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.