaningful scale children will continue in Anganwadis • In the education budget for 2020-21, key allocations were made towards LO based work-books and local language materials (as detailed on the subsequent slide); Going forward, the budget allocation is likely to see a significant increase as the state plans to launch a dedicated FLN Mission

1. As per the AWP&B (Annual Work Plan & Budget) of Samagra Shiksha for 2020-21 Source: Primary conversation with state leadership, Secondary Research 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 27 Backup State Deep-dive CHHATTISGARH | BUDGET 2020-21 OVERVIEW The education budget lists learning enhancement interventions planned in 6 key areas, mainly towards content creation; this may not be representative of the upcoming budget, which might have a significantly higher allocation towards FLN. The total SmSA budget allocation for 2020-21 for the state was 132760.74 L

Budget explicitly allocated for Learning Enhancement Programmes in Budget towards other activities that may support FLN attainment/ have classes 1-2 (hence directly focused on FLN) FLN specific components Approved Amount Approved Amount Activity Details of the activity Activity Details of the activity (INR Lakhs) (INR Lakhs) Alphabet chart in To conduct SMC meetings once 30.51 For alphabet chart in 7 tribal languages as Training & local languages proposed by the state for all schools 1310.46 every quarter & incentivize meetings of SMC attendance of parents Assessment booklet Recommended assessment booklet for all for early grade Math/ 14.0 the schools, cluster and blocks for early Training for in- For online NISHTHA training of service teachers Language grade Math and Language 334.20 teachers – procuring pen drives and head teachers with pre-loaded content and LO based workbook 712.7 Recommended for LO based workbook (for classes 1-2) modules, printing, etc. for children for all children of classes l & 2 KRPs Training at Training of resource persons and Materials in local 5.00 Recommended for material in local state level master trainers (elementary) languages for students 712.7 language to be provided to all students Estimated for training and TA/DA and teachers School based 56.00 of field investigators for NAS assessment Parental guide to Recommended as proposed as this 2020 (classes 3,5,8) initiative would help parents to be more support during early 305.1 Estimated for library grants involved. The proposal is for involving Library grant 2846.00 years two literate parents from each school across 43k+ elementary schools To be made available in 1 primary Reading & Mental Recommended material for Reading & TLM kit 17.5 540.60 & 1 UP school in each cluster Math Mental Math in all schools, blocks, clusters For student-oriented activities for Total (For FLN) 1792.54 Inclusive education 1208.51 CWSN, such as identification & (elementary) assessment camps, distribution of Source: PAB Minutes 2020-21 aids & appliances, etc. 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 28 State Deep-dive CHHATTISGARH | OVERVIEW OF PSE ENGAGEMENT AND GAPS

• High interest & willingness within current government to engage private players in FLN; Mission to be launched by April end/ May 2021

• LLF & Sampark Foundation are two key private players in the state. A few other private players are engaged in primarily CSR funded initiatives in select schools/ districts: – LLF is involved in teacher/ teacher educator capacity building for early literacy and school-based programme – Sampark Foundation runs large scale tech-based Math and English programmes in 32K govt primary schools – Room to Read India's Literacy Program covers 1100 schools since 2007 – Pratham and Azim Premji Foundation are involved in the state in much smaller capacities in a few districts

• As the state's FLN mission plans are finalized, PSE will be required and beneficial across all areas of focus - such as content revamp, teacher training & capacity building, assessments, data / incentives, and parental engagement; PMU partner to enable synergistic action by various private players and the state will also be important

• PSE can also help the state build innovative solutions for the large unaddressed tribal student population (~32% of the state's population belongs to Scheduled Tribes category) – could potentially be a good area for a DIB; can also consider other niches highlighted earlier (CWSN, ECE, parental engagements, etc. – underserved topics)

Source: Primary conversation with state leadership, Secondary Research 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 29 State Deep-dive

CHHATTISGARH | REGULATIONS ON PSE – SCHOOLS RUN IN PPP MODE

Public Private Partnership in school education • 72 model schools are run under PPP mode as Mukhyamantri DAV Public Schools in the educationally backward blocks to improve the quality of education and facilities in govt schools • The govt signed an agreement with the DAV Management Committee, New Delhi, to manage the operations of these schools • The schools follow CBSE curriculum with English as the medium of instruction

3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 30 State Deep-dive

CHHATTISGARH | REGULATIONS ON PRIVATE SCHOOL EDUCATION

Chhattisgarh Non-Government Schools Fees Regulation Act, 20201 An Act to give legal basis to mutual consultation among school management and guardians in the process of fixation of fees in non-government schools and to provide the procedure for fixation of fees

• Fees Fixation Committees: – 3 committees are constituted under the Act - School Fees Committee, District Fees Committee & State Fees Committee; their membership, role and powers with respect to fees fixation have been specified; in the act – The State Fees Committee may issue general directions to other committees, which will be binding on these committees

• Fixation of fees: – The State Fees Committee may decide the policy for fees to be charged by non-government schools; Other committees shall fix the fee accordingly – Management of all non-government schools shall submit a proposal for approval of fees to the School Fees Committee – The School Fees Committee shall fix the fees of the school after considering the proposal, representations submitted by the Guardian Union and accounts and records of the school; It shall also keep in mind the facilities provided by the management of the school to students

• Increase in fees: If the management wishes to increase the fees, it will have to submit a proposal at least 6 months before the beginning of the academic session, along with relevant accounts, to the School Fees Committee – An increase of fees to a maximum of 8% of existing fees may be approved by School Fees Committee – For an increase over 8%, the proposal (& recommendation of School Fees Committee) shall be forwarded to the District Fees Committee

1. Link to document Note: 'Non-Government School' means such a school, the fees of which is not fixed by govt of Chhattisgarh or govt of India or any organization of govt of Chhattisgarh or govt of India; provided that it will not include schools established by minorities under Article 29 and 30 of the Constitution of India

3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 31 State Deep-dive CHHATTISGARH | KEY SOURCES OF FUNDING IN THE STATE

CSR Funding Funding by Other Organizations

• The state received total CSR funding of INR 136 Cr from 132 companies in 2018-19, of which INR 29.22 Cr • World Bank funds the ICDS Systems 1 (21%) was towards projects in Education Strengthening & Nutrition Improvement • Top 5 CSR funders contributed 77% of the total CSR funding in the State Program (ISSNIP)2 across 8 states, incl. Total CSR funding Chhattisgarh Company Major projects in education in the state across sectors (Cr) • UNICEF is supporting the roll-out of Sanskar Abhiyan Programme, initiated by Department South Eastern • Providing education to Baiga Tribal children under UdaanYojna 81.50 of Women and Child Development, by Coalfields Ltd • Coaching of tribal youths building capacities around early childhood Bharat Aluminium • Educational project in partnership with district administration care and education, among other initiatives 10.49 Ltd • Support to schools, Honorarium of Field Staff, etc. • During the pandemic, UNICEF: – Launched 'Campaign Chakmak', 'Mirchi Indofil Industries Ltd 5.02 • Promoting Education: Establishing K.K. Modi University* Ki Pathshala', ‘Seekh' to ensure continuation of education of children at • Production of socially relevant audio-visual material (under Jindal Power Ltd 4.70 home special education) – Gave technical support for the state Chhattisgarh govt's 'Sajag' programme to help 3.85 • None Investments Ltd anganwadis and volunteers support parents and caregivers with their • Beyond the state-specific CSR funders, Chhattisgarh was also a beneficiary in some large-scale multi-state CSR children’s education projects in education in 2018-19. E.g: • CSF is supporting the state in procurement – Primary Education Programme (21 states) by ITC Ltd and roll-out of effective EdTech solutions and – School Education Program (9 states) by Hindalco Industries Ltd digital content in 4,300 schools under ICDS - Integrated Child Development Services, UNICEF - United Nations Children's Fund ICT@School scheme 1. Covers only sub-categories of Education and Special Education; inclusive of higher education 2. While the focus is on nutrition, there is also support to strengthen ICDS policy framework, systems and capacities Source: National CSR portal – Ministry of Corporate Affairs (MCA), Top CSR Education Projects in India (FY 2018-19) Report by CSRBox, BCG analysis, Websites of organizations 3/1/2021 USAID USAID INVEST: State Finalization & PSE opportunities 32 State Deep-dive KARNATAKA | STATE OVERVIEW Demographic Data Population ('21)1 64.85 Mn Literacy rate ('18) 77.2 Sex Ratio ('21)1 975 % Rural Population ('21)1 59% % SC Population ('11) 16.2% % ST Population ('11) 6.6% %households with access to primary level classes within 1km ('18) 93 %population with higher secondary education ('18) 23.6 School Education Statistics

Pre-Primary Primary

Enrolment ('18-'19) 0.6 Mn 5.5 Mn

Enrolment Rate 93%2 1003 Learning Levels %children attending pvt inst ('18-'19) 98.2% 47.7% Learning Indicators Grade 1 Grade 3 Grade 5 4 PTR 24 33 ASER5 Reading - % children who can Access to Schooling 4.4 40.7 69.8 read grade I level text #DoE schools ('18-'19) 48672 #Private schools ('18-'19) 20604 ASER5 Arithmetic - % children who 1.9 26.3 54.6 Total #schools ('18-'19) 78233 can perform subtraction NAS6 Language (Average #schools having AWC located inside school premises ('18-'19) 22441 - 77 71 performance score in %) Transition Rate (Primary to UP) ('18-'19) 100% NAS6 Mathematics (Average - 74 67 Drop out rate (Primary) ('18-'19) 0 performance score in %) 1. Projected numbers 2. %children aged 3-5 enrolled in different types of pre-schools - 2018 3. Primary ANER 2018-19 4. #Children (aged 3-6) attending Anganwadis per Anganwadi Worker 5. Covers govt. and private schools 6. Covers govt and govt-aided schools Note: Transition rate is 100% in SEShagun Dashboard, 100.16% as per state govt. data; Drop out rate is 0 in SEShagun Dashboard, 0.92 as per state govt. data; Implies minimal drop out despite slight variation in data Source: Census 2011, Census Projections for 2021, Household Social Consumption on Education in India - MOSPI Report 2018, MoE's SEShagun Dashboard, PIB, ASER 2018, NAS 2017 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 33 State Deep-dive KARNATAKA | FLN INTERVENTIONS: FLN MISSION YET TO BE LAUNCHED

• NEP Task force formed in Mar '20; FLN mission not yet launched; The state is working on the modus Status on FLN operandi of FLN program Mission • 15-year NEP roadmap released in Nov '20 (as per article)

Overall FLN Interventions ECE Specific Interventions • The state govt has several existing interventions relevant for FLN improvement: • Pre-primary sections started in 276 KPS – Nali Kali program (Rishi valley inspired ABL model) for multi-grade multi-level 'Balasnehi' classrooms in academic year 2019- learning in grades 1-3; To be implemented in 60k+ schools from 2020-21 20, to provide conducive environment to – Guruchetana programme to improve professional development of in-service govt facilitate learning teachers teaching classes 1-8 • 8.9k+ children got admission in these pre- – Students Achievement Tracking System (Shikshana Kirana) to track student data schools; Admission is limited to 30 per on enrolment, regularity, transfers, academic performance & dropouts section – Karnataka Public Schools - Implementation of 1000 integrated schools in a phased • Curriculum has been developed in manner; Established 276 KPS collaboration with UNICEF, Education • In addition, they are working with private sector players to run ABL programme in experts, NGO partners, DSERT & State Math for grades 1-5 (Akshara Foundation), remediation programmes in grades 4-5 Resource Persons (Pratham), etc. • Going forward, state's key focus is on increasing the availability TLMs/ print rich environment in schools and strengthening training & mentorship of teachers for FLN

ABL - Activity Based Learning, TLM - Teaching/Learning Materials Source: AWP&B (Annual Work Plan & Budget) of Samagra Shiksha for 2020-21, dsert.karnataka.gov.in, Secondary Research; conversation with state SCERT 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 34 DEEP DIVE | NALI KALI PROGRAM FOR MULTI-GRADE MULTI-LEVEL LEARNING (AN EFFORT OF THE STATE GOVT; NO PSE1 CURRENTLY) Karnataka's Task Force for the implementation of NEP 2020 recommends the revision Nali Kali curriculum

Overview of the Nali Kali (Joyful Learning) Model Evolution of Nali Kali program in Karnataka • Learning happens through multiple sensory stimulation, play way, peer guidance & self-evaluation • Nali Kali started in 1995 as a small UNICEF-assisted pilot project • ~30 students, across grades 1-3, sit in 'learning circles' in the classroom; Teachers acts as facilitators in Heggada Devana Kote in Mysore District. The project to • Curriculum for each subject (language, Math, Environmental Science) is divided into small learning revitalize primary schools was based on the multi-grade units called ‘Milestones' or ‘Phases’ arranged in a 'Learning Ladder'; The child must complete 6 classrooms in satellite schools in Rishi Valley (Andhra Pradesh). 2 learning activities called 'learning steps' for each milestone • In 2017, Nali Kali was piloted in 100 units of 4 districts; In 2019, it • 'Group discs' contain information on which activity needs to be carried out in which group and expanded to 2000 schools under whose supervision; Group activities are carried out in 5 formats: Fully supported by teacher, Partially supported by teacher, Fully supported by peers, Partially supported by peers, self-learning • Budget allocation for Nali Kali increased from INR 345L in 2018- • Learning is self-paced - moving from one competency to another is not dependent on the whole 19 to INR 3881L in 2019-20 and subsequently decreased to INR group’s learning; Children mark their own progress on 'Progress Charts' under the teacher's 1463.05 L in 2020-21 guidance • 75k+ teachers trained in 2018-19; From 2020-21, Grade 1 English • Subjects are taught through art, craft, song, dance, games, story telling & use of educational toys and Nali Kali was planned to be implemented in all 55k+ Kannada improvised TLMs (made by the teachers themselves) medium and 5k+ Urdu medium schools • Textbooks are replaced by self-instructional activity cards; Govt supplies subject-wise workbooks • While the model has shown significant effects on language test and readers in languages, which have to be read during self-learning. scores in early grades, impact on mathematics, social skills as well • Classrooms made attractive with display of children’s work from the learning grid, children’s as sustenance of impact in higher classes have been debated blackboard etc; A non-threatening, continuous and comprehensive evaluation system is built into the learning ladder • One of the key recommendations of the task force constituted • State-level training is provided for Resource persons; DIETs conduct teacher training at Taluk level; to implement NEP 2020 in Karnataka is the revision of Nali Kali Teachers can opt for module-based training under Guruchethana programme curriculum (to align Nali-Kali to the last two years of Foundational stage) and separation of Nali Kali grades 1-2 and grade 3 1. UNICEF funded the pilot of Nali Kali in 1995; Akshara Foundation supported in the early phase of the initiative in preparing the readers based on inputs form teachers 2. The 6 learning activities are Pre- Preparatory activities, Preparatory activities, Competency Preparatory activities, Learning Activities, Practice activities, Evaluation activities Source: PAB Minutes 2020-21, dsert.karnataka.gov.in, ssakarnataka.gov.in, schooleducation.kar.nic.in, Implementation Plan Report by Task Force for Implementation of NEP 2020 in Karnataka, Press search 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 35 Backup State Deep-dive KARNATAKA | BUDGET 2020-21 OVERVIEW The total budget allocation for 2020-21 for the state was INR 145704.32 L. The allocated budget for FLN interventions amounts to 0.24% of the overall education budget. Going forward the state is likely to increase this budget significantly with a dedicated FLN mission. Budget allocated for LEPs or activities specific upto grade 2 Budget towards other activities that may support FLN attainment/ have FLN specific components Approved Amount Approved Amount Activity Details of the activity Activity Details of the activity (INR Lakhs) (INR Lakhs) Recommended for development of reading Consolidated schools established by FLN: Reading Establishment of materials and providing wall charts, short integrating the existing Primary, High Enhancement 100 new 115.2 story books, puzzles, worksheets to schools. schools and Pre-university colleges which Karnataka Public 5000 L Programme Books may be procured from Library Grant. are located nearby in the same village/ Schools town FLN: Language Recommended for providing activity books and supply of 'Hello English' videos package Skill Enhancement 120.24 Training for in- For online NISHTHA training of teachers – (to ~1K schools) and other additional service Programme 583.62 procuring pen drives with pre-loaded resources. teachers and content and modules, printing, etc. (for Recommended for providing Math kits and head teachers classes 1-2) learning materials like counting frames, beads, FLN: Numeracy Training & 120.24 threads and links, counting/ sorting sets, To conduct SMC meetings once every meetings of number concepts, Math games/ puzzles, etc. 1295.76 quarter & incentivize attendance of parents SMC Total (For FLN) 355.68 L Estimated for training and TA/DA of field School based Nali Kali program is an activity-based, 68.00 investigators for NAS 2020 (classes Nali Kali assessment multilevel self-paced learning system 3,5,8,10) implementation in 1463.05 L implemented in Kannada & Urdu medium govt Estimated for library grants in elementary classes 1-3 Library grant schools in classes 1-3 968.38 schools Support for TLM, design of state-specific Support at Pre- Inclusive For student-oriented activities for CWSN, curriculum, revision of textbooks, training of 1767.25 education such as identification & assessment camps, primary level teachers 3027.83 (elementary) distribution of aids, etc. LEP - Learning Enhancement Programme Source: PAB Minutes 2020-21 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 36 State Deep-dive KARNATAKA | OVERVIEW OF PSE ENGAGEMENT AND GAPS

• Interest & willingness within current government to engage private players in the state • State level partners, if any, for the FLN mission yet to be decided/ onboarded; few private players are engaged in primarily CSR/grant funded initiatives in select schools/ districts; Akshara being the most significant with at-scale presence – Akshara has been involved in literacy & numeracy efforts statewide for several years (particularly numeracy via its Ganika Kalika Andolana Math program – ABL based – for grades 1-5) with govt.'s support. – Pratham also has a good footprint in the state (present across more than 50% districts via Odu Karnataka program – TaRL based 60 day remediation program for grades 4 and 5) – Meghshala has an MoU with DSERT for teacher training content (2020-21); currently covering ~2K+ schools with app-based lesson plans support (supported by Lenovo CSR) – Room to Read has a relatively smaller-scale intervention; directly impacts just ~100+ schools via their literacy program – Sikshana aims to have state-wide presence for its Prerana model, focused on peer learning; focus on literacy (Kannada & English) & numeracy for grades 4-7 – details unclear • State government also runs the Nali Kali – Rishi-valley Activity Based Learning (ABL) inspired model – in grades 1-3; to be implemented in 60K+ schools from 2020-21 • Given all the ongoing efforts, there's likely a need to understand the efficacy of various ongoing interventions and basis that plan a path forward; Further / improved PSE may be required in areas of books/ workbooks content revamp, assessments, state-wide extensive TPD for FLN , data and governance around FLN, CRC/BRC or other field cadre's capacity building as on-site coaches/ mentors, parental engagement etc. • Also, PSE support will be required for integration of pre-primary grades, in line with NEP

TaRL - Teaching at the Right Level, BRC - Block Resource Centres, CRC - Cluster Resource Centres 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 37 State Deep-dive KARNATAKA | REGULATIONS ON PSE – PPP POLICY IN PLACE FOR INFRASTRUCTURE DEVELOPMENT IN EDUCATION PPP in school education PPP Policy for Infrastructure Projects, 2018 • Education is one of the applicable sectors for PPP – the facilities governed by the policy include infrastructure for educational institutions (not on a purely commercial basis, but which satisfy a public need), e-libraries, etc. • The threshold limit of project cost in the education sector is INR 25 Cr and above • The Infrastructure Development Department (IDD) has been set up as the nodal agency to streamline the appraisal and approval of projects and facilitate various govt departments in developing infrastructure projects through PPP • IDD through the PPP Cell would manage all activities related to policy, technical, legal and such other matters related to PPP projects • Govt intends to set in place suitable mechanisms to facilitate expeditious acquisition of land for such projects and set up independent regulatory authorities for some infrastructure sectors to set norms for entry, exit, tariff, standards of construction, operations and maintenance for the facilities

School Nurturing Programme in 2008 • Led to the adoption of 3,730 government schools; the total contribution from corporates, benevolent entrepreneurs and donors was almost INR 30 crore in 2008-09 • Under the scheme, benefactors adopted schools for a maximum of 5 years and contributed according to their capacities towards the infrastructure, school bags, uniforms, meals etc.

Source: PPP Policy for Infrastructure Projects 2018 – Infrastructure Development Department, Govt of of Karnataka 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 38 State Deep-dive

KARNATAKA | REGULATIONS ON PRIVATE SCHOOL EDUCATION

• Karnataka Education Act, 1983 (As amended by Act 8 of 1998, 13 of 2003, 04 of 2015 ,18 of 2017 and 25 of 2017)1 - The State Government may regulate private educational institutions on several aspects such as registration & recognition of institutions, powers, functions and responsibilities of the management, student admission & employee recruitment, curricula, medium of instruction, scheme of examinations and evaluation, rates at which tuition and other fees may be charged from students, utilization of funds, maintenance and submission of records & accounts, facilities to be provided, such as buildings, playground, furniture, equipment, library, etc. There are several Rules and Notifications2 under Karnataka Education Act, 1983, which have been amended over the years. Some examples are: – Karnataka Educational Institutions (Classification, Regulation and Prescription of Curricula etc.,) Rules, 1995 – Contains general regulations relating to buildings of educational institutions, provision of drinking water, toilet and other facilities, provision of staff, collection of fees, provision of uniform, textbooks, etc., Parent Teacher Committees, procedure for admission, specification of curricula, homework, etc. – The Karnataka Educational Institutions (Recruitment and terms and conditions of service of employees in Private Aided Primary and Secondary Educational Institutions) Rules,1999 – Covers aspects such as qualification, code of conduct & conditions of service of employees, schedule of employment, constitution of Selection Committee, transfer & retrenchment of employees, penalties – Karnataka Educational Institutions (Control of Private Educational Institutions) Rules, 1999 – Covers duties and the code of conduct for the Governing Council, procedure for furnishing of list of properties, utilization of funds and properties of the institution, etc.

• Karnataka Educational Institutions (Prohibition of Capitation Fee) Act, 19843 - Prohibits the collection of capitation fees for admission to educational institutions, regulates admission, fees, expenditure and maintenance of accounts, authorizes power to enter and inspect, etc.

1. Link to document 2. Link to document 3. Link to document 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 39 State Deep-dive KARNATAKA | KEY SOURCES OF FUNDING IN THE STATE

• The state received CSR funding of 1222 Cr from 1411 companies in 2018-19, of which 549.87 Cr (45%) was allocated to projects in Education1 • Top 5 CSR funders contribute 39% of the total CSR funding in the state

Total CSR funding Company Major projects in education in the state across sectors (Cr) • Funding for Data Security Council of India, Infosys Science Foundation, Infosys Ltd 232.13 Ramakrishna Mission, International Centre for Theoretical Sciences • Program of higher education in engineering and technology linked to skills Wipro Ltd 112.75 development for the IT industry Mangalore Refinery & 72.97 • Provision of infrastructural facilities, stationery, mid day meal, etc. Petrochemicals Ltd Hindustan Aeronautics 44.16 • Establishment of HAL - IISc Skill Development Centre, etc. Ltd Bharat Electronics Ltd 21.42 • Augmentation of Infrastructure & Facility Maintenance in Educational Institutions

• Beyond the state-specific CSR funders, Karnataka was a beneficiary in some large-scale multi-state CSR projects in education in 2018-19: – Primary Education Programme (21 states) by ITC Ltd – Operation cost towards education institution and support for academic research (9 states) & Scholarship programme for children and youth (8 states) by HDFC Ltd – School Education Project (7 states) by Grasim Industries Ltd

1. Covers only sub-categories of Education and Special Education; inclusive of higher education Source: National CSR portal – Ministry of Corporate Affairs (MCA), Top CSR Education Projects in India (FY 2018-19) Report by CSRBox, BCG analysis 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 40 State Deep-dive DELHI | STATE OVERVIEW Demographic Data Population ('21)1 24.49 Mn Literacy rate ('18) 88.7 Sex Ratio ('21)1 794 % Rural Population ('21)1 3% % SC Population ('11) 16.9% % ST Population ('11) 0% %households with access to primary level classes within 1km ('18) 91 %population with higher secondary education ('18) 45.2 School Education Statistics Pre-Primary Primary Enrolment ('18-'19) 0.27 Mn 1.8 Mn Enrolment Rate NA2 1003 Learning Levels Learning Indicators Grade 1 Grade 3 Grade 5 %children attending pvt inst ('18) 66.9% 49.9% ASER5 Reading - % children 4 NA2 NA2 NA2 PTR 14 33 who can read grade I level text Access to Schooling ASER5 Arithmetic - % children NA2 NA2 NA2 #schools ('18-'19) 5703 who can perform subtraction NAS6 Language (Average #schools having AWC located inside school premises ('18-'19) 0 - 57 52 performance score in %) Transition Rate (Primary to UP) ('18-'19) 94% NAS6 Mathematics (Average - 53 43 Drop out rate (Primary) ('18-'19) 0 performance score in %) 1. Projected numbers 2. %children aged 3-5 enrolled in different types of pre-schools - 2018 3. Primary ANER 2018-19 4. #Children (aged 3-6) attending Anganwadis per Anganwadi Worker 5. Covers govt. and private schools 6. Covers govt and govt-aided schools Source: Census 2011, Census Projections for 2021, Household Social Consumption on Education in India - MOSPI Report 2018, MoE's SEShagun Dashboard, PIB, ASER 2018, NAS 2017 Dashboard 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 41 AN OVERVIEW OF DELHI'S SCHOOL EDUCATION SYSTEM Delhi’s school education system consists of 5726 schools catering to over 44 lakh students in classes 1 to 12

MCD schools only teach 6% classes 1-5, post which MCD #Schools most students migrate to DoE schools Other DoE North DMC 714 50% Private MCD 8% North DMC SDMC 595 36% EDMC 7% 8% EDMC 369 30% 8% 37% 56% 34% DCB New Delhi MC 46 62% 55% SDMC DCB1 6 Primary Upper Primary Secondary Senior Secondary Number of students (in lakhs): Total 1730 New Delhi MC 18 11.2 7.3 4.8 School Management #Schools • Historically, there has been limited interest/ effort Department of Education (DoE – state govt.) 1022 towards academic improvement in MCDs Municipal Corporation of Delhi (MCD) 1730 • MCDs lack institutional capacity such as SCERTs/ DIETs • However, SDMC is the most forward-looking among Private 2661 the MCDs, with the second highest number of schools, Others 313 and has prioritized FLN efforts 1. Delhi Cantonment Board Source: School Education Reforms in Delhi 2015-20 – an independent report by BCG, edudel.nic.in, Samagra Shiksha AWP&B 2020-21, Secondary Research 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 42 Backup State Deep-dive DELHI | FLN BUDGET 2020-21 OVERVIEW The total budget allocation for 2020-21 for the state was INR 47805.06 L. The allocated budget for FLN interventions amounts to 0.57% of the overall education budget. Going forward the state is likely to increase this budget significantly with a dedicated FLN mission.

Budget allocated for specific LEPs or activities Budget towards other activities that will have significant specific upto grade 2 FLN components Approved Amount Details of the Approved Amount Activity Activity Details of the activity (INR Lakhs) activity (INR Lakhs) To enhance the For online NISHTHA training of teachers – Training for in- learning capacity of procuring pen drives with pre-loaded FLN: Numeracy 274.93 service teachers 15.00 children in classes content and modules, printing, etc. (for and head teachers 1 and 2 classes 1-2) Training & To conduct SMC meetings once every Total (For FLN) 274.93 L 50.76 meetings of SMC quarter & incentivize attendance of parents Provision of pre- For Rashtriya Aavishkar Abhiyan (RAA) - school curriculum, Maths kit 2.26 Support at Pre- ECCE, support for elementary 432.98 primary level co-location of School based Estimated for training and TA/DA of field 26.00 Anganwadis in assessment investigators for NAS 2020 (classes 3,5,8,10) primary schools Estimated for library grants in elementary Library grant 85.56 schools Inclusive For student-oriented activities for CWSN, education 3200.07 such as identification & assessment camps, (elementary) distribution of aids, etc.

Source: PAB Minutes 2020-21 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 43 State Deep-dive

SDMC | OVERVIEW OF PSE ENGAGEMENT AND GAPS

• SDMC leadership has keen interest to engage private players in FLN

• SDMC has planned interventions across academic, administration and institutional capacity building to drive reform across all of its 500+ schools and is looking to execute them in mission mode; Peepul onboarded as PMU partner

• Various PSE activities ongoing historically, some at meaningful scale: – Few players operating at scale in SDMC (100+ schools i.e. at least ~20% of SDMC schools) include – Peepul (presence in all SDMC zones; primary intervention towards teacher capacity building); Room to Read (focus on literacy – set-up libraries, create learning kits, train teachers, etc.); SOCH and Parwarish Cares foundations (focus on marginalized spaces – CWSN/prevention against abuse/etc.); Bharti foundation (presence in 100 SDMC schools with focus on holistic development) – Few others involved at smaller scale (3-60 schools) –The Education Alliance (TEA), Teach for India, Angelique Foundation etc., primarily focused on teacher training/pedagogy and parental/community engagement.

• Opportunity areas exist in terms of supporting the PMU and/or supporting specific PSE areas as part of systemic efforts across assessments, teacher capacity building / mentorship, tech-based interventions, parental engagement, efforts, ECE/ pre-primary efforts etc. – SDMC is currently running a detailed diagnostic post which specific action areas could be identified

• DIBs/ SIBs covering all SDMC schools on specific topics could also be considered (CWSN/ parental engagement/ SMC strengthening / ECE)

SMC - School Management Committee 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 44 State Deep-dive SDMC | REGULATIONS ON PSE – G-PS MODEL FOR PPP IN SCHOOLS

Public Private Partnership in school education • In 2016, SDMC formally launched the School Quality Enhancement Program (SQEP), a quality-focused PPP solution to improve enrollment and enhance the quality of education delivered in primary schools through the Government-Partnership Schools (G-PS) Model. Selected non- profits support govt schools in a whole-school model through academic leadership, curriculum, and pedagogy. • On Average, grade 5 students from SQEP schools have shown: – 2.1 times higher yearly growth in Math – 2.5 times higher yearly growth in Hindi – 2.8 times higher yearly growth in English, than similar SDMC schools • In 21 of the 29 schools, 100% of the parents were satisfied with their child’s learning in the school

SQEP Operating Partners: • The Education Alliance is the PMU for G-PS under SQEP • Simple Education Foundation runs 4 schools- Bhim Nagri, Arjun Nagar, PushpVihar I and II schools • Vidya runs 3 schools - PTS Colony, Hauz Khas Enclave and SarvapriyaVihar schools • Peepul runs 3 schools - Lajpat Nagar III, Amar Colony and Jeewan Nagar schools (85% of student meeting/exceeding grade-level expectations; Annual attendance increased from 40% to 75%; 95% Parent-teacher meeting attendance) • Katha runs 3 schools - Kilokari Tank, Ambedkar Nagar I and II schools • I Am A Teacher (IAAT) runs the Hauz Khas-Police Colony School (Enrolment increased from 13 to 204 over 5 years) • Deepalaya runs the Okhla Water Sewage School; Akshar runs the Lajpat Nagar II School; Khushii runs the Masoodpur School

Source: https://www.theeducationalliance.org/partners/ 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 45 State Deep-dive DELHI | REGULATIONS ON PRIVATE SCHOOL EDUCATION

• The Delhi Schools Education Act 19731 Covers aspects such as establishment, recognition, management of, and aid to schools, furnishing details of school property, terms & conditions of service of employees of recognized private schools, admission to schools and fees, provisions applicable to unaided minority schools, inspection of schools, etc.

• The Delhi School Education Rules 19732 Covers opening/ closure & recognition of schools, admission, medium of instruction, forms of disciplinary measures, registers & records, examination & promotion, grant-in-aid, recruitment & code of conduct of employees of private schools, fees and other charges in aided schools, school fund, inspection & supervision, duties and responsibilities of managers and managing committees of schools, etc.

• The Delhi School Education (Free seats for Students from Economically Weaker Sections and Disadvantaged Groups) Order 20113 & Amendment Order 20134 Schools must admit children belonging to weaker sections/ disadvantaged groups in pre-school / class 1 to the extent of at least 25% of class strength, without charging fees and without arranging separate/exclusive class; Schools which were allotted land by the govt shall admit children from economically weaker section in neighbourhood to the extent of 20% in all fresh admissions across classes

• The Recognised Schools (Admission Procedure for Pre-primary classes (Amendment) Order 20135 Prescribes criteria for admission to a class at entry level (below 6 years of age), along with fixed parameters & points for admission to open seats

1. Link to document 2. Link to document 3. Link to document 4. Link to document 5. Link to document Note: Child belonging to weaker section means one whose parents have an annual income

• The state received CSR funding of 662 Cr from 1641 companies in 2018-19, of which 265.2 Cr (40%) was allocated to projects in Education1 • Top 5 CSR funders contribute 77% of the total CSR funding in the state

Total CSR funding Company Major projects in education in the state across sectors (Cr) • Contribution to Satya Bharti Foundation & Magic Bus Bharti Airtel Ltd 31.77 Foundation • Setting up of e-class in various KVs across India ONGC Ltd 17.99 • Support for Samskrit Promotion • Use of technology for reduction in road accidents and Maruti Suzuki India Ltd 15.80 improvement in compliance to traffic rules Power Grid Corporation of 15.24 None India Ltd The New India Assurance 15.00 None Company Ltd

• Beyond the state-specific CSR funders, Delhi was a beneficiary in some large-scale multi-state CSR projects in education in 2018-19: – Primary Education Programme (21 states) by ITC Ltd – Operation cost towards education institution and support for academic research (9 states), Scholarship programme for children and youth (8 states) & Training and capacity building of schoolteachers (6 states) by HDFC Ltd – Physical Infrastructure (6 states) by Aurobindo Pharma Limited

1. Covers only sub-categories of Education and Special Education; inclusive of higher education Source: National CSR portal – Ministry of Corporate Affairs (MCA), Top CSR Education Projects in India (FY 2018-19) Report by CSRBox, BCG analysis 3/1/20214/23/2021 USAID USAID INVEST: State Finalization & PSE opportunities 47