Zeal Education Trust

Ahmedabad, Gujarat
Zeal Education Trust - Turning Pont Program

1. Table of Contents
1. Table of Contents..........................................................2

2. Executive Summary.......................................................3

3. Background...................................................................4

4. Rationale of the project..................................................4

5. Profile of Zeal Education Trust......................................5

6. Proposed Project Activities............................................5

7. Kit Contents...................................................................7

8. Monitoring & Documentation.........................................8

9. Project Visibility..............................................................8

10. Project Outcome......................................................8

11. Budget Summary.....................................................9

12. Budget Detailed........................................................9

13. Sample Explorations..............................................11

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Zeal Education Trust - Turning Pont Program

2. Executive Summary

Particulars Description

The project's goal is to introduce students to Science, Technology,

Engineering and Maths through a series of explorations. Explorations
Project Goal
start with a question, go through experiments and searches and end in
the design and making of a model.

 2000 students' enthusiasm and capabilities in STEM subjects

Project improve significantly
Objectives  20 teachers find teaching STEM subjects fascinating through a
completely new approach

The problems that we face today require a holistic approach to

education, wherein the links between themes like Science, Technology,
Engineering and Maths need to be emphasised in school. Students
need to learn not solutions to problems, but how to engage in the
process of finding solutions. Today's problems are so complex that it is
not possible for a single person to even comprehend them in their
Rationale entirety: working in groups, learning to communicate and collaborate
with others has become even more important today than it was in the
past. The easy availability of information through the internet and AI
has made the appropriate use of technology even more important
today than ever before. These ideas are as applicable to India's huge
rural and underexposed population as to the privileged children of the
major cities.

Target
Students and teachers of targeted location.
Beneficiaries

 Quality Education (SDG 4) through improved access to high-quality

educational resources.
Linkages with  Reduced Inequalities (SDG 10) by promoting inclusivity and
SDG’s equitable access to education.
 Partnership for the Goals (SDG 17) through collaborations with
educational institutions, governments, and corporations.

The proposed project will be implemented in 20 schools in a specific

Geography
location (to be selected in consultation with the donor).

The project aims to engage students of class 6-8 in 15 different

explorations in STEM subjects. Each exploration has been carefully
Concept chosen to introduce students to fundamental ideas in science and
maths, involve them actively in designing, making and learning how to
use models and learn to communicate the process to their peers.

Expected A significant number of students join Science mainstream and perform

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Outcome superlatively, motivated by the program and its insights.

Project Duration 5 years

Project Budget Rs. 1,82,70,000

3. Background
School education in the past has been characterized by several features, which are
inappropriate for the present day and for the future:
 Subjects are taught in isolation, with no connections established even between different
subjects in science like Biology and Physics or in maths like geometry and trigonometry.
 Students learn laws, derivations and theories rather than learning to discover laws,
derive results and formulate theories.
 When students perform an experiment, they are told
exactly what to do, becoming glorified clerks in the
process. When asked to participate in a science
exhibition, most students (or their parents) will copy a
model that is described in a video on YouTube, without
any understanding of the design process.
 Students are rarely encouraged to work in groups. The
idea that a group of students would take up a problem,
discuss possible solutions amongst themselves and with
a guide and design the solution is foreign to our education system.
 The use of technology is often limited to showing videos of experiments, saving the
school the expense of buying equipment and the teacher the trouble of performing the
experiment! The student is reduced to a passive observer rather than an active
participant of the learning process.

4. Rationale of the project

Today's problems are very different from those of the past. While it was possible for an Euler
or a Gauss, an Einstein or a Pauling to contribute to many fields in their subject, the amount
of knowledge and nature of problems makes it difficult for a single person to even
comprehend them. We need to change our education system, making it more collaborative,
encouraging students to communicate with each other and to become active participants in
the learning process. Students need to learn to think like a scientist, a mathematician, an
engineer or a technologist, not just learn the end products of these subjects!
We at Zeal firmly believe in the process approach to education. We believe that the main
distinction between (say) a physicist and a lawyer is, in addition to domain knowledge, the
way they think. Just knowing Newton's laws or the Constitution does not make a person a
physicist or a lawyer: the main difference is in the kind of questions that each one asks.
Given this, what is the best way to teach children in school? We believe it lies in making
students undergo guided explorations, where they learn to ask questions and answer them
like a scientist or mathematician or engineer, going through the process and ending up
becoming one! No amount of lecturing about the Scientific method will succeed as well as an
hour of putting it into practice!

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5. Profile of Zeal Education Trust

Zeal Education Trust was set up in January 2016 by Dr. B R Sitaram and Ms. Sandhya
Sitaram to provide specific educational services to underprivileged schools through CSR
programs sponsored by the corporates and other organizations. The main goal of the trust is
to involve corporates in igniting the minds of students of the underprivileged section of the
society so that they also get opportunities to get into
mainstream professions.
Zeal Educational Trust, through its sister
organisation, Zeal Educational Services Pvt.
Ltd. have been involved since 2002 in running an
extremely popular program called The Young Scientist
Exploring Science. This program consisted of a
series of 90 minute sessions, each devoted to exploring a
separate question in science or maths. The program was
targeted at various age groups and each session involved intense discussions and
explorations, culminating in one of the students writing a report about the session. The report
in turn was presented to the group, and edited as per the group's recommendations.
The same organisation also conducted several model making programs, wherein students
were trained in making innovative models in science and mathematics. Once again in these
sessions, a lot of stress was laid on design and choice of materials.
We were also pioneers in the use of IT in education, with our first programs dating to 1987.
Over the years, hundreds of students learnt to use technology to assist them in their
learning.
Our experience with these programs and our long interaction with students of all ages and
types, including rural and underprivileged students, have enabled us to design this program
appropriately.

6. Proposed Project Activities

This intervention is focused at 20 schools taken as a cohort. The program will be spread
over 5 years.

Year 1:
Preliminary:
The District Education Authorities will be contacted and the
program explained to them. With their assistance, a list of 20
schools in the same area will be identified. Suitable letters of
permission will be obtained from them and a suitable school
for the workshops will be identified. The principal of each of
the selected schools will be contacted and requested to
assist in the implementation of the program. Each school will
be asked to depute 1 teacher (science or maths) for the
project.
Through Year
Through the year, 3 workshops of 3 days duration each will be arranged. These workshops
will be arranged in conjunction with the District Education Authorities and will be attended by
all the selected 20 teachers. During each workshop, 5 explorations suitable for class 6 will

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be introduced to the teachers, who will act as students and work through the explorations
under our guidance. All the necessary materials will be provided by Zeal. In the first year,
all targeted students (class 6, 7 and 8) will be performing the same explorations.
Following each workshop, the following material will be provided to each school:
 45 copies of the student kits for each of the 5 explorations of class 6, to be used by
students of class 6, 7 and 8 (same kits to be used by all students)
 15 copies of the permanent models for each of the 5 explorations of class 6, to be used
by students of class 6, 7 and 8 (same kits to be used by all students)
 A set of tools (scales, protractors, paper cutters, paper punches, etc.) that would be
required for performing the explorations.
During the year, students will go through the explorations and arrange an exhibition at the
end of the year wherein they will showcase their understanding and experiences throughout
the year.
A special exhibition will be arranged in a central location where all schools will be asked to
send teams to exhibit their work. This exhibition will be attended by education officials and
other officers.

Year 2:
Preliminary:
The District Education Authorities will be contacted for finalizing dates and location for the
workshops and the same will be communicated with
principals.
Through Year
Through the year, 3 workshops of 4 days duration each will
be arranged. During each workshop, 5 explorations suitable
for class 7 will be introduced to the teachers, who will act as
students and work through the explorations under our
guidance. All the necessary materials will be provided by
Zeal. In this year, all students of class 7 and 8 will be
performing the same newly introduced explorations, while students of class 6 will be
performing the explorations introduced in Year 1. One day of each workshop will be
used to review the work done in the previous year and to identify any replacements/repairs
needed for older material. Following each workshop, the following material will be provided
to each school:
 15 copies of the student kits for each of the 5 explorations of class 6 to be used by
students of class 6 and 30 copies of the explorations of class 7 to be used by students of
class 7 and 8
 15 copies of the permanent models for each of the 5 explorations of class 7, to be used
by students of class 7 and 8. Students of class 6 will use the models already used in the
previous year.
 Any replacements/repairs that are needed to be done to the permanent models and tools
provided in year 1.
During the year, students will go through the explorations and arrange an exhibition at the
end of the year wherein they will showcase their understanding and experiences throughout
the year.
A special exhibition will be arranged as in Year 1.

Year 3:

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Preliminary:
The District Education Authorities will be contacted for finalizing dates and location for the
workshops and the same will be communicated with principals.
Through Year
Through the year, 3 workshops of 4 days duration each will be arranged. During each
workshop, 5 explorations suitable for class 8 will be introduced to the teachers, who will act
as students and work through the explorations under our guidance. All the necessary
materials will be provided by Zeal. In this year, all students will be performing the
explorations of their classes. One day of each workshop will be used to review the work
done in the previous year and to identify any replacements/repairs needed for older material.
Following each workshop, the following material will be provided to each school:
 15 copies of the student kits for each of the 5 explorations of each class (45 in all)
 15 copies of the permanent models for each of the 5 explorations of class 8, to be used
by students of class 8. Students of class 6 and 7 will use the models already used in the
previous year.
 Any replacements/repairs that are needed to be done to the permanent models and tools
provided in previous years.
During the year, students will go through the explorations and arrange an exhibition at the
end of the year wherein they will showcase their understanding
and experiences throughout the year.
A special exhibition will be arranged as in Year 1.

Year 4 & 5:
The District Education Authorities will be contacted for finalizing
dates and location for the workshops and the same will be
communicated with principals.
Through Year
Through the year, 3 workshops of 1 day duration each will be
arranged. During each workshop, we will review the work done in the previous year and
identify any replacements/repairs needed for older material. Following each workshop, the
following material will be provided to each school:
 15 copies of the student kits for each of the 5 explorations of each class (45 in all)
 Any replacements/repairs that are needed to be done to the permanent models and tools
provided in previous years.
During the year, students will go through the explorations and arrange an exhibition at the
end of the year wherein they will showcase their understanding and experiences throughout
the year.
A special exhibition will be arranged as in Year 1.

7. Kit Contents
Student Kits
 All the materials required to perform the explorations, normally made of card/cardboard
 Worksheets to be filled by students

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Permanent Kits
 All common materials to be used by students in groups, normally made of
acrylic/wood/metal. These are meant to be used over and over again by different groups
of students.
 Teachers' notes and keys to worksheets.

Tool kits
 Common tools used in making models, e.g. protractors, scales, paper punches,
compasses and clips

8. Monitoring & Documentation

Project Monitoring
The program is monitored during the workshop through observations and teacher
feedback. Once the teachers start the school program, a constant monitoring of activities
through videos and images will be sent on the WhatsApp group. In case teachers do not
appear to be active, they are contacted and asked to resume activities. In this scenario,
interactions will be held with principals. Finally, the school exhibitions give a first-rate
opportunity to find out exactly how students have understood and absorbed. This helps
gauge the interest and enthusiasm shown by teachers and
students alike
Documentation
Recordings and notes would be prepared
 Report after each workshop is completed
 Report after the exhibitions are conducted
 Images and videos of the workshops, activities in the
school after the workshop and of the exhibitions
 Feedback by the teachers and the students
 Case studies of the students in terms of how the intervention helped them and best
practice models

9. Project Visibility
 A Banner will be designed bearing the name and logo of the corporate, along with the
name and logo of Zeal Education Trust
 The banner would be displayed during the workshops
 One copy of the banner will be given to each school. The teachers will display the
banner when they work with the students when they train them
 The banner will be displayed during the exhibitions
 The boxes of material supplied to the schools will bear the same poster in the form of a
sticker

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10.Project Outcome
The success of this intervention lies mainly in terms of the change the program brought in
their lives, let alone in the classes, months and years after the program got over. Students
claimed that they decided to pursue a career in science thanks to our programs. Besides,
due to the keen interest in Science and Mathematics, a significant reduction of dropout and
more children getting fascinated by these subjects are found. There are some pointers to the
effect of the program which can be (and have been) observed during interactions.
Pedagogical techniques of facilitating learning: During the program, teachers were made to
go through techniques like the process approach and the Socratic methods of learning by
questioning. Teachers realized and gained the belief that such methods could be actually put
into practice with their students. This is seen through the effect of teachers using the
approaches in interactions with students.
The teachers learn new skills like measuring accurately, cutting, pasting, understanding
plans, etc. They grow in confidence with every model they made and become sure that they
could make models by themselves

11.Budget Summary
Year Type Amount
1 Activity 48,50,000
Personnel 2,40,000
Total 50,90,000
2 Activity 36,85,000
Personnel 2,40,000
Total 39,25,000
3 Activity 38,35,000
Personnel 2,40,000
Total 40,75,000
4 Activity 23,50,000
Personnel 2,40,000
Total 25,90,000
5 Activity 23,50,000
Personnel 2,40,000
Total 25,90,000

Grand 1,82,70,000
Total

12.Budget Detailed
A Activity Cost Total
Year 1
1 Approval Meetings 1 meeting 25,000
2 Student Kits 45 kits x 1500 per kit x 20 schools 13,50,000
3 Class kits for Workshop and Schools 5 x 15 kits @ 1000 per kit x 20 schools 15,00,000
4 Tools 45 sets @ 1000 per set x 20 schools 15,00,000
5 Workshop expenses (travel, 9 days workshop, 3 resource persons, 3,00,000

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resource persons, food) food for 25 persons

6 Final Exhibition 1,00,000
7 Monitoring 75,000
Total for Year 1 48,50,000

Year 2
1 Approval Meetings 1 meeting 25,000
2 Student Kits 45 kits x 1500 per kit x 20 schools 13,50,000
3 Class kits 5 x 15 kits @ 1000 per kit x 20 schools 15,00,000
4 Maintenance for kits and tools 10% of value 3,00,000
5 Workshop expenses (travel, 16 days workshop, 3 resource persons, 3,35,000
resource persons, food) food for 25 persons
6 Final Exhibition 1,00,000
7 Monitoring 75,000
Total for Year 2 36,85,000

Year 3
1 Approval Meetings 1 meeting 25,000
2 Student Kits 45 kits x 1500 per kit x 20 schools 13,50,000
3 Class kits 5 x 15 kits @ 1000 per kit x 20 schools 15,00,000
4 Maintenance for kits and tools 10% of value 4,50,000
5 Workshop expenses (travel, 16 days workshop, 3 resource persons, 3,35,000
resource persons, food) food for 25 persons
6 Final Exhibition 1,00,000
7 Monitoring 75,000
Total for Year 3 38,35,000

Year 4
1 Approval Meetings 1 meeting 25,000
2 Student Kits 45 kits x 1500 per kit x 20 schools 13,50,000
3 Class kits 5 x 15 kits @ 1000 per kit x 20 schools NIL
4 Maintenance for kits and tools 10% of value 6,00,000
5 Workshop expenses (travel, 3 days workshop, 3 resource persons, 2,00,000
resource persons, food) food for 25 persons
6 Final Exhibition 1,00,000
7 Monitoring 75,000
Total for Year 4 23,50,000

Year 5
1 Approval Meetings 1 meeting 25,000
2 Student Kits for Workshop and 45 kits x 1500 per kit x 20 schools 13,50,000
Schools
3 Class kits for Workshop and Schools 5 x 15 kits @ 1000 per kit x 20 schools NIL
4 Maintenance for kits and tools 10% of value 6,00,000
5 Workshop expenses (travel, 3 days workshop, 3 resource persons, 2,00,000
resource persons, food) food for 25 persons
6 Final Exhibition 1,00,000
7 Monitoring 75,000
Total for Year 5 23,50,000

Total Activity Cost 1,70,70,000

B Human Resources
1 Project In Charge 60 months x 20,000 per month 12,00,000
Total Human Resources 12,00,000
C Grand Total 1,82,70,000

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13.Sample Explorations
Class 6
 Exploring Animation
 Exploring Colour Mixing
 Exploring Calendar Patterns
 Exploring Algebra with tiles
 Exploring Characteristics of living creatures
Class 7
 Exploring Searching techniques
 Exploring Constellations
 Exploring simple electrical circuits
 Exploring image formation in a lens
 Exploring graphs: Unicursal curves

Class 8
• Exploring how a sundial works
• Exploring Map Making
• Exploring Error Detecting and Correcting Codes
• Exploring Equilibrium
• Exploring different number bases

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