We love it when parents and students tell us how Mindspark has transformed the way they look at and learn Maths. We welcome you to try Mindspark for FREE for a period of 7 days.

During this trial, your child will have full access to all of Mindspark’s content. You will also get complete access to student reports from the Parent Portal. Your child can try out all the games, questions and activities a regular Mindspark user gets to see and you can track their usage down to the number of questions answered with question-wise feedback. At the end of one week, you can choose to purchase Mindspark and your child can continue where they’d left off in the free trial!

Register with Mindspark for FREE – http://www.mindspark.in/parentSignup.php

Hi all, we received more than 60 essays and over a hundred subscribers during the Essay Writing competition! Thanks for your enthusiasm! Here are the lucky winners –

Essay Writing Competition Winners

The winners will get flipkart vouchers worth Rs. 500, while the runners-up will get books worth Rs. 300!

Many thanks to all those who participated!

At Govindpuri centre,we organised “ART and CRAFT” competition on 16th June.  This event was planned for kids who have timely renewed their subscription i.e. by 15th June.

Kids used newspapers, pulses, ice-cream stick , flowers, cotton etc instead of just colors and they made colourful paintings and handicrafts out of it.

Kids were high on energy and enthusiasm. Elder kids were helping younger ones and sharing the raw material with each other. Many did it in groups. Kids were using their innovation and were so engrossed that they didn’t even realise they have colours all over their faces.

Atmosphere at the centre reminded us of the painting competition scene of “Taare Zameen par” .

Sharing with you some creativities of kids.

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At Tekhand - This time we conducted our PTM with some new ideas. We realized that most of the parents are not that involved in what their kids are doing in MS, so we kept a session for parents also. The agenda was to talk to parents about how their kids learn through playing games. We got the parents to login with demo IDs of grade 2-3 which majority of mothers would be comfortable with. They did it in pairs with their kids. In the next session, we shared about our background with them, our education, challenges, decisions, role played by our parents/mother and then discussed with them on how much time they devote to their kids, their education, where do they feel their children are lacking/ good at and how can we help. We also shared the monthly report with the parents.

22 parents came for PTM . After giving them a brief idea we started with MS with parents. At first, some parents were saying no I can’t do, I never used computer before, it will be damaged etc. but when they saw other parents doing MS, they also got encouraged to do the same.

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At Tughlaqabad – We had our PTM on Sunday(i.e 15th June) at Tughlaqabad Centre because most of the parents were always not in the situation to meet us and see what their child is doing at Mindspark Center if we conducted the event on a weekday.

It basically included the parents of the dropout students.We wanted them to know the change in the format at our centres i.e. Introduction of HOMEWORK SUPPORT.The parents were quite satisfied with this new approach that we are trying because it will help them to save money which they were spending because of other tuition.

We made parents do Mindspark themselves so that at least they have an idea about what their child is learning here.It was quite interesting to see that they were really enjoying doing Mindspark on their own. It was necessary because the parents of the dropout kids sometimes think that children are just playing games here and not learning. It was indeed a good exercise for them.

We are also planning to introduce lending library, so that our kids can read well and we are helping them to comprehend stories well. Improving reading in Hindi and English is something that we want to accomplish from a long time and also what parents demand. So, this is a small step to make kids read well and improve their understanding level.

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Wishing you all and all the kids at centres a very Happy Children’s Day. This is the day for us and for our children. To celebrate this occasion we planned a series of activities and games. First we started by decorating the whole centre with frills and balloons where all the children helped us. Children did Mindspark for half an hour and remaining half an hour activities. It was super fun :)

Activities that we are doing are :

1. Musical Chair – a simple concept where chairs are arranged,1 less than total number of students. Children have to move around the chairs and have to sit on the closest chair the moment music stops. The one left standing is out.

2. Toss in the bucket Each kid is given 5 chances where he has to toss A ball in the bucket from a distance.

3. Pin the tail –  We made a donkey on a chart paper and white board. Eyes are tied with a piece of cloth and children have to pin the tail at right position.

For musical chair winner we gave a Rs 10 gift and distributed candies to every kid.  Alongwith kids we  also had a lot of fun playing these games with them. Sharing a  few pictures with you all

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Tughlaqabad, Govindpuri and Tekhand indulged the kids in an exciting Magic show – the center managers turned into magicians – complete with the tuxedo dresses, magic wands and tricks up their sleeves! This was only open to the kids who paid their fees on time! The event was organized jointly by Tughlaqabad and Govindpuri (The Govindpuri students walked up all the way to Tughlaqabad center) and together there were at least 150-160 attendees.


The center members (Abhinav, Anurima, Kanika and Apurwa) had prepared magic tricks for the show to wow the kids – making things disappear, reading the minds of the audience and making a piece of plastic dance to their tunes! The magic show was interspersed with interesting videos like sand art and laser shows.

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Overall kids had fun (despite crowd management issues) and many were able to guess the ‘method’ behind our magic :-)


Gearing up for new academic year!: As the new academic year starts, we are all geared up to introduce a more structured and robust homework support set up at all centres with a help of a comprehensive academic calendar.  The calendar has been put together in a way that it will run parallel with most of the schools’ syllabus. Children will have a sense of connection with School and centre studies. This will help mentors to be well prepared in advance and also they will be clear on what to be done with the children, who haven’t got any homework from school.

After exam – Fun week!: All kids were done with their exams at the commencement of last week of March. A day wise plan was led down to make them have a lot of fun and enjoyment along with English language exposure. The plan started with learning how to greet others to a very interesting vocab game called Pantomime, where a group of kids were given a situation which they had to act out for their peers to guess. Last three days were dedicated to Theatre at centres! Kids were narrated a story with many characters in it. After have understood the story, kids were allotted each character and they were asked to practice the lines (in English) and finally on the last day of week, kids dramatized the whole story in English, in best of their capacities.

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The center also had a Dutch visitor (Maddy) who talked about Netherlands, Dutch culture and taught some Dutch phrases to our kids. Kids were excited. Many of our kids now leave the center screaming “Doei” (bye)!


India has no strategy for technology in the classroom, but entrepreneurs and nonprofits are braving the odds in the sector

Anika Gupta
theguardian.com, Wednesday 7 May 2014 09.30 BST

Students in a computer studies class at school in Hazira, near Surat. Gujarat. India.

Students in a computer studies class at school in Hazira, India. Photograph: David Gee 5/Alamy

In 2012, engineer Raghav Gajula moved to an east Delhi slum to work as a teacher at a private school for low-income families. Most of his students’ parents are labourers in local factories but have paid 300 Indian rupees a month, about £3, for their kids to attend a school with busy staff and no computer resources. Gajula, who found the teaching position through a Teach For India fellowship, spotted an opportunity. He lent the kids his laptop and started setting up mentoring sessions for them with his friends, via Skype.

Many of the slum kids come from the Bhagwanpur Khera neighborhood where one of the main landmarks is a toxic sewage drain. Yet Gajula’s idea meant they were soon scheduling their own Skype sessions with their mentors, and talking about their ambitions in the arts and sports. Gajula now works with two activists on setting up a local after-school centre with the aim of expanding the mentoring programme. They have 25 students and five donated laptops, though they aren’t sure how the nonprofit centre is going to survive financially.

Gajula’s innovation could be transformative for India’s fragmented education system, but there is no overarching strategy for how to incorporate these kinds of projects into the sprawling Indian school system. According to government estimates, there are about 254 million pupils in primary and secondary schools both in the private and public sector, but there’s no overall technology policy for schools. Internet penetration is around 12%, and average connection speeds are slow.

Schools aren’t using equipment

Recognising the increasing importance of technology in education and employment, the Indian government has a scheme that grants every public school district, regardless of the number of schools it contains, of Rs. 5m [£49,700] every year to invest in educational technology. Districts have to submit a proposal in order to be granted the funds. The government estimates that 22% of primary schools have a computer, but the reality is that many schools aren’t using the equipment they have.

“Of the schools I visited, maybe 10% of the computers were working,” says Swati Sahni, a consultant who worked for the Indian government on education from 2010 to 2012. Five of Gajula’s students at a local government school know their school has a computer centre, but none of them can remember using it.

In India’s booming private education sector, technology is being adopted much more quickly. As many as 400 educational technology firms have launched in the past 10 years, yet the quality and longevity of their products is far from uniform.

In August 2013, India’s most prominent educational technology company, Educomp Solutions, laid off 3,500 workers. Educomp had done a great job selling digital learning materials and a multimedia whiteboard to as many as 14,500 schools, according to a company brochure. But some schools were unsure what to do with the technology, and critics say the firm failed to train teachers to use the equipment. Some cancelled orders, and in other schools the equipment went unused, according to an investigation by Forbes India. The company’s value dropped by nearly two-thirds between May 2013 and April 2014.

 Personalised educational content

“Now, the customer is very sceptical,” says Neil D’Souza, founder and CEO of Zaya Learning Labs, a three-year-old ed tech company based in Mumbai. “You have many schools which have bought solutions or been donated solutions which don’t add any value to their learning.” Zaya has 15 in-school learning labs, where students share tablets and computers that stream personalised educational content.

Companies has previously focused on delivering services to India’s high-end private schools, says D’Souza, where teachers were more technologically literate and where the revenue model was proven. But Zaya focuses on the growing number of low-income private schools, where many teachers aren’t regular technology users. “The teacher is the key person to deliver,” says D’Souza, who says Zaya offers teaching assistants and spends hours on training.

But Zaya faces challenges when it comes to profits. Affordable private schools charge fees between Rs. 300 and 1,500 [£3-£15] per student per month. In order for an ed tech solution to be viable in this space, it should ideally be priced at less than Rs. 50 [50p] per student per month, says Shabnam Aggarwal, founder of the ed tech advisory Perspectful. She says that’s a very difficult target for most companies to meet.

Educational philanthropies and nonprofits may be able to provide a bridge, finding ways to make technology interventions affordable and scalable for lower-income students. One such philanthropy is the Central Square Foundation (CSF). It has been developing a library of free and open-source educational content in Indian languages, something that founder and CEO Ashish Dhawan says private companies have little incentive to do.

A product for the low-income segment

A former private equity investor, Dhawan says India is now at an inflection point with educational technology, as internet and hardware penetration are set to explode in the next few years. Inspired by this belief, CSF has also invested money and time in trying to find revenue models for ed tech in the low-income space. “We thought: why don’t we give a grant to create a product for the low-income segment?” says Dhawan.

A year and a half ago, CSF tied up with MindSpark, a company that already provides adaptive learning tools in elite private schools, to test the company’s software on low-income and government school students. The students come to the centres for an hour a day, six days a week, to learn Hindi, maths and English. They spend half their time working with a personalised adaptive computer program, and half working with a teacher.

 When the pilot started, the students were about two years behind their age group, says Dhawan. Although they’ve now improved, it’s still a struggle to get them to the point where they’ll perform well on tests. Dropouts are common and the pilot still hasn’t proven a revenue model, Dhawan says. The parents, who pay 200 to 250 [£2-£2.50] hard-earned rupees a month for the program, want results in grades, viewing education as a path out of a life of hard manual labour for their children.

But for the students, technology offers a window on a different world. The students in Gajula’s class type messages and paint pictures, dreaming of the day they will start using the internet. Twelve-year-old Parsunath Sahoo describes his father’s long days working in a factory that makes pots and pans, but Parsunath dreams of joining the police. “On the internet, you can do anything,” he says.

Link to the article published in The Guardian – http://www.theguardian.com/technology/2014/may/07/technology-transform-india-education-system/print