Melton Foundation Avalahalli SSP

Why this model?

The above question can be best answered by comparing the model to the more traditional solutions that have been usually proposed by various concerned groups:

1. Building a school? Many organisations and foundations have built entire schools for the needy and poor classes of society. This solution has numerous advantages but how many children can one school cater too. It can benefit only the lucky few who can study in the school. Also, this solution requires a huge amount of funds, time, maintenance, accountability etc.

2. Full time volunteers? There are motivated individuals who have sacrificed a lot if not all of their personal lives to work for the society. But how many such volunteers can a society provide? Is it fair to expect sacrifices of such magnitudes from social workers?

3. “Changing the system?” An ideal solution will be to change the system, increase government expenditure in education to such an extent that the quality in government schools increases tremendously. This solution actually ignores the fact that the government has done commendable work in certain aspects of education. For example in increasing the enrollment figures in primary schools. Also, a change in system brings up other questions like fighting corruption, proper management of government funds etc. all of which will require extensive participation of the intelligentsia and considerable time. A partnership between the government and society can produce better results.

How to extend this model?

The approach should be to replicate the BMSIT model in other feasible institutions. A well established network of “institution-school pairs” that have adopted the BMSIT model will guarantee a social impact and a systematic change as this network keeps expanding. Hence, the aim must be to prove to others the feasibility, validity and efficiency of the BMSIT model.

Essentially the aim must be to provide a framework for making the above mentioned network possible and for enabling the continuous expansion of the network.

Practically we can list out the various stages as follows:

1. Start by identifying potential institutions: As a start begin by identifying potential institutions where the introduction of the BMSIT model will be both feasible and easy. This is an important step in the building up of the momentum. Good ongoing examples will serve as a source of inspiration and encouragement for the further expansion of the network. This step will also include identification of institutions and other NGOs that are already working in a similar manner. Useful information and experiences can be shared from such institutions.

2. Building up of momentum: Documentation of the work done in schools, and perhaps external help will be used in building up momentum. For example, having the mission and approach recognised by established groups, individuals and organisations will help a great deal in expansion of the network and giving it recognition and acceptance. Also proper documentation will act as proof of the efficiency of the model.

3. BMSIT as an example: The success at BMSIT is a source of inspiration for the creation of the extended network. It can also be the source of inspiration for the implementation of the mission. The BMSIT venture will have to approach perfection to act as an efficient source of inspiration.

4. One group One school: The aim is to make a group, which could be a school, college, office etc., adopt one needy school each.

5. Ensure the success of the BMSIT model is replicated elsewhere: For this complete information on the BMSIT model must be made available. Its characteristics studied and inculcated in the models of other institutions part of the network.

A video of the Avalahalli SSP

Some Characteristics of the BMSIT-Avalahalli SSP

1. Use of existing frameworks: The BMSIT SSP did not require any new networks to be built. It made use of already existing infrastructure and networks.

2. Participation of the youth: The students of BMSIT are in the age group of 18 – 21 years. This group of people in India today, it can be believed, are a highly inspired lot. They are aware of their surroundings and care for the society. This can be seen in the overwhelming response in BMSIT to this project.

3. Decentralization: Although this idea is a Melton Foundation initiative, the participants of BMSIT have the freedom of deciding how to go about the teaching. This aspect of the SSP has worked very well and it can be observed that YOUTH + CHILDREN = INSPIRED INDIVIDUALS

4. Win-Win situation: The BMSIT model is a very good example of a win-win situation. Both sides of this SSP, the giver and the receiver, are happy and satisfied.

5. Potential for innovative expansion: BMSIT and the Avalahalli government school have slowly built up their relationship and this gives room for innovative new ventures. For example, BMSIT has agreed to donate a computer to the school. There can be many more such new ideas coming up with time.

6. Not too demanding on participants[1]: This is the most important aspect of the BMSIT SSP. The participants spend only 2 hours per week. This has assured active participation and has also avoided the traditional image of social service - that of having to sacrifice a great deal of one’s personal life to work for the society.

[1] This is the single most important factor that has enabled the success of the BMSIT-Avalahalli SSP. Participants have their regular set of commitments like academics, hobbies etc. and would have otherwise refused to participate if it was too demanding on them.

The First Batch concludes its term in Avalahalli

On 14th March 2008 the first batch consisting of 6 people concluded its term in the Avalahalli government school. They have taught basic English for over 8 hours spread over several weeks.

As a concluding activity the group conducted a career counselling session for the 5th standard students. The school only has classes upto 5 and so the students were briefed on the various opportunities they have. A lot of stress was laid on the importance of continuing education in other close by schools after 5th standard.