Mantri Developers is a company with a history of being a constructive and enlightened social contributor in the communities in which it operates. Established in 1999, the company has been a pioneering force in the real estate sector, with developments spanning the residential, retail, commercial, education and hospitality sectors.
Our CSR program is driven by our belief in Building for the Future. Our objective is to focus on education as a whole for children. We have designed our CSR program to deliver effective sustainable results and create impact at various levels including direct access to education
Sustainability and social responsibility is essential to the company’s corporate ethos and value proposition for its customers. At Mantri we aim to engage in social contribution activities, both individually and with partners, to help strengthen communities and enrich society. We believe in cultivating relationships with diverse stakeholders, such as service associations and nongovernmental organizations (NGOs) to achieve our social development goals.
Our CSR program is guided by the philosophy “Building for the Future”. We always promote and practice sustainability in most of our business activities and design our social contribution activities to help empower communities and contribute to the upgradation of society. We manage our CSR initiatives through Mantri S.E.V.A – Supporting and Encouraging Voluntary Action.
Our CSR program “Building for the Future” aims to help create a future that is imperishable on its own accord. It focuses on the basic necessities which help in building a sustainable future, for us and our subsequent generations. Our CSR initiatives will be primarily focused on Primary and Secondary Education. By working on these factors simultaneously we hope to achieve our CSR goals and contribute to creating a better world.
The education sector in India has developed substantially since Independence. With the advent of the Millennium Development Goals (MDGs) established following the Millennium summit of the United Nations in 2000, significant attention has been given to achieving the goal of Universal Primary Education, at the center of which lies Universal Primary Enrollment. The Sarva Shiksha Abhiyaan (SSA), initiated in 2001, and the Right to Education Act (RTE), implemented in 2009, were India’s responses to this commitment. While these interventions have encouraged increased enrolment rates, considerable issues concerning the quality of education, competency, lack of accountability, irrelevant curriculum and pedagogy have risen, and these challenges have serious consequences on the growth and development potential of our country. Learning outcomes are evidently dispersed between high and low-income schools, leading to massive inequity in the education sector. Annual Status of Education Report (ASER), an annual, nationwide survey of children's ability to read simple text and do basic arithmetic which is being conducted every year since 2005, has shown that learning outcomes in rural India have declined even after the implementation of the Right to Education Act. The magnitude and scale of these challenges, therefore, require intensive efforts and funds from varied sources, other than the Government of India.
Literacy in India is the key for socio-economic progress, and the Indian literacy rate grew to 74.04% in 2011 from 12% at the end of British rule in 1947. Although this was a remarkable improvement, the level is well below the world average literacy rate of 84%, and India currently has the largest illiterate population of any nation on earth.
Quality The biggest problem in India regarding education is the continuous lack in quality of the faculty. In addition, backdated or curriculum that is difficult to comprehend and lack of focus on skill development leads to decrease in the overall quality of learning. The concepts absolutely absent in a government school in India are critical thinking, analytical reasoning, problem-solving and collaborative working. The mechanism followed in all likelihood is focused on input and rote learning. The student to teacher ratio is also very high which puts more pressure on the existent teaching staff. Lastly, an ineffective quality assurance system and a complete lack of accountability by institutions to the state and central government, students and other stakeholders result in further degradation of the quality of education._______________
There is a wide variation in spread of higher educational institutions not only between urban and rural areas but also between states. There are multi-dimensional inequalities in enrolment rates between rural and urban populations, rich and poor, minority and mainstream communities, men and women and people with disabilities.
Access to higher secondary education and beyond is a mere 10% in India. This is the finding of a report "Intergenerational and Regional Differentials in Higher Education in India" authored by development economist, Abusaleh Shariff of the Delhi-based Centre for Research and Debates in Development Policy and Amit Sharma, research analyst of the National Council of Applied Economic Research.
Typically, it is children in poor, remote areas, those affected by conflict, or those belonging to ethnic, racial and linguistic minorities who are denied an opportunity for schooling. Children from poor households are three times as likely to be out-of school as children from rich households. Girls from poor households in rural areas are facing the greatest barriers to education.
New interventions are required to reduce this rate in order to achieve universal primary education and ensure that every child acquires basic literacy and numeracy skills.
Social & Cultural
The ethnic diversity in India poses challenges to implement consistent education nationwide. There are more than 300 languages spoken in the country and makes it difficult to offer education tailored to specific social segment. Educating women in some societies is a big issue. Children of poor families are forced to work and miss out the learning opportunities. Illiterate adults have very limited opportunities to get educated at later age in their lives. Over 40 percent of India’s children drop out of school before finishing 8th grade, despite a recent law designed to provide free and compulsory elementary education for all. Most students who quit school are from the lowest rungs of Indian society.
Why are they dropping out?
The following are the primary reasons given by parents of children in the age group of 6-14 for dropping out of school :
What is the Indian Government doing in this regard?
In line with the goal of nation building, India has been committed to providing free and compulsory education to all children. The Right to Education Act, 2009 aimed to provide free and quality primary education (up to Grade 8) to all children. However, it has failed to achieve its target due to a multitude of reasons ranging from absenteeism & lackadaisical attitude in teachers to lack of infrastructure in government schools to prevalence of child labor etc. Rashtriya Madhyamik Shiksha Abhiyan has been launched recently as a step to universalize secondary education. Simultaneously, efforts are being made to create a robust and vast system of higher and technical education.
Building upon the existing capacities and recognizing the immense contribution to nation building that the large network of educational institutions has made in the post independent India; the country has embarked upon a second phase of expansion and establishment of centres of excellence in higher education. It is envisioned that strengthening the two ends of the spectrum, namely, elementary education and higher/technical education would help in meeting the objectives of expansion, inclusion and excellence in education.
The Central Advisory Board of Education (CABE) is the highest advisory body to advise the Central and State Governments in the Field of education. Recent years have seen certain important committees and commissions deliberate on education. National Knowledge Commission (2006) Report on higher education supports a strong reform agenda through public investment.
Under the Government of India National E-Governance plan (NeGP), the Mission Mode Project of e Governance in School Education (MMP), Ministry of Human Resource Development has decided to implement the Parents Related Services in phase -1 “Shaala Darpan” of the MMP in ICT enabled Government schools and Government-aided schools on a pilot mode in the State of Rajasthan, Tamil Nadu, Gujarat and Himachal Pradesh.
The Department of School Education & Literacy has launched a National Repository of Open Education Resources (NROER) 14 August, 2013. NROER is a collaborative platform that endeavours to bring together relevant and appropriate digital resources in multiple languages for the school system for all classes and subjects. The resources are available in the form of concept maps, video, multimedia, learning objects, audio clips, talking books, photographs, diagrams and charts, articles, wikipages and textbooks. NROER is going to be a part of National e-Library.
The Government of India has also taken a decision to provide access to a National Electronic Library (NEL) to its citizens including students and teachers in schools, colleges and universities. Most resources in NEL would be available in open access to every citizen of India without any restrictions. However, a few scholarly resources would be subscribed for students, researchers and faculty in colleges and universities and would be available to users in colleges and universities only. Most resources in NEL would be device-independent and can be accessed using a variety of devices including desktops, laptops, tablets, smart phones and other devices.
With an intention to build a brighter future for our country, our hope is to improve education levels in the society and help create better individuals. We believe children have immense potential to change societies and influence better thinking if guided towards the correct path. With better quality education we hope children would be more inclined to come to school. Drop-out rates would then see a sharp decrease with a direct implication on the pass percentages and success of students in schools. Finally helping us accomplish our vision of a sustainable society with educated individuals at the core of it.
We at Mantri Developers want to kick-start our journey by conducting need assessment to understand the regions with immediate requirement for interventions. We want to understand the problems faced by the communities and the social evils they are stifled with to help them in devising the correct solutions for the same.
Our CSR program would focus on solving the education problem in our country to the extent possible. We wish to make quality education available to all sections of society, without any discrimination. We want to work back with educational organizations and experts to help provide better solutions for our educational needs by digitizing course curriculum in government schools, helping parents and teachers monitor progress of the students through online applications etc. We also want to ensure high quality, upgraded and digitized mode of education is available to the students at the same or lower costs and also help support deserving candidates fulfil their dreams for higher education by providing them with scholarships etc.
Mantri would partner with renowned NGOs and grass-root level organizations to delve into the realities in urban as well as rural education. Our focus will not only include children below the poverty line, but also the underprivileged in the working labour classes, e.g., construction staff, housekeeping staff etc. We also want to provide equal education opportunities to boys as well as girl children. The gender inequality issues as well as most other social stigmas faced by women can directly be associated with lack of education of girl children. With women being educated equally and gaining employment opportunities as a result of that, we believe they will be the harbingers of change in our society.
We believe that a corporate sustainability plan which is focused on compliance alone will not be sufficient to bring in any change and only when companies integrate CSR with their business model, corporate strategy, train their personnel, and create strategic partnerships with the NGOs and community; there can be a potential ground for CSR product and process innovation and a hope for achieving success in their endeavors.
CSR is developing social, intellectual, and human capital of a country and this calls for appropriate design and content interventions by the boards and top management of large corporations.
In the previous years, with an objective to serve the society through youth skilling and livelihood projects, we have joined hands with a partner NGO to set up e-learning centre in Bangalore. This centre provides training in basic computer skills, basic English speaking skills, personality development and basic and retail management for developing employment opportunities apart from skill enhancement of the underprivileged youth.
Our focus in the coming year will be broadly on the following