 Good afternoon. I am representing the Karnataka Learning Partnership. We are an initiative of Akshara Foundation. You might have seen our logo there on this box. Akshara Foundation is known for its over 10 years of work in government schools and preschools now. So I'll just run you through what KLP is, what Akshara Foundation has been doing, and what is our interest in data, what are the data practices that we have here, and a call for collaboration. I need to read these slides myself sir. So, KLP, as we have mentioned it, is a public platform for NGOs and let me say participants of the public education system who work in various aspects of it. So we are proposing that it's a public platform where people can partner over public education data. And like I said, we are hoping for a network of nonprofits, even researchers, individuals who work in multiple verticals within public education learning itself, health, nutrition. And right now we are a technology platform, a web-based platform right now, where people can share data and it's a common public platform for community-led ownership as we like to believe this is of public education. So Akshara Foundation is the primary partner of KLP and it's anchoring this initiative with 10 years of experience in government schools and preschools. So what Akshara Foundation does, as a primary partner, much of our database is actually dependent. Right now it's built with Akshara's data over the last 10 years. So five key programs in schools and preschools, they run reading programs in two, math programs which start off as remedial math programs, but now it's called a program called Akshara Granita. Then English, we have a comprehensive network of libraries in Bangalore and they are slowly being handed over to the government, but Akshara anchored this. And preschool education is currently a big focus with Akshara Foundation. A lot of these programs have been proof of concept and they've been adopted by the government to take it into the curriculum itself. So that's the success of some of these programs. They have a strong research and evaluation team and this core technology team that will serve as the advocacy framework we call Karnataka Learning Partner. So in terms of, sorry, I have a bad question. What underlies, what data underlies KFN? So if you look to the left, we have Akshara's master database. The 10 years of school intervention, we have a lot of data that we've collected in public schools based on the programs that were done. As a separate exercise, we have black longs of all schools in Bangalore. We have constituency and ward information for students and we can even aggregate this against public data such as dice, which is, if any of you have heard of dice, just strict information system for education. It's a government-run organization called NUPA. NUPA publishes information about schools across India. So we can actually build views on all these other databases that are either public or data that we have collected and a large amount of our data comes from the Akshara database. So if you see what lefties into the KLP platform today is a subset of Akshara's data. Akshara is like a child-level data that we anonymize and bring into the KLP platform and as I said, views on the other databases. So what's in Akshara's database? So school and student information across 20 districts in Karnataka. We have about 2,000 pre-schools in Bangalore, Harbar and Kupar. We have details like medium of instruction, category, like even within pre-schools there are Balvardis, Anganvardis, so the categories. And then there are 47,000 or active students across the pre-schools. We have information, we have actually information like child names, relations, father, mother, brother, sibling names and all of that. We anonymize much of it. And we have data collection, data world class. There are about 20,000, 20,600 schools across these 20 districts in Karnataka that are in the records in our database today. 6.75 lakh student records. We have done Akshara Karnataka with 27 programs and 71 assessments. So each of our programs is a detailed school intervention which is preceded by a pre-test and a post-test. There are the other assessments that are coming up. And some of them will have multiple assessments. We have a long program with seven intermediate assessments. So 27 programs, 71 assessments since 2006. And so about 10 million records just lead these students' answers. What is the active school? Yeah, there is a status on there. So if the school was deactivated or the class that they were in was deactivated for some reason, then their status is enacted. So it's a query that we can figure out who is active, who are the children who are active. It's based on all the entities that they have relationships being active. So this is a snapshot as of March of this year. And this database continues to grow. So how do we manage data? So I think Akshara has had an experience with palm pilots and warm arms and all of that. But I think the most time-tested method which is paper-based interconnection has worked best for Akshara. You see that huge pile of paper that really happens every time you have a pre-test or post-test cycle. And we have an MIS system that we correctly use for data editing. And pretty much what one sees on a sheet that goes into a school and conducts a test, collects child-level information and the score for whatever question that was asked is exactly replicated on an application interface which they just enter exactly that same data. So we've tried and made an effort to make the sheet look exactly the UI look exactly like the sheet. There's minimum error rate and all of that. And all of this leads to Akshara's post-dress master database. So I'm happy for this to be a conversation because I'm not much into progress. So if you have questions, you can ask me. So how often does the database get updated? So Akshara runs a minimum of at least there are two assessments per program and at a minimum right now we are running three programs a year. The English, the math and the reading. The program revisits the same geography at least once in three years. So if you've done an English program in the north of Bangalore this year, it's highly likely our practical done in like say 2009, highly likely this year we'll revisit with that job. So we don't have here on your continuous data but if you're looking at something like looking at the English reading patterns over the last five minutes, I just started. Can I have? Just let me know. So we don't have continuous data on the same level. And how do we like this constant discovery of new students when you enter a new job of tea or coffee? If there was a pre-test and a post-test happened, any new students who were discovered or any new boundaries of schools that were discovered during the process, they keep getting upgraded in the day. One of the, just a small metric that I wanted to show you is that in 2010 when we did an Anganwadi study, we found 30,000 students in the pre-test and the delta was less than nine percent. We actually portrays most of them in the post-test. So if anybody wants to do a study on that kind of Anganwadi or learning set, the data set that we have, it's fairly, you have enough records to run your study. So for us, what a partnership means is that we have more geographies, more programs, there will be more schools, students and the school database can become more comprehensive. Just to note that in the last five months alone in a pre-test cycle of English, Maths and Anganwadi data, we have touched 2.5 million database records. So this ensures this contributes to the quality of the data as well. So this is a fairly high-touch exercise. So we revisit the database so often that it's likely that there are mistakes that get corrected. And this is a slide on how we further ensure quality. So if you look at, probably it's a little too full of images. So I'll just try to bring out the validation layers. This is the Postgres master database of Akshara, right? And we frequently have people within Akshara looking at this database. We have frequent programs, surveys that, you know, pick up data from this database and put it back in. So one of the beliefs is that many eyes looking at this database means that this data is not validated. The KLP platform itself reads from this master database. We have an MIS system which has, at the entry point, checks for validation and a process for double entry. But we make sure that all the data we enter is double enter or it's cross verified. And that inherently improves the quality of the data. Even before it feeds into the database, there's another level of validation. We have, on the other side, we have researchers, visualization enthusiasts such as people in this room, like the MIS, developers, art sales. We have people who bring partner data. We have a few partners on the cards right now. And whenever the data comes in, we need to match up art school level, and make master level information with them. And that whole exercise represents another level of validation. This is the right, say, information associated with the school. They may have something different, they may have something different kind of code. We also have similar exercises with, like, the public database, like the ISEE. So this whole bunch of validations, we believe that transactions in and out of this database are improving the quality of the data, et cetera. What is Akshara used as data for? Primarily, Akshara has a research and evaluation team, and they've brought up a couple of reports in the last three, four years. One is the Bangor Education Profile. You can find it on the Akshara website. There's also the Urdu School Report, which was a study only on Urdu schools. A large part of these interventions that happen at the data that's kept in our database goes back, feeds back into program design. At some level, because the programs are so closely in school and their interventions really, a learning level evaluation is frequently happening. And many of these programs are proof of concept. Akshara's programs are proof of concept that we're going to take in and introduce into their own curriculum. So it's kind of advocacy at the pedagogy level. What does KLP do with the data? So I told you, Nadia, that we have pretty much all schools and preschools in Bangor, the Education District map. So I'm not sure if you can see it, but if you click on it, this is an overlay on a Google map. It is an overlay on a Google map. So if you click on any of these markers, you can actually go and get feedback information about a school. So the school page is a comprehensive page of school location, demographics of a school, what are the programs that we're done in a school. In fact, if you've grown further and further down into the program information, you can actually see the learning assessment that we're done in the schools. And this work, at least all the schools in Bangor and we hope to plot all of the schools that are not going to this map soon. We have also brought out reports, like the recent thing that we brought out are these MPMLA Constituency-wise reports. The one on demographics is published, and it is available on the website. So for a constituency, what are the number of schools and what are the demographics of those schools? And then we have a report on financial allocation, one on infrastructure, school infrastructure, and one on learning levels, which are not yet public, but we are doing it here. We have brought CSV dumps, some of them readily available for data enthusiasts to pick up and draw visualizations on, and some can be really available. And then this is one feature on the website which we call Share Your Story, which is open to volunteers or people who work with schools. And the primary intention is that it's an evaluation of how RTE compliant the school is. So RTE and I CDS prescribed that a school should have a certain level of infrastructure and we put out those questions there for volunteers to go out and see if it exists in the school, they come back and check it and provide us pictures and such. And this we think can be a way of validating even what DICE says about RTE, about schools. Right? How do you check for the usage of toilets? I think this is something we have to ask, because one visit during a school hour will not be able to deliver. We can't. Unless somebody repeatedly does, what does toilets survey allow for? So these questions, the responses are moderated and they're actually presented on the school information. So who uses scale P today? Actually the volunteering for the Akshara programs brings in information through the Share Your Story. The maps and the school information they just showed you earlier from the backbone of our volunteering. Our partners, both government and non-government organizations, some individuals, researchers, data enthusiasts, who show interest in education and want to work with our data. And as an internal tool, it's working great for us. But we would want to reach out to other state workers. For example, there are other formats, right? So we can work with mobile and print and with the MPMLA's send them a report and print and the best way to do it. And that's been done. But we'd like to work with parents and teachers and communities who are probably not so web savvy. So we'd like to explore other platforms. These are some of the visualizations that have been done by data enthusiasts. Some of them this through and we would like to see many more of these. So the challenge is how to cater to the least common denominator. How to create a report probably or some kind of campaign that will hit the parent in the high. Or somebody who could demand better quality of this public education system. So, but this is a general bunch of visualizations that people have done for us and how to rate schools, how to rate learning levels. So what are the plans? We plan to extend the web-based platform bringing map overlays constitutionally shapes and this hearty compliance of whether schools like within two kilometers radius of each other. We want to bring in a mobile-based platform which teachers and community can bring in partners and hence make the data more common as well. It involves NGOs, civil society and so on. We want to extend the data model. We have a tried and tested method of collecting data, the processes, the validation, the representation is not in place. So it's something that any NGO care who is already working with schools today can pick up. Or if anybody is interested in working in a different geography than us they can pick up and put it in place. So, we are trying to build a strong, strong core platform to maintain this master data. We want to facilitate a federated model of open-source MIS that we have. People can manage a part of their own data as well as continue to the master data of the Karnataka's government schools and universities. So, hopefully at the end of the world we facilitate a community-owned advocacy platform for monitoring and improving our education. So, what we call the collaboration here is from people who are interested who are from the research and activity community. If you are working with a non-profit or with a department of education, you want to share any education and you need any information from our platform to get in touch. If you have our data visualization, mapping, enthusiasm can help us report our data more effectively to get in touch. So, if you are a technology and who wants to review a code from time to time or participate in our design discussion, please. And we are highly so, do chat with me later if you are interested in what we do. If you have a subset of any of these skillsets, we work with Python basic web technology with all of that and SQL and PostGIS and mapping. A subset of any of these skillsets to each other. Thank you. And PostGIS. Do we have time for questions? We don't have time for questions. No, we don't. If you have questions, you can be over there in this conversation. Yes, thank you.