Board of Trustees

Dr. Firdaus J Gandavia (April ’14 to Dec ’14) Mr. Burzis S Taraporevala (January ’14 to Present)

Mr. Arun Pandhi Prof. Chaya Degaonkar

Mr. Umashanker Periodi Ms. Amrita Patwardhan

Mr. Ganesh Neelam

Executive Director

Mr. Shivakumar D

Statutory Auditor

Vittal Rao Kaliswaran & Co. Chartered Accountants

Internal Auditor

R.K. Khanna &Associates Chartered Accountants

Our Donors

Navajbai & Sir Ratan Tata Trust, Mumbai Arghyam, Bangalore

Zilla Panchyat, Yadgir

Our Bankers

State Bank of India HDFC Bank

Content

Education

Chiguru ‘Early Childhood Care & Education’ Kalika Chethana ‘Learning Improvement Program’ Spoorthi ‘ICT intervention in High Schools’ Sanjeevani ‘Reader’s Club’ Chinnara Chethana ‘Children Club’ Jagruthi Sindhu ‘Strengthening Community Participation’

School Health & Sanitation

Aarogya Chethana

Research Studies

Literacy Research in Indian Languages Human Development Index of Yadgir District Youth Aspirational Assessment of Yadgir block, Yadgir District Livelihood Planning

Looking Ahead Financial Highlights In News

Overview

In October 2007, the Trusts launched ‘Kalike Samruddhi Upakram – Learning Enhancement Initiative’ (KSU) in Karnataka, focusing on improving the quality of elementary education in selected backward district such as Yadgir. In June 2012, “Kalike” - an associate organisation of the Navajbai & Sir Ratan Tata Trust was registered as a nodal agency for the KSU interventions with a long-term vision on ‘enhancing access and quality that is meaningful, empower-ing, appropriate and holistic for human development’ through education, skills development, health, livelihood and other related development areas. Under its long-term vision as an institution, through convergence with other Trusts portfolios, various Government departments and Non Profit Organiza-tions, Kalike seeks to address these inter-related domains, while keeping Education as a core focus area. One of the significant developments in the reporting year was that the Karnataka State Planning Board awarded Ka-like to develop the “Human Development Indices” for Yadgir district. Also during the reporting year, as a part of the Trusts’ Matrix approach, interventions under new thematic areas such as Livelihoods, Health, and Skills Development are being initiated in Yadgir. Feasibility and baseline studies were commissioned to understand and comprehend the ground realities and a plan of action has been developed to address the same.

Intervention in 60 villages in Yadgir Block of Yadgir district

Anganwadi 33 Centres

Primary Education 40 Schools

Water &

Sanitation

20 Schools

Secondary

Education

18 Schools

Education

Central focus on improving quality of elementary education and to enhance child’s learning & development by facilitating teacher education,

community participation and strengthening district level education structures to become responsive to the needs of diverse learners.

Chiguru

Early Childhood Care and Education program implemented in 33 Integrated

Child Development Services centres covering 1115 children

In 2008, the Trusts commissioned a baseline study on ‘School Education Scenario in Yadgir District’; which re-vealed that the Integrated Child Development Scheme (ICDS) centers primarily served as feeding centers and the Early Childhood Education (ECE) component was weak. The attendance in almost all centers covered under the study was between 10-15 children. Community involve-ment was low and child marriages were common in most villages, leading to school drop outs, especially among girl children. Thus in 2011, under Kalike Samruddhi Upakram initiative, ECE was integrated to improve the curve of the children from pre-school. The intervention aims to transform selected 33 ICDS center as learning Centres through intense capacity build-ing workshops & training to Anganwadi Workers (AWW); resource support to Anganwadi Centres to enrich learning experience of the children in the age group of 3-6, the program activities focuses on parenting care, basic health and nutrition. During the reporting year, workshop on pre-school was organized for Anganwadi Workers on language and communication, pre-reading and pre-writing and early numeracy. Training on role of helpers & importance of AWC were organized for Anganwadi Helpers. Inputs on organizing free play were also given. The nutrition melas organized for caregivers focused on providing inputs and demonstrate preparation of enriched food from basic home ingredients. In addition, exterior wall painting and

sand play structure at AWC’s were introduced as a strategy for motivation and attract children to be regular at Anganwadi.

► Anganwadi Workers have acquired rudimen-

tary skills in developing monthly PSE action plan

as a result of the monthly trainings

► Increase in attendance across 33 ICDS cen-

ters

► ECE is transacted for at least 1.5 hours per

day and is play based

“Children talk of animals and things they see on the wall and they also share their experiences. Some children tries to copy them on running board”- AWW, Horuncha “They enjoy playing in sand. Children call me to show their castles, moulds...”- AWW, Wadnalli

Unit Of Transformation Rajeshwari, worker at Anganwadi in Vadnalli village is

noted as an active facilitator of pre-school education (PSE).

She is busy from 10 am to 1 pm engaging children in varied

activities. Children flock her center knowing that their day

would be filled with fun filled activities and also would

learn something new. On a normal day around 25-30

children are bustling in the center.

The young worker has been in service for the last 7 years

unfolds a chapter “two years before” from her memoir,

“The center was not flushed with adequate teaching-

playing-materials and neither did I have an good

understanding of PSE. There were about 6-7 children

coming into the center and the days were spent with

couple of action songs and a story. I felt it was fine. The

resistance was strong when my center was selected for

conversion as an observation Anganwadi. Priya madam

(Program coordinator) started visiting regularly with her

inputs, invited me for training. My immediate reaction was

– it’s an additional burden. But Priya Madam persisted. ”.

In about 3-4 months Rajeshwari’s transformation began.

Today, she is an effective Anganwadi worker who delivers

her ‘significant time to her other’ role to her children

unhindered and gets started with records and home visits

in the second half of the day. She is motivated to influence

stakeholders in the village to leverage support to improve

the center. “I understand children’s need and the way to

cater to them” says the confident worker with secondary

education who has volunteered to play the peer mentor

role. Ask her if she anymore feels burdened? Laughter

bursts.

“Rajeshwari is extremely adept at doing activities with the

children & in effectively utilizing TLMs and the children also

participated enthusiastically”- Ms. Naaz, External Reviewer

Kalika Chethana .

Learning Improvement Program in 40 centres , improving reading

and writing skills in Kannada Language of over 1,000 children

The ASER report (2009-10), had indicated that in Gulbarga district only 69% children in grade II were able to read letters and words and 48% of the students studying in grade III to V were able to read grade I materials. A key reason for the poor academic performance was the disad-vantage in language faced by children in school. Due to Yadgir’s proximity to Hyderabad, Telugu and Urdu are the major languages spoken in the district, after Kannada. The children of these communities find Kannada (medium of instruction in Government schools) alien as their native language might be different. Further, no support from parents was given to children at home for improving their

articulation and comprehension of the language.

Thus, Kalike designed the ‘Learning Improvement

Program’ for the students in elementary grades

(Grades III-V) having difficulties in reading and writing

in the Kannada Language. To ensure increase in the

level of reading and writing, the animators (para

teachers) are trained and provided with necessary ma-

terials to conduct after school classes/ remedial for

two hours before and after school hours depending on

the children’s convenience.

Through the pre-mid-exit assessment 93% of chil-

dren were able to acquire basic reading and writing

skills in the Kannada language. Further, the regular

home visits by animators and quarterly parents

meetings have brought good results in improving

the children’s attendance. Kalika Chethana team

organized quarterly parent’s meets in all 40 Centres;

thereby, ensuring active participation of parents in

the process.

Saniya was born and brought up in an economically

marginalised family. She lives with her parents and sister. Her

father works as an auto driver, driving a rented auto and her

mother runs a small grocery shop from her house and

contributes to the family income. She has an elder sister who

studies in GHPS, Yaragola Grade 7.

Before Saniya was part of the LIP center, her engagement

was more with television programs, playing with peer groups

rather than on reading or learning activities. While, she was

studying in Grade III at GHPS Mustoor, Saniya would forget

all the subjects taught in the classroom as she was facing

difficulty in reading. The class teacher of Saniya also

mentioned that, she would always cry at the beginning of the

class and never concentrated on her studies.

Slowly, Saniya started losing interest in studies; the class

teacher referred her to the Learning Improvement Program

(LIP). The animator at LIP center observed that Saniya was

keen to learn new things rather than by rote. It was also

noticed that her learning capacity and level of attention was

disturbed frequently and quickly. She expressed her views in

a confident manner. The multi-method teaching at the LIP

centre provided space for Saniya to actively engage with

words. Different methodology such as (a) group discussion,

(b) relating the subject concepts to the personal life, and (c)

providing story books to make reading more attractive and

additional materials helped sustaining her curiosity and

interest in learning. Her attendance to the center become

regular.

With the frequent feedback and follow-up, today Saniya

attends classes regularly, her performance in studies has

gradually improved and now she is able to frame sentences

without mistakes and also read with proper pronunciations.

She remembers the lesson taught in the school and responds

to questions in a sentence format and her handwriting has

become legible.

Spoorthi

ICT intervention in 40 Govt. High Schools covering 4,827 children and providing school-based academic and technical support

Since June 2012, Kalike as a part of its ‘Kalike Samruddhi Upakram’ (KSU) project has been working with IT for Change (ITfC) to integrate ICTs in Secondary education with a focus on strengthening ”Teacher Education”. The strategy was designed based on the Research Study carried out by IT for Change during the Phase I of the project. The research findings indicated that all teachers believed that the program should continue as it has potential to contribute to the education process and Teacher involvement in curricular framing through digital resources was essential. Hence, workshops and onsite support to teachers to enhance their basic knowledge and skills on usage of ICTs through Subject Teacher Forum were conducted.

In addition to providing school-based academic and tech-nical support, during the year, the intervention focused on providing support to teachers on transacting new syllabus of Grade 9 with respect to old syllabus. A workshop was organized for high school Head Teachers on School Lead-ership Development where sessions on basic computer literacy such as email/mailing groups and on Human Re-source Management System (HRMS) an integral part of School Administration was carried out. As part of the Hu-man Development Index (HDI) data visualization, a GIS mapping of common Points of Interests (POI) such as schools, health Centres, pre-schools, panchyats, etc. have been developed for Yadgir district.

► 60 teachers in the intervention schools have been moti-

vated to purchase their own laptops for classroom prepared-

ness

► Teachers are pro-active in using the computers, laptops,

data cards, etc.

“Kalike has helped the school in using ICTs for classroom-teaching by teachers through their regular support and work-shops”– Head teacher, Mr. Hanamanthrao Gongle, GGUHS, Gurumitkal “Kalike is a boon for Yadgir teachers to learn ICTs for their development and to use modern methods in teaching-learning processes in their classes”– Principal, Smt. T. G. Syeda, DIET Yadgir

Sanjeevani

Readers Club promoted in 50 schools in enhancing reading skills,

general knowledge and language fluency amongst children and

In 2011, in collaboration with NCCL-NBT, Navajbai & Sir Ratan Tata Trust and Education Department, readers’ clubs have been set up in 50 selected schools of Yadgir block . The purpose was to promote and develop reading skills, general knowledge and language fluency amongst teachers and children. Workshops on language, storytell-ing, and importance of reader’s club were conducted for Government Teachers. As part of the club activities, a two day book fair was organized and books from Nava Karnataka, NBT, Sapna, Pratham, etc. were sold. The fair had a range of books from teaching skills to subject relat-ed, to story books etc. meeting the needs of both stu-dents and teachers. During the year, the existing library structures in all schools were reorganized and are now been monitored by teachers and animators. There has been an increase in the usage of library books amongst students and teach-ers. Students have shown an improvement in language fluency and are engaging in different activities such as

discussions, quiz, storytelling and formation, etc. The books have helped the teachers in lesson planning and effective classroom transaction.

Houses of Books Bommashettihalli situated in Yadgir district, has restructured

the libraries not only at the school level but also in the

community. Like many schools the infrastructure was

inferior, where students of Grade I to V were seated in one

room. There was no library setup in the school and books

were unutilized by the teachers and students. The perspec-

tive of the teachers was such that, if the books were given to

children for use it may not return in good condition.

As part of ‘Sanjeevani’ – Reader’s Club, Kalike staff regularly

visited to understand the gaps and found that the teachers

were more into safe keeping of the library books and not

encouraging children to read/borrow. Post our findings, the

Kalike staff regularly visited the school and encouraged

teachers to hand out books to children on weekly basis. In

addition, our animators also motivated children to read more

books and helped forming a children library committee. In

collaboration with NBT, Pratham & other publishers, Kalike

has organized book fairs making available books of various

topics such as subject related, story books, biopics, etc. for

students and people from different age groups. Further, a

library training program helped the teachers and animators

in setting up library, book keeping, creating reading environ-

ment for the children, and conducting regular session in the

library classes.

With the regular library sessions in schools, the children were

motivated and started to collect books of different genres

such as freedom fighters, story, folk songs, general

knowledge, etc.

There are 8 students from Grade 7, GHPS Bommashettihalli,

who have set up a library/study room at their home. Due to

space constraints at home, some students continue to bor-

row books from school library and return. The students also

share their learning’s with parents and discuss on issues.

Shivakumar, a student from Grade 7, has formed his mini

home library with a collection of 40 books ranging from

biopics of freedom fighters to story books to general

knowledge books. When asked ‘Which is your favorite book?’

he quickly replied ‘General Knowledge, as I get to know and

learn new things from one book’. The teacher also mentioned

that his parents have been encouraging and have added

more books to his mini library. Also he has secured 1st rank in

State Level Olympiad Exam.

Another student Shivaraj from Grade 7, who was not fond

of reading, has been able to cultivate the habit through the

‘Reader’s Club’. Seeing his classmates setting up a library at

their home, he also collected books from book fairs and set

up his own home library. He aspires to be teacher and when

asked ‘Why do you want to be a Teacher?’ He responded

that ‘for any profession you have to be taught by a teacher

and without a teacher no profession gets better. Hence I

would like to become a Teacher’.

Mr. Chandramappa, Head Teacher expressed his opinion

that “ It has enlightened me that earlier I was more con-

servative in handing over the books for to children. But

now I have realized that we cannot stop anyone from ac-

quiring knowledge.....”

Mr. Sheikh Ali, Teacher Library in charge “Every school

should have a Library; it is an important setup in a school

just like our organs. If one organ in our body gets disturbed

it affects the system. Similarly if a library is nonfunctional in

the school, it does not create an enabling and enriching

environment for learning.”

Chinnara Chethana

Children clubs are formed to inculcate good values among the children and to identify & develop various skills and talents in them. On a weekly basis various activities such as information sharing on RTE, child rights, drawing, storytelling, story writing, craft making, quiz etc. activities are conducted.

Children’s club formed in 40 schools covering 4,500 children

Activities being conducted at the club in Govt. Primary School, Mustoor

Jagruthi Sindhu

Strengthening Community Participation in village Education

Committees and Parent Teacher Association across 40 schools

Many states in India have devolved control over schools to the local communities through greater involvement of Village Edu-cation Committees and Parent Teacher Associations. But the reports and survey based evidence indicates that the communi-ty members have not been equipped with adequate information about their powers, functions and the services expected. There-fore, the knowledge gap became a hurdle in monitoring of the services. Hence, strengthening the community’s knowledge and information sharing became essential. The specific ap-proach adopted by Kalike includes (i) peer guidance to School Development & Monitoring Committee (SDMC) members, (ii) guide and direct SDMC members, (iii) equip women SHGs with knowledge and (iv) Motivate experienced individuals, youth members to encourage the SDMC members to take up the tasks effectively. During the year, in collaboration with DIET & Education depart-ment, workshops were organized for SDMC members, Gram Panchayat members, Anganwadi Workers and Head Teachers on roles & responsibilities. The SDMC members were active in

developing the School Development Plan. Information Educa-tion & Communication (IEC) materials have been developed for orienting community on various issues. A need analysis study has been initiated to understand SDMC involvement in the

school development activity, the relationship between school and community, etc. in selected 40 schools. In the coming fiscal year, the data would be analyzed and based on the findings modules would be developed for SDMC trainings.

► SDMC members have developed School Development Plan ► Increased women member participation in workshops and monthly meetings ► In 8 schools, 20% of the funds/materials were mobilized from community and SDMC’s for implementing school health and sanitation hardware activities ► Average 3-4 SDMC members visit schools in a week for

SDMC workshop being organized at Govt. Primary School, Bommeshtehalli

School Health & Sanitation

Focus on providing access to safe drinking water and sanitation facilities

Aarogya Chethana

4,183 children and 122 teachers across 20 school have

access to portable drinking and functional toilets

Availability of drinking water and sanitation in schools facili-tates child learning process. This has a significant effect on the dropout of girl children after attaining puberty. According to EMIS-2007-08, only 46.47% of primary schools in Yadgir district had toilets and 62.99% of primary schools have drinking water facilities. Due to traditional behavioral patterns, it is difficult to orient people to change the health and hygiene practices. If the message is sent from the school through the children to their homes, it has high probability of changing the attitudes and practices. Hence, with the support from Arghyam , ‘Aarogya Chethana’ program was designed and implemented to actively engage the services and involvements of the SDMC’s in improving drinking water and sanitation facilities in 20 selected government schools. The focus is to benefit 4000 children, 154 teachers and 200 SDMC members associated in these schools. The aim was to provide both hardware and software facilities like (a) utiliza-tion of Ultra Violet drums for drinking water, (b) initiate rain water harvest systems for water storage, and (c) construction and repair of functional toilets (separate for boys and girls) to produce a healthy school environment and to develop and sup-

port safe hygienic behaviors.

During the year, an orientation on usage and maintenance of UV drums were provided to Head Teachers and School Health & Sanitation Committee (SHSC) members. Along with repairs and construction of rainwater harvest tanks and urinal facili-ties in schools, hand-washing platforms were constructed in selected schools. Further a workshop for SHSC members on planning, implementing and monitoring health activities was conducted for a healthy school environment. Health camps were organized in 10 selected schools covering 1103 children.

► 70% of children are utilizing the toilet facilities while 80% accessing drinking water ► Increased SDMCs, HM and teachers involvement in monitoring the health and hygiene practices among children ► Vegetables grown in the kitchen garden are used in the mid-day meal program. from community and SDMC’s for implementing school health and sanitation hardware activities

Model Village

Kanchagarahalli, situated in Yadgir district, has one school.

Like many districts predominantly dependent on agriculture,

the drought-stricken land saw mass migration during the

scorching summer months, when families moved to nearby

cities seeking employment as construction laborers. By the end

of the rainy season, the school attendance declined by 30%,

where children would drop out of school to work in the fields,

or to take care of their younger siblings.

These were not the only reasons that attendance suffered.

About half the children would not attend the school because of

lack of drinking water. In a harsh land where groundwater was

virtually unavailable in the vicinity, this meant that students

had to bring water from home to meet their needs. The only

transformer that was available in the village burnt every alter-

nate day, making it impossible for school authorities to regu-

larly pump water into the storage tank. Girl students did not

use the bathroom at all.

As part of Aarogya-Chethana intervention, Kalike carried out

a gap analysis of the school, and discovered that water supply

was a major problem in the area. The supply to the school was

irregular, and available water was used for consumption was

contaminated by fluoride, nitrates and hydrogen sulphide.

Post-analysis, Kalike constructed water tanks with a capacity

of 17,000 liters in the school campus. Based on the rainwater

harvesting model, the water is stored in tanks and is uti-

lized for drinking and cooking mid-day meals for students.

The school was provided with UV drums to purify the water

in order to make it potable. The students have maintained a

school garden in the campus. The school walls have been

repainted with messages about hygiene, nutrition, im-

portance of water and its purification, etc. These changes

have not only improved general attendance, but also the

attendance of girl students in particular.

"It is because of the Kalike and Trusts’ initiative that the

picture has changed today. I am happy that these changes

took place during my tenure; it has made me understand

the importance of collaboration, and the importance of

transparency in effective school development,” says Ms.

Premalatha, the headmistress of the school. ‘Our school

now has better facilities than urban schools’ says Ms. Lak-

shmi Bai, Gram Panchyat member.

Initially, the community was not very supportive of the

whole process. Post-construction, the residents became

more aware of the difference between pure and contami-

nated water, and the advantages of using harvested rain

water. Today, the members of School Development Moni-

toring Committees (SDMC – a committee involving parents

of children studying in the said school), actively participate

in school development programs and take pride in bringing

about change not just for children but for the community as

a whole.

"Kanchagarahalli is moving towards development, and it

shows that the villagers can do wonders if they unite," says

Mr. Venkoba, the former SDMC president. "Education can

assure a bright future, and Kalike-Trusts showed us the

road of community contribution towards development."

Kanchagarahalli is not an ordinary village today; it is a

model village in Yadgir district, and placed second in the

Block Level 'Parisara Snehi' School Award.

Research Studies Research Studies are essential to bring out the various dimensions of the problem and to provide a feed back to for-mulate effective programs and policies. Thus, during the year four research studies were carried out in field of educa-tion, skill development, livelihood, and human development index. The Literacy Research in Indian Languages, initiated by the Trusts, is a 5 years study project and seeks to address this gap in knowledge by examining how elementary grade students (Grades 1-5) learn to read and write in Kannada Indian languages. Hence the longitudinal study began with the first set of data collection and quantitative analysis of 440 children from 27 purposively sampled schools in Yadgir. Based on the intense study of Nali-Kali curriculum, obser-vational tools were developed for structured classroom assessments for selected Nali-Kali classrooms in Yadgir. In 2013, a MoU was signed between Kalike & Zilla Panchayat, Yadgir to plan and implement Human Development Study for Yadgir District. As part of the study, (a) data was collected & validated from various departments and cen-sus sources, (b) 1 district level and 3 taluk level workshops on HDI were conducted for department officials, elected representatives, students and local media, (c ) calculation of data indicators and computation of major indices related to Human Development, (e) 4 small area studies on malnutrition, water quality, education and livelihood were carried out and a study on Dalit development was also carried out, (f) District Human Development Report (DHDR) chapter writing in English was completed. The report is been translated in Kannada language and will be approved for DHDR by July, 2014. The final approved District Human Development Report shall be submitted to state planning depart-ment in August 2014. A Feasibility Study and Baseline Study, under Livelihood intervention, were conducted to map the existing agricultur-al practices followed by farmers, issues in agriculture, pattern of crops, source of water, rainfall, etc. The study to un-derstand the current practices in agriculture highlighted that there is a scope for action towards livelihoods improve-ment. It was found that farmers in the area do not have access to extension services and are ignorant on the best farm practices. Agriculture is rain-fed and the quantity of inputs used across crops is high as compared to the recommend-ed, resulting in very high inputs costs. Hence, Kalike has designed a pilot project with farmers from 15 selected villag-es and is working towards brining best practices to the fields of the farmers. The aim of the project is to decrease the input costs and increase the yields of the farmer fields. Interventions for brining updated and validated package of practices and technologies, designing and delivering extension channels and sustainable systems as well as ensuring linkage with financial institutions are developed and are being implemented. In 2013, we carried out a Youth Aspirations Assessment to comprehend the youth’s hopes and objectives. Based on the findings, KSU developed a twofold approach a) Life skills for high school children (11-16) as this cohort is a critical connect between the school system and the labor force. The program design would aim at making the children confi-dent and productive citizens; b) Vocational Training Programs with Placements for marginalized youths (18-30 years): Youths in Yadgir can be classified into a) drop youths keen to migrate; b) literate youths keen to work in Yadgir or ad-jacent districts. Hence, the vocational training program would be designed to tap both groups. In the case of young girls and women, owing to the cultural context, the group is not keen to move out Yadgir; hence, programs would be designed to generate livelihood opportunities in the district itself or in neighboring ones such as Gulbarga or Raichur. In addition, entrepreneurship would also be part of the design.

Looking Ahead

Livelihoods, health & nutrition and skill development interventions to be operationalized in Yadgir block under the Matrix approach, dovetailing with the education interventions.

Programs to be up scaled through expansion to remaining clusters within Yadgir block and neighboring blocks, through direct implementation and partnering with non-profit organizations and government departments.

Submission of Yadgir district’s “Human Development Indices” report to the Government of Karnataka; subsequent-ly closely being associated with the District Implementation Committee in planning interventions for addressing the issues highlighted in the report.

Financial Report

Currency: Rs.

Liabilities

2013 -14 2012 - 13 Assets

2013 -14

2012 - 13

Trust Fund 5,000 5,000 Fixed Assets 623,008 532,283 Capital Fund 728,008 637,283 Investments 5,000 NIL

General Funds 15,218 34,391 Current Assets 4,449,986 3,248,700 Un-Utilized Earmarked Funds 4,329,715 3,104,309 Other Liabilities 53 -

Total 5,077,994 3,780,983 Total 5,077,994 3,780,983

Kalike — Balance Sheet as on 31 March 2014

Currency: Rs.

Expenditure 2013 -14 2012 - 13 Income 2013 -14 2012 - 13

Excess of Income over Expendi-ture transferred to General Fund

15,080

34,391 Other Receipts:

Bank Interest -

34,391

Contribution - Kunti team visit 23 -

Contribution - General 13,250 -

General - Bank Interest 1,807 -

Total 15,080 34,391 Total

15,080

34,391

Kalike — Income and Expenditure for the year ended 31 March 2014

In News

Published Date: October 6, 2013 Newspaper: Vijay Karnataka Article: Every School should conduct Parent Meeting

Published Date: May 5, 2014 Newspaper: Kannada Prabha Article: Summer camps for children which focuses on

inculcating values, developing skills & talents

Published Date: February 9, 2014 Newspaper: Kannada Prabha Article: Through SDMC meetings, creating

awareness on Education

Kalike Team

Bangalore Office

Mr. Shivakumar D Ms. Uma Krishnan

Dr. Chitakalamba N Ms. Asha Jyothi

Ms. Sakhi Gopalraju Mr. Jagadish K

Yadgir Office

Mr. Ramesh Gongadi Mr. Girish Harakamini

Ms. Neela Apte Mr. Mounesh Nalkamani

Mr. Iranna Biradar Ms. Mahadevi Gorpade

Mr. Santosh Pasar Mr. Basavaraj Hallihosur

Mr. Mahantesh B Mr. Hanamanta A

Mr. Yogesh K S Mr. Vishwanath K

Ms. Priya R Ms. Pratibhavati Mr. Devareddy

Mr. Hanamanta A Mr. Mahesh Ms. Srividya

Mr. Rudraswami Mr. Saibabu

Mr. Ashok Poojari Mr. Mallikarjuna

Ms. Savakka

Associations & Partnership

Azim Premji University, Bangalore Community Development Foundation (CDF), Bangalore

Centre for British Teaching (CfBT) and Education Services, Hyderabad Pratham Books, Bangalore

IT for Change (ITfC), Bangalore Swami Vivekananda Youth Movement (SVYM), Mysore

Selco Foundation, Bangalore

Head Office: #317/85, 1st Floor, 18th Main, 18th Cross, MC Road, Near Udaya School, Vijayanagar, Bangalore – 560 040 T: 080 4157 5258

Branch Office: Sri Laxmi Nivas,

Plot No. 14 & 15, Behind Balaji Kalyan Mantap,

Near Vanakeri Layout, Yadgir- 585 201 T: 8473 250106

www.kalike.org