At Wipro, we think that it is critical to engage with the social and ecological challenges that face humanity. It is our conviction that the engagement with social issues must be deep, meaningful and formed on the bedrock of long term commitment; for that is the only way by which real change can happen on the ground. This is also reflective of the fact that such an approach serves both, enlightened business interest and social good. We run our social programs on a strong foundation of ethical principles, good governance and sound management. This includes, among other things, holding ourselves up to public scrutiny through a framework of transparent, rigorous reporting.
- Proximate communities – The communities proximate to Wipro’s centers of operation are our primary stakeholders. Our operations and facilities are situated in urban areas globally and our employees are also based out of urban areas. We define our proximate communities through this perspective. As a result, development issues of urban areas like mobility, waste, pollution. Prior to 2013 de-merger of our consumer care business, we had factories in rural areas. We also engage with the proximate communities in rural areas and the issues of most importance for rural communities are livelihood, health care, education. Because of our operations in global locations, communities over there are also considered proximate.
- The education ecosystem – One of our key stakeholder and engagement partners is the education ecosystem. This ecosystem is a complex interplay of multiple participants including schools, regulatory and support structures, civil society organization, communities and society in general at different levels.
- NGO & community organization – Different non-governmental organizations and civil society networks are implementation partners for our different community initiatives. We engage with them from conceptualization to implementation stage, giving support during execution, participating in reviews, monitoring and in assessing the project.
- Employees - Employees play a significant role in our community initiatives. They contribute monetarily and voluntarily engage with community initiatives.
Our social transformation initiatives are now more than a decade old. Over the years, understanding of our stakeholders gave us insights into their concerns and needs and this became an input to the design of our CSR programs. It also helped us to engage in critical social issues with sensitivity, rigor and responsibility.
Stakeholder Needs Assessment
|Rural communities||Healthcare, livelihood, primary education, water|
|Urban communities||Mobility, waste, pollution, education, health|
|Future generations||Environmental sustainability|
|Engagement partners||Capacity building, institution development|
Based on this, we decided to focus on Education and Community when we started twelve years back. The reasons for this deliberate set of choices have the same compelling validity today as they had then. Education is probably the most important catalyst of social development which can bring about change that is truly sustainable and durable over the long term; and it is a fundamental responsibility and tenet of corporate citizenship that every business should engage deeply with its proximate communities and to try to address some of their biggest challenges.
Our CSR policy published in this reporting year reflects our corporate citizenship and social responsibility commitment. Our approach to social responsibility and sustainability rests on three important pillars.
- The Strategic: We choose domains and issues to engage with that are force multipliers for social change and sustainable development. Social responsibility is as much about being a sustainable organization as it is about external initiatives. Therefore, some of our areas of engagement lie at the convergence of business goals and social purpose.
- The Systemic: Within the chosen domains, we choose to engage on systemic issues that require deep, meaningful and challenging work. Given the nature of social change, this implies commitment over the long term, typically for several decades because real, genuine change does that long to happen
- The Deliberative: Our emphasis on depth and on long term commitment implies a deliberative approach that precludes spreading ourselves thin or engaging in ‘cheque book philanthropy’. By implication, this also means that we are wary of expanding and growing our social programs as ends in themselves. We will continue to adhere to this approach going forward.
Wipro’s social initiatives center on the following dimensions.
- Community Care: Engaging with the community on issues of utmost concern to them
- Education: Engaging in deep and meaningful systemic work in the area of school and college education
|Community Care (Wipro Cares)||Education|
Program review is done at multiple levels. Every 3 to 4 years, the program strategy is reviewed with the Chief Sustainability Officer (CSO), based on the work so far, and revised as needed. Every year, an annual review and goal setting is done with the CSO and presented to the Chairman and Group Executives Council (CEC). Every quarter, the progress is reviewed by the CSO and presented to the Chairman and the GEC.
Our work with organizations are usually in the nature of a project or a program support. They typically span a period of 3 years and may be extended further, if needed. We work closely with our partners and review the progress and participate in important decisions along with them during the lifecycle of the project.
Wipro has a presence in more than 57 countries around the world; of our workforce of more than 145,000 employees, 11% comprise of nationalities other than Indian. We think that it is crucial to engage with proximate communities wherever we have significant presence. In line with this, we will continue to expand and strengthen our community programs in all the geographies where we have significant presence. This is a reaffirmation of our belief that at its core, CSR and sustainability must transcend boundaries whether organizational or national. It is important to point out here, especially in the context of rural communities, that seeing the larger integrated picture is important when executing programs in individual domains. Issues of healthcare, education, access to energy, water and sanitation and livelihoods are often closely inter-linked. If executed well, the outcomes in individual domains can impact the larger canvas of community development. For example, the work that we do for long term rehabilitation after natural disasters helps strengthen the resilience of the affected communities in different ways e.g. intervention in livelihoods, access to education.
Wipro Cares is a not-for-profit trust that engages with our proximate communities on the issues of education for the underprivileged, primary health-Care, disability, environment and disaster rehabilitation. In addition, the trust also works on long-term rehabilitation of affected communities after natural disasters.
The Wipro Cares funding model comprises three tracks:
- Employee contribution
- Wipro’s contribution matching employee contribution
- ‘Donations’ from other companies like WEL and GE India as part of their CSR strategy
The Wipro Cares governance framework is a great example of where employees play a key role both in terms of volunteering and contribution. The number of employee contributors in 2014-15 stood at more than 48000, making this the largest such example in India and possibly in the world. In the past year, more than 1600 employees contributed nearly 4000 hours of volunteer efforts.
Wipro Cares work in the following domains.
- Primary health care: Wipro Cares works with partners in the delivery of good quality health care services to underprivileged communities. Apart from providing regular preventive and curative health services, the emphasis is also to build the capacity of the communities in terms of higher awareness and developing a higher degree of self-reliance to handle their own primary health care needs.
- Education for underprivileged children: The Wipro Cares work in education complements that of WATIS by supporting in a more direct way access to educational opportunities for underprivileged children.
- Disability: Started in 2014, Wipro Cares plans to expand and strengthen our focus on education for children with disability, especially those from disadvantaged backgrounds.
- Environment: Wipro Cares take Environment projects which have direct benefit to underprivileged community. In rural areas we focus on social forestry through which we provide livelihood opportunities to poor farmers through promoting tree based farming. In urban areas focus is on welfare of waste pickers engaged in waste management.
- Disaster Rehabilitation: Our disaster rehabilitation projects focus on long term rehabilitation of the affected communities after a natural disaster. The nature of engagement varies depending on the individual context of the geography, culture and larger socio-economic realities of the region.
Our engagement with the partner organization starts with understanding the work and people of the organization and if we find the organization’s work matches our agenda, we initiate project conceptualization / proposal phase. During implementation phase of the projects, we organize field visits and participate in review meetings to ensure the project execution is as per plan. Based on the outcome, impact, the further needs of the community and the level of sustainability achieved, decision will be taken on any changes to bring in or in extending the project. Project will be closed if, the expected outcomes are met or the term ends with the partner and partner has capability to continue running the program on their own capabilities.
Program Outcomes and Impact
2014-15 was an exciting year for Wipro Cares as our projects grew in numbers and we added Disability as a new domain of engagement. Our number of projects grew close to three folds, from 11 in 2013-14 to 29 in 2014-15. Out of the 29 projects, five were projects started under the ‘disability’ domain.
Our primary health care projects typically provide quality preventive and curative health care services to underserved communities. Through seven of our health care projects, covering 75 villages across Maharashtra, Karnataka, Andhra Pradesh & Uttarakhand we are providing more than 75000 people access to primary health care. Apart from providing regular curative services ,the emphasis of these projects are to build the capacities of the communities to handle their primary health care needs, also leverage existing government infrastructure and schemes as a part of their health rights. Out of the seven health care projects, two new projects that were started in 2014-15 were in Haridwar in Uttarakhand and Aurangabad in Maharashtra. In addition, we also gave one time grants to SEARCH and Lok Biradari Prakalp, two very well-known organizations working in the area of public health in the tribal areas of Maharashtra.
Education for Underprivileged
The education projects continued to provide educational opportunities to underprivileged children, typically children who are most marginalized due to their socio-economic status, for example children of migrant laborers. More than 50000 children benefited from the ten education projects in the cities of Pune, Hyderabad, Kolkata, Mumbai, Bangalore and Chennai. Out of the ten projects, six were added in 2014-15.
In 2014, we included an additional theme of disability. Through our ‘Education of children with disability’ projects, we supported the educational and rehabilitative needs of 1350 underprivileged children with disabilities through five projects in the cities of Bangalore, Pune, Jaipur and Hyderabad. Under disability, our focus is on early intervention and inclusive education to ensure that children with disabilities have access to quality education and the opportunity to lead a life of dignity.
Our project in social forestry has helped plant more than a lakh trees, and has at the same time provided livelihood to around 80 farmers. In 2014 we also added the aspect of adult literacy as a part of the social forestry project in rural Tamil Nadu. Another addition in 2014 was the inclusion of solid waste management as a sub theme under the thematic domain of Environment. We are working on providing social and nutrition security to waste workers along with upgrading their skills to assist them in augmenting their livelihood and live a life of dignity. Our first project under the ‘solid waste management’ sub theme was started in Bangalore in 2014.
Under disaster rehabilitation, through the years we have supported the causes of communities affected by Karnataka Floods, Bihar Floods, Japan Tsunami, Hurricane Sandy and the Philippines Cyclone. In 2014-15 we supported communities affected by the Uttarakhand Floods and the Odisha Cyclone in 2013. In Uttarakhand we initiated a project to work with 1000 families in Uttarkashi district on exploring alternative modes of livelihood to reduce their economic dependence on tourism and increase their resilience as a community. In Odisha, we restored the livelihood of 250 families of the fishermen community by providing them fishing nets and increasing their awareness on various existing social security schemes. These 250 families were from 15 villages of five Gram Panchayats in Polasara Block of Ganjam District.
Employee engagement continues to be an integral part of Wipro Cares with employees volunteering in several community initiatives, acting thus as catalysts in bringing a positive change. We currently have 15 volunteering chapters, seven in India and nine overseas. Nearly 5006 employees has engaged with more than 6856 hours of volunteer work. Wipro Cares organized a blood donation drive for thallasemics where 3256 units of blood were collected. We also continued celebrating ‘Joy of Giving @ Wipro, 2014’ across WT, WI, WBPO, WIN, WCCLG in 11 locations in India and UAE.
Wipro Cares will expand its projects to the North East of India in our endeavor to reach out to the most underserved communities in the country by starting Health and Education projects.
Wipro South Africa initiatives
The Broad-Based Black Economic Empowerment Act of South Africa aims to distribute wealth across as broad a spectrum of previously disadvantaged South African society. It includes Codes on ownership, management, employment, skills, procurement, enterprise development and socio-economic development. Companies are expected to have a social strategy that spans all these areas. In line with this regulatory requirement, work is on to reshape the social initiative in South Africa to align existing work with work in India. The focus is on to develop school education as a key area and also to include a strong component of skill/enterprise development
Program Outcomes and Impact
Existing initiatives over the last 2-3 years include:
- Libraries and computer labs in schools and community centers
- Support to an NGO for after-school academic support
- Graduate internship program for skill building for the previously disadvantaged sections of society
Our work in education is driven by the belief that education is a key enabler of social change and a better society. We believe in a social vision of democracy where each citizen is not only capable in an individual sense but also sees the ethic of equity, the essentiality of diversity, the ethos of justice, and is thus driven by social sensitivity. Schools have to be spaces that nurture these principles, capabilities & values. Our notion of good education derives from these anchors. Good education is that which enables the growth and development of the child in multiple dimensions, so that she is able to fulfill and expand her potential, as also to become an active, contributing and concerned citizen of the world. These multiple dimensions of development of the child are cognitive, social, emotional, physical and ethical. Good education develops the abilities of learning-to-learn, critical thinking, problem solving, conceptual understanding etc. and is not based on rote.
We are involved in various initiatives over the years in education which try and address this across different groups in schools and colleges in the country. Over the years, these programs have evolved in scale, scope and maturity as captured in the highlights below
School Education in India: We work on systemic issues in school education in India through a network of partner organizations. Over the past 14 years, we have associated with 60 organizations at different levels and have worked closely with 35 organizations working in improvement of school education. This has been through organization-level and project-level support for 67 projects till now. These organizations have in turn contributed to systemic improvements at multiple levels including state and central government level educational reforms in addition to reaching out directly to schools and teachers.
- WATIS - Wipro Applying Thought in Schools is a social initiative of Wipro’s that aims to build capacities for school education reform in India.
Sustainability Education: Started in 2011, our program earthian brings together two of our key concerns: school education and sustainability. This is national level program through which we have reached out to more than 3000 schools, 3500 educators and 15000 students since inception.
- Earthian - A program for schools and colleges integrating two of our key concerns: school education and sustainability.
School Education outside of India: Contribute to improve Science and Math education in schools primarily serving disadvantaged communities in US cities. The program is currently active in Chicago, in New Jersey, New York and in Boston. Wipro Science Education Fellowship Program
- Wipro Science Education Fellowships - A program, launched in March 2013 focused on contributing to improving Science and Math education in schools primarily serving disadvantaged communities in US cities.
Engineering Education: Developing workplace relevant engineering and technology skills that is also up-to-date and relevant is critical for a country like India where the IT Services industry contributes to nearly 8% of the GDP. Our efforts in this direction go back several years and address two important dimensions
- Skills development for students that is based on a comprehensive framework of postgraduate level education.
- Work Integrated Learning programs (WASE / WiSTA) - Unique program that blends rigorous academic exposure at the graduate level with practical professional learning at the workplace.
Capacity building among the faculty of engineering colleges.
- Mission10X - Mission 10x, started in 2007 has the goal to improve education in India’s engineering colleges
- Skills development for students that is based on a comprehensive framework of postgraduate level education.
Wipro Applying Thought in Schools
The challenges in school education in India could be broadly classified as issues of access and quality, with equity being a cross-cutting concern. There have been significant strides made in the matter of access. While there are still pockets in many parts where schools are not available, majority of the population today have access to public schools. However, inadequate staffing and other resources in these schools remain areas of concern. Out of school children and school drop-outs are also significant problems yet to be addressed effectively. Rote learning continues to be a defining feature of our education system. While on the one hand, classroom and lessons disconnected from the child’s life and context alienate the child from learning with understanding, the focus on attaining higher grades pushes out holistic development of the child as an educational aim. Affluent parents invest significant amount of personal resources to provide education for their children. Inadequate resources and capacities in public schools (and low fee paying private schools), where a large majority of the children study, add to a growing inequity in the educational system. These and our other concerns in Education are articulated in a document titled “Our Concerns on School Education”. The multitude and complexity of these issues make for slow progress in education being an effective instrument of human development and social change.
There have been many efforts at the Centre and the States in the areas of policy, legislation and curricular and examination reforms in education. Civil society organizations have also been working on the ground to improve access and quality. All these efforts have led to many changes and improvement in education. The National Curricular Framework 2005 emphasizes holistic development of the child, learning with understanding and connecting the learning to the lives and contexts of the children as the aims of education. Right to Education Act 2009 made elementary education a right of all children up to the age of 14. However, effective implementation of these policies and reforms requires systemic capacities across all levels in the education system.
Wipro Applying Thought in Schools was setup in the early 2000s to work towards addressing these issues in education. These issues are complex and systemic and require deliberate, long term and sustained efforts. We believe that civil society organizations have an important role to play in bringing about such an educational transformation. Our core strategy has therefore been to develop capacities in civil society organizations to work towards education reform in a systemic manner.
Over the past 14 years, we have associated with 60 organizations at different levels and worked closely with 35 organizations. We have supported 67 educational projects and initiatives, involving over 2300 schools and 13,250 educators across 17 states reaching out to about a million students.
We work in partnership with civil society organizations in the following ways:
- Provide financial and other support to the organizations to develop and pilot better educational practices and work with various stakeholders in the education ecosystem to build capacity to implement these ideas across different contexts and geographies in the country.
- Support organizational learning and development by facilitating a reflective learning network of educational organizations, and by nurturing early stage organizations with the support of established organizations.
Our support to organizations typically span a period of 3 years and may be extended further, based on the need and potential. We involve closely in the work by staying in touch with our partners and the field, through visits, review meetings and calls, and participate in key decisions. At the end of the support period, a comprehensive review is carried out along with the partner, the need and potential is assessed and a decision is taken about further support.
Program Outcomes and Impact
The most significant outcome of our program has been the growth of our partner organizations. Many of our partners have grown significantly in their impact in education at the state and national levels, enhanced their capabilities and effectiveness in areas they have been working in and developed new capabilities through the years. Our partnership has been one of the factors that have enabled them to achieve this growth and impact.
Another noteworthy outcome has been our Annual Partners' Forum. It has emerged as a unique annual gathering of educational community, where practitioners get together to engage in reflective discussions and exchanges. Often new ideas emerge, key educational issues are discussed and cross-leveraged in these gatherings.
Some of the more tangible outcomes from our work have been:
|Organizations and People||Educational Material & Literature||Public Advocacy||School Reach out|
Highlights from Last Year
Expanded our work to newer geographies through 6 new partnerships and 9 new projects. 2 of these new partners are based in the North-East, 1 each in Maharashtra, Kerala and Karnataka and 1 which works in Punjab and Meghalaya. Expanded support to new domains like primary school mathematics and integrated learning programs for rural youth.
Continued support to existing partnerships through 28 organization grants, 5 fellowships, and 3 publications grants. Ended 3 past grants.
Furthered the availability of diverse children’s literature through 4 books published this year. 2 children’s books in North-eastern languages (Khasi and Mishmi), which were first of their kind and a collection of stories on boyhood, “Being Boys” were brought out by Tulika. Increased the reach of the well-acclaimed book on child learning by Kamala Mukunda, “What did you ask at school today?”, through its Hindi translation published by Eklavya. This was widely distributed across DIETs in the country and among partners.
At Wipro, we have endeavored to work on both the educational challenges in schools and colleges and on ecological sustainability issues, both, within our organization and outside. From our work in these areas came this realization that sustainability issues require greater attention in schools and colleges. This was the genesis of the earthian program, an annual program, the first edition of which was launched in April 2011. This program is positioned distinctly – both in structure and expected outcomes. In the first phase of the program schools and colleges submit an entry on a theme within sustainability and the 10 best entries from schools and colleges receive awards. Subsequently earthian and its ecosystem of partners engage with the winning institutes as a part of the Continuous Engagement Program.
Each school and college works within a context shaped by its heritage, its current vision and development plans, aspiration and physical environment. earthian’s 3 phase continuous engagement program’s (CEP) primary objective is to devise means of deeper, more meaningful engagement with earthian awardees. This would require changing institutional thinking processes, initiate action on sustainability issues and help them build institutional capacity on an ongoing basis. In short we want to- INITIATE, CHALLENGE, COMMITT, and TRANSFORM
An educational institution would need engagement through the ethos, pedagogy, community, management and curriculum. Any lasting transformation would require innovations and changes in all the dimensions. In practice, this would mean encouraging active and participatory learning. The core focus of this engagement is of driving sustainability thinking and action through the learning process in the 10 earthian winning schools and colleges by providing faculty and students, rich and diverse experiences within sustainability.
Workshops: This year, CEP has undergone a structural and conceptual shift that looks to address two key areas.
- Institutional buy-in: In a departure from earlier years, the engagement will now be undertaken primarily on the school premises, rather than off-site. This is to ensure that we have a larger captive audience and the management’s engagement is deeper.
- Phase-wise integration of sustainability education: The need to develop concrete deliverables, outcomes and document the impact. There will be two main phases- Introductory and Curricular. While the curricular phase is in development, the introductory workshops in Phase 1 are what we refer to as the ‘conceptual’ phase. It has no hard outcomes and deliverables, instead the main agenda is to engage faculty and together embark on a journey of exploring sustainability from different perspectives. This exercise is expected to build capacity for institutionalizing sustainability in schools during the curricular of engagement. Interesting audio visuals and activities and discussions enable participants to understand sustainability in natural systems to imagine how we could integrate the same in human systems.
- Theatre in Education (TIE): Methodology Development Lab Our partner, Bangalore Little Theatre is running these labs in two of the winning schools. The focus of the Lab is to develop TIE techniques particularly relevant for Sustainability Education. Theatre-in-Education (TIE) refers to the use of theatre methodology to create a range of techniques for enhancing learning in the educational space.
- College sustainability internships: For students from winning institutes, earthian offers a diverse and unique range of sustainability related internship opportunities that can be undertaken for a period of two months. These internships are offered in partnership with our highly reputed partner organizations who are domain specialists in sustainability and related areas. The internship is not only a great career move for those interested in this area but it is more importantly, a great opportunity to engage with students and expose them to interesting paradigms, schools of thought, innovations and specializations in the sustainability arena.
- Business School Sustainability Symposium: As a part of our long term vision to further sustainability education in India, WIPRO and IIMB have embarked on a broad collaboration of which an integral part is the curation of national forum of leading Business Schools from across the country on the topic of ‘Symposium on Advancing Sustainability Research and Education’ which aims to bring together academic research, highlight specific case studies, promote larger advocacy and nurture the potentially transformative role that integrating sustainability education can play in management studies. It aims to harness the vast experience that both organizations have in their respective domains. This forum will also act as a platform for Business school faculty to share their learning experiences in sustainability.
Program Outcomes and Impact
|CEP (Continuous Engagement Program)||
Introductory Sustainability workshops for schools
College sustainability internships
B-school Sustainability Education Symposium
Wipro Science Education Fellowship Program in the U.S.A.
Wipro Science Education Fellowship Program launched in March 2013 is focused on improving Science and Math education in schools primarily serving disadvantaged communities in US cities. The program is currently launched in Chicago, in the New Jersey area, New York and in Boston. We have partnered with Michigan State University (MSU) in Chicago where 250 - 350 elementary and secondary teachers will be chosen over the next 3-4 years, and the University of Massachusetts (UMass) for the Boston program in Boston, Mercy College for New York and Montclair State University for New Jersey.
The goal of the two year capacity development program is to improve teaching capacity among participating teachers and promote science, technology, engineering and math (STEM) education in their respective schools and school districts. There will be specific mechanisms and activities for each of the teachers to institute change in the school and involve other teachers at their schools.
The process of selection of teachers for the Chicago program began in Q1 of 2014. The selected teachers started training under the fellowship for a year which will be followed by another year of follow-up sessions.
37 teachers (19 from NJ and 18 from Boston) from the first cohort of the Boston program which began in March 2013 have successfully completed their 1 year training and have worked on their ‘Growth Plan Systems’ with their UMass advisors. Cohort 2 teachers from New Jersey and Boston and Cohort 1 teachers from New York underwent intensive training through classroom discussions and presentations, monthly Vertical Collaborative Coaching and Learning in Science meetings, periodic full-day workshops, retreats etc. The faculty/staff at all three sites have come together to form a common group to hold monthly review and planning meetings.
Recruitment for Cohort 3 teachers from the northern New Jersey and Greater Boston region are underway and planning has begun for a combined Science Teacher Leadership Conference to be held in Q2 15 (June) at Michigan State University.
Mission10X is a not-for-profit initiative of Wipro Limited which was started on 5th Sept 2007 towards building the employability skills of engineering students by training engineering college teachers. The first phase of Mission10X focused on training teachers on Pedagogy while the second phase has focused on “SMALLER and DEEPER Engagement” philosophy where a set of selected Engineering colleges have been given a deeper educational interventions. The focus has been on creating the 21st Century skills amongst the learners who are predominantly hired by the IT industry. The following three essential attributes of a ‘Graduate engineer’ are covered in all Mission10X interventions:
- Communication: Ability to communicate with others for shared understanding in technical, behavioral, logistical and practical concern.
- Collaboration (Team work): Ability to work collaboratively to explore possibilities to address the stated problem by drawing knowledge from diverse professionals and backgrounds.
- Deeper Learning: Ability to learn deeply to articulate a problem statement and analyze given data.
The needs of important stakeholders of engineering education ecosystem such as principals, heads of the departments (HoDs), faculty members and students are met through a program that enhances overall learning incorporating structured engagement and effective delivery systems.
Program Outcomes and Impact
- 27,482 Engineering College Faculty have been trained.
- 400 Principals / HoDs covered in Academic Leadership
- 300 Faculty have completed 3 levels of Unified Technology training
- 1,300 colleges across the 29 states are covered in Mission10X interventions
- 54 Mission10X Technology Learning Centers (MTLCs) have been established across 12 states to integrate UTLP (Unified Technology Learning Platform), a multi-disciplinary technology kit and curriculum in the colleges; Institutes invest in MTLC set up, faculty training and students projects. Some projects have been recognized by NASSCOM and TI’s international conference.
- 100+ Students projects have been successfully implemented
- 10,000 students from MTLCs addressed on relevance of MTLCs and Employability skills.
- 10,000 unique integrated innovations created by Mission10Xians across the country.
- 7 Universities have incorporated Mission10X subjects in their curriculum
- Launched the “Engineering Thinking” workshop for the students who are part of the Mission10X Technology Learning centers (MTLCs). We have trained 614 students on inculcating Engineering thinking in problem solving and application development.
- Mission10X also piloted a faculty empowerment program for Science College teachers and trained about 320 Faculty on Enhancing Teaching Skills workshop.
- Mission10X reached out to North-Eastern States and offered a 3 day program at NIT Nagaland and 32 out 40 faculty attended the program.
- VTU Belgaum did an independent research on how impactful Mission10X interventions have been on faculty and academia. Reveals great impact on teachers.
- Mission10X has been recognized globally by CorpU (Corporate University exchange, USA) in innovation.
- Affiliation with IITM Chennai, IIT Mumbai, Anna University, VTU, JNTU, KIIT University, VIT University etc.