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"Enabling Social Inclusion through Digital Inclusion"


Abheda’s operating model hinges on 7 pillars – 1) Products and contents, 2) Content Delivery Models, 3) Teachers and Volunteers, 4) Students, 5) Projects, 6) Sponsorship and 7) Partnerships.

Operating Model more biggerClick to enlarge

Apart from running scholarship program Abheda does two activities mainly – i) Content Development and ii) Content Delivery. Both of them happen in the form of projects. For example, through an internal project Abheda has developed contents on Android platform for teaching English, which is branded in the product name of ‘Abheda English’ and is being used for supplementary teaching (tuition mode). Through another internal project the content for product ‘Abheda Primary’ is being developed for curriculum-based teaching, while the same for product ‘Abheda Mathematics’ is in the pipeline for development. Similarly through an external project these products are delivered to the underprivileged either through collaborating partners (NGOs) or through Abheda’s own resources. These underprivileged students can act as Individuals or reside in Schools for Underprivileged, Home for Underprivileged, Coaching Centres for Underprivileged and Abheda’s own Student Support Hub, which can be collectively termed as Centres. There are three Content Delivery Models through which products are delivered to these Centres in the form of projects, not all products being suitable for all Content Delivery Models and not all Content Delivery Models being applicable to all types of Centres.



Self-learning model - small picSelf-learning Model – By this Model Abheda’s two products, meant for supplementary teaching alone, namely Abheda English and Abheda Mathematics (and not Abheda Primary), are loaded onto low-cost handy tablets and then given to Individuals for self-learning. Also anybody – even one unconnected with Abheda - can download Abheda English (and Abheda Mathematics in future) on his/her own tablet/mobile phone and learn/teach contents. Though individuals are targeted essentially, inmates of a hostel, a home (tutorial or orphanage) or a Self-help Group (SHG) can avail of and share these tablets, but primarily the nature of content delivery here is one to one – tablet to individual – because at one point of time one student is directly learning from one tablet. As Abheda makes possible its own Student Support Hubs (SSH) in future, self-learning model will be exercised there as students from adjacent locality would visit SSH for self-learning. In this model there is no need of a teacher being present at the time of learning. The role of a volunteer in this model is to monitor progress of the Individuals.

Classroom model - small picClassroom Model - By this Model one needs to attach a tablet (or an android environment) to a TV for larger projection and then a teacher – or a demonstrator, may not be all that qualified – teaches Abheda’s products, loaded on the tablet to a group of Students in a batch. This is physical teaching in supplementary mode, and in this model students can reside in all types of Centres except being Individuals. Projects using classroom model are the most in number, and this model being most cost-effective Abheda promotes this model more than any other model.

Virtual model - small picVirtual Model – By this model a physical classroom is transformed into a virtual classroom with students being present in the classroom and the teacher, spotted by Abheda’s network, residing at any corner of the world. The classroom has a desktop or a laptop connected to a large-screen TV as a monitor, to a webcam and to the internet for transferring live movements of the teacher to the desktop on real time through video conferencing. Desktop and TV may however be substituted by a Smart TV. And the teacher teaches the product Abheda Primary via his/her setup of desktop/laptop/tablet, internet and webcam. Teaching other subjects is also possible. This is virtual teaching in Curriculum-based mode, and in this model students can reside in all types of Centres except being Individuals, although in SSHs not only students will come to study in this model, teachers will also visit SSH to teach students belonging to other parts of the world. The role of a coordinator in this model is to maintain the infrastructure, take attendance, manage students during a session, report student progress and conduct exams.

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