ACP Annual Report 2017 2018

“All the possibilities and powers of the soul are within it and do not come
from any external source. They are in the soul in the potential form and the
whole work of life is simply directed towards manifesting that potential”
- Swami Vivekananda
The Awakened Citizen Program
2017-2018
Ramakrishna Mission
Ramakrishna Ashram Marg
Paharganj, New Delhi-110055
Annual Report : 2017-18
Table of Contents
Table of Contents ......................................................................................................................... 2
Glossary ......................................................................................................................................... 3
Introduction.................................................................................................................................... 4
Program in a Nutshell .................................................................................................................. 4
Executive Summary ..................................................................................................................... 5
Growth of Regions, Schools and Trained Teachers ............................................................... 8
Growth of ACP Regions .......................................................................................................... 8
Growth of Schools .................................................................................................................... 8
Growth of Trained Teachers ................................................................................................. 10
Principal Orientation Programs and Facilitators’ Development Programs ........................ 11

Capacity Building........................................................................................................................ 14
Special Internal Team Orientation Program....................................................................... 14
Program Implementation and Monitoring ............................................................................... 16

Institutional Experience – KV and JNV Schools................................................................ 16
Government School – Experience ....................................................................................... 19
Schools Visits and Class Observations .............................................................................. 20
Regional Reports on ACP Implementation ............................................................................ 21

Hyderabad ............................................................................................................................... 21
Chennai.................................................................................................................................... 24
North-East ............................................................................................................................... 25
Bhopal ...................................................................................................................................... 26
Haryana ................................................................................................................................... 27
Delhi.......................................................................................................................................... 30
ACP Community ......................................................................................................................... 33

Way Forward ............................................................................................................................... 34
Annexure-I :List of Principals’ Orientation Programs ............................................................ 35
Annexure-II: List of Facilitators’ Development Programs..................................................... 36
Annexure-III : List of Internal Training Programs .................................................................. 40
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Glossary
Acronym Description
ACP The Awakened Citizen Program
KV Kendriya Vidyalaya
KVS Kendriya Vidyalaya Sangathan
JNV Jawahar Navodaya Vidyalaya
NVS Navodaya Vidyalaya Samiti
SVGMS Swami Vivekananda Government Model School (Rajasthan Govt. School)
NTPC National Thermal Power Corporation
CBSE Central Board of Secondary Education
UT Union Territories
FDP Facilitators’ Development Program
PMO Project Management Office
MIS Management Information System
a.k.a. Also Known As
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Introduction
“Education is the manifestation of perfection already in Man.” This definition of

education by Swami Vivekananda is the basis of the Awakened Citizen Program (ACP).
The infinite strength and potential inherent in the world within every child can be
manifested as wonderful possibilities in every walk of life. ACP seeks to empower
students in real and tangible ways to develop as enlightened citizens, who can stand on
their own feet and make responsible and right choices in daily life situations. Such
students will not only do well for themselves but will also have the larger interest of the
society at heart.
Program in a Nutshell
ACP is a 3-year graded value education program starting in middle school and
comprises a total of 48 modules of approximately 45 minutes duration each. Each
class/year goes through 16 modules. Proper facilitation by the teachers to encourage
students to think from various perspectives, participate in the discussions and learn
from peers is crucial for the program to create a lasting positive impression on the
students. The emphasis is on students discovering the values which they would like to
live by rather than being told what is "right" or "wrong". The methodology followed by
ACP revolves around a 4-step unfolding of Discovery, Acceptance, Reflection, and
Transformation within the child. The program started in 2014 and several schools have
completed three years, giving the children an opportunity to not only discover values
that appeal to them, but to engage with them deeply in their daily life and to adopt ways
through which they can manifest these possibilities.
Facilitators’ Development Workshops (a.k.a. Teachers Training) programs are

conducted for teachers to provide an introduction to the material and methodology and
provide an insight to effective facilitation practices. Two day training sessions are
conducted for each of the three years of the program. Schools are provided with
facilitation materials in Hindi and English. These include CDs, Manuals etc. containing
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the program sessions and facilitation guides that detail how teachers can effectively
conduct the sessions.
Principals Orientation Programs are also regularly conducted to give an overview of the
ACP to school Principals. Principals play an important role in this program. Their active
support based on their own understanding is essential for proper implementation of the
program.
In addition, resource people from ACP conduct school visits and observe classes to
ensure that the program is being carried out as per the guidelines given during the
training. This also gives an opportunity to ACP resource people to provide feedback to
teachers regarding facilitation practices and to assess the impact of the program, on the
students. This has been recognized by many schools as a unique aspect of the ACP
where training does not stop with the two day workshop.
The Project Management Office (PMO) comprising of the IT (Information Technology)

team and the Back-Office Operations team has developed processes and systems to
maintain training related data, procurement, logistics and MIS to ensure that workshops
across all regions in India are conducted effectively and pre and post workshop
activities are well coordinated. Where possible, standardization has been ensured
without compromising on uniqueness of every region and every category of school.
Executive Summary
The phenomenal growth of The Awakened Citizen Program in the period 2017-2018
from 1722 to 3781 schools was an indicator of the acceptance of the program in all
categories of schools across the country, be it, Central Government, State Government,
or Private schools.
The program is running in 1170 Kendriya Vidyalayas, 481 Jawahar Navodaya

Vidyalayas, 1168 Government and Government Aided schools and 962 Private schools.
The ACP spread is now all over India covering 36 States and Union Territories.
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There were some developments in some states like in Rajasthan, the Government gave
143 schools in Ajmer district as they had difficulties in running the program in Jhunjhunu
district given last year. To help Rajasthan Government schools implement the program
in Ajmer district, 91 projectors were distributed to the government schools in Ajmer
district. Similarly, the Government of Haryana revived the program brining in 98 new
schools in districts of Kurukshetra, Gurugram, Faridabad, Palwal, Rohtak, and Jhajjar
under ACP.
The CBSE issued a circular on 20/12/2017 informing schools about the salient features
of ACP and recommending schools to join the program. This resulted in an
overwhelming response from schools who showed great eagerness to join the program.
Many were openly appreciative of this initiative, which they considered absolutely
necessary in today’s education.
A move to mobilize institutionalized schools like that of the Navy Children School, Air
Force Schools, schools under public sector units like NTPC (National Thermal Power
Corporation) were made successfully and they will join the program in the coming
academic year 2018-19.
During this period, ACP conducted 20 Principals’ Orientation Programs with

participation from 1415 Principals/Heads/Representatives of schools across India to
sensitize Principals and school administrators for smooth implementation of the
program in Government schools and mobilization of schools in the private category.
Swami Shantatmananda, Secretary, Ramakrishna Mission, New Delhi conducted most
of these workshops along with senior members of ACP.
As a result of so many schools joining the program, a significant number of Facilitators

Development Program were conducted between April 1, 2017 and March 31, 2018.ACP
master facilitators conduct training for teachers who in turn facilitated the program to
students in registered schools. 86 Facilitator Development programs were conducted for
Year-1, 25 for Year-2 and 10 for Year-3. These programs were conducted in 8 Regions
of the Navodaya Vidyalaya Samiti (NVS) and 25 regions of the Kendriya Vidyalaya
Sangathan (KVS). In the year 2017-2018, 121 Facilitators’ Development Programs
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(Teachers’ Training) were conducted wherein 7810 teachers were trained in 2017-18 as
compared to with 3105 teachers in the previous year.
The phenomenal spread and reach of the program demanded a huge capacity building
activity. From a small team of 20 resource persons in the beginning the ACP team grew
to 80. Young resource persons were selected from various institutions, trained and sent
out to the new regions to monitor the ACP implementation in the schools. To monitor
implementation in schools of all categories a total number of 2584 visits were made to
handhold teachers, to resolve technical issues and track transformation of students and
teachers.
The ACP community (Facebook) was started in 2017 and ever since has been very
popular with all our stakeholders.
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Growth of Regions, Schools and Trained Teachers
Growth of ACP Regions

The ACP regions are centers of ACP implementation and monitoring where our
Resource Persons are placed across State(s) assigned to each of them. As on 31st
March, 2018, ACP has spread to 25 regions from 14 regions as on 01/04/2017 thus
adding 11 additional regions. These 25 regions of ACP implementation and monitoring
currently cover 3781 schools in 36 States and Union Territories of India. The chart
below shows the spread of schools across India.
600
548
Spread of Schools Across India
508
(as on 31st March 2018)
500
421
Number of Schools
400
300 274
254
225
205
200
140
118 125
102 113
93
100 71 74 78 71
59 58
44 36 42
19 27
4 14 12 7 12 5 4 13
1 1 1 2
0
Assam
Jammu & Kashmir
Meghalaya
Karnataka
Telengana
Chhattisgarh
Andhra Pradesh
Uttar Pradesh
Tamil Nadu
Arunachal Pradesh
Maharashtra
Gujarat
Odisha
Chandigarh
Bihar
Dadra & Nagar Haveli
Delhi
Rajasthan
Haryana
Jharkhand
Daman & Diu
Puducherry
Mizoram
Kerala
Uttarakhand
West Bengal
Lakshadweep
Madhya Pradesh
Nagaland
A & N Islands
Tripura
Goa
Himachal Pradesh
Sikkim
Punjab
Manipur
States and Union Territories
Growth of Schools
Beginning with 1722 schools on 01/04/2017 the ACP added 2059 schools to reach a
total of 3781 schools across the country comprising schools of all categories such as
Kendriya Vidyalaya, Jawahar Navodaya Vidyalaya, Government & Government Aided
and Private schools. At the end of the period 2017-18, 1170 KVs, 481 JNVS, 1168
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Govt. and Govt. Aided and 962 Private Schools are running the program. A pictorial
representation of the spread of various categories of schools across the country is given
below.
Cumulative Growth of Schools Year Wise

4000 3781
3500
3000
No. of Schools
2500
2000 1665
1500
1000 789
628
500
0
2014-15 2015-16 2016-17 2017-18
Year (April to March)
Categories of Schools as on 31st March 2018

1400
1170 1168
1200
962
1000
800
600 481
400
200
0
KV JNV GOVT PVT
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Growth of Trained Teachers

In the year 2017-18 a total of 7957 teachers were trained in various years of the
program. Since the inception of the program, we have trained 15362 teachers as
facilitators of the program in schools. Below representation shows year wise trained
cumulative number of teachers across India in different zones (East, North-East, West,
South, North, Central).
ACP Year Wise No. of Teachers Trained Across India in

Differenet Zones Since Inception
No. of Teachers Trained
6000
5000
4000
3000
2000
1000
0
East North-East West South North Central
Year-1 1206 308 1511 2231 5004 1323
Year-2 296 0 130 700 1537 367
Year-3 93 0 2 171 461 22
Zones and Corresponding States/UT under Zones
Zone States/UT
East Bihar, Odisha, Jharkhand, West Bengal

North-East Assam, Sikkim, Nagaland, Meghalaya, Manipur, Mizoram, Tripura, Arunachal Pradesh
West Rajasthan, Gujarat, Goa, Maharashtra, Daman & Diu, Dadra & Nagar Haveli
Andhra Pradesh, Telengana, Karnataka, Kerala, Tamil Nadu, Puducherry, Andaman &
South
Nicobar Islands, Lakshadweep
Delhi, Jammu & Kashmir, Himachal Pradesh, Punjab, Chandigarh, Uttarakhand, Uttar
North
Pradesh, Haryana
Central Madhya Pradesh, Chhattisgarh
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Cumulative Teachers Trained Since Inception

as on 31st March 2018
14000
11583
12000
10000
8000
6000
4000 3030
2000 749
0
Year-1 Trained Year-2 Trained Year-3 Trained
Principal Orientation Programs and Facilitators’

Development Programs
During 2017-18 a total of 20 Principals’ Orientation Programs were conducted to

sensitize the Principals about the requirements of the program since they have a key
role in administering the program. The Navodaya Vidyalaya Samiti organized 8 such
workshops for each of its regions.
The Kendriya Vidyalaya Sangathan organized meetings with Assistant and Deputy
Commissioners to ensure smooth implementation.
To mobilize schools to join the program several orientation programs were conducted in
Delhi and other cities. A complete list of workshops are listed in Annexure-I.
Resource persons were stretched to their maximum endurance by the FDP taking place
in all parts of the country. A consolidated list of programs is given in Annexure-II. 86
Year-1programs, 25 Year-2 and 10 Year-3 programs were conducted bringing the total
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programs conducted to 121.The teachers participated with enthusiasm and we received

good feedback on the program and the training from them.
The feedbacks from KV and JNV teacher programs have been captured in the
respective reports which were submitted to these organizations last year.
Some feedback given by teachers from Private and Government schools are as follows.
 Year -1 Feedback
 “This program encourages students to think for themselves and come out with
best options.” - K. Surender Rao, AksharaVidyalaya School, Dammatguda
Hyderabad (Aug 2017)
 “Modules have been explained very clearly.” – Samar Ajit Singh, Triloki Singh
Inter College, Barawan Kalan, Hardoi Road, Lucknow (Oct 2017)
 “It is more student-centric. Also, the many examples in the slide are what actually
happen in our day-to-day life.” - Rachna Kumar, Delhi Public School, Ranchi
(Sep 2017)
 “In this program moral values are not imposed on the children, rather they are
inspired from within to follow these ideals.” – Suresh Bala, GGSSS, Jhajjar,
Kurukshetra (Oct 2017)
 “The program is related to everyday life of students. They can easily identify or
relate to such situations. Modules are very student-friendly and related to day-to-
day situations.” – P.C. Margaret, KV Ernakulam (Mar 2018)
 Year -2 Feedback
 “[The students] have become more sensitive towards other people and the
environment.” -Shilpa, DAV Public School, Vasant Kunj, Delhi (July 2017)
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 “Students are able to overcome their fears and participate in various activities. They
are also trying to improve themselves continuously.” - Anoop Kr. Pandey, TGT,
GBSSS – Sonia Vihar, Delhi (Aug 2017)
 “Children have become heroic by learning to admit their mistakes, honestly. They
have become humble and polite. Shradhha has also increased.” – Aditi Bindal,
Gwalior Glory High School (Mar 2018)
 “Drastic changes in many especially in gaining confidence and seeking truth.” –

Athika S. Rajendran, KV AFS Akkulam, Thiruvananthapuram, Ernakulam
(Mar 2018)
 Year-3 Feedback
 “The class became more confident, systematic, disciplined. They learned and
transformed into better individuals with very focused and clear thought process.”
She further states: “Such programs are really helpful so these efforts need to be
continued. – Chetna Verma, S.D. Public School, Pitampura, Delhi (July 2017)
 “My students are more positive after the programme.” – Bhartendu Vimal
Upadhyay, TGT, GBSSS, C– Block, Sangam Vihar, Delhi (Aug 2017)
 Some of them seek perfection in their endeavours. Developed leadership and

better understanding.” – V. Samyukta Nair, KV Gachibowli, Hyderabad (Feb
2018)
 “This program enabled students to know themselves and become enthusiastic to

face any kind of challenges.” – Haripada Mandal, KV Tatanagar (Mar 2018)
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Capacity Building
To support the growing number of schools implementing the ACP and manage the
implementation & monitoring of the program from different regions effectively, we have
recruited young and committed talents from colleges. The total strength of the team
across India is now 80.
The main strength of ACP is its human resource be they Master Facilitators, who train
teachers; resource persons who oversee implementation school after school, often in
remote and difficult to access terrain or database and project management personnel
who form the bedrock of the program by providing timely support to the rest of the team.
The program started with a handful of volunteers in 2013-14 and over time more
volunteers joined. Efforts were made to induct a few contractual staff members to
provide pre-defined services with clear measurable deliverables. Selection of the ideal
resource persons, training them and ensuring that they are retained calls for
tremendous challenges and continual efforts were made to train personnel immediately
after induction as well as during service. A Capacity Building team consisting of
experienced people worked throughout the year to ensure that inductees were given
training in facilitation, hand-holding of teachers, written and oral communication, IT
skills, conflict management and the like. As a result of these committed efforts, our
trained personnel have often been appreciated by teachers throughout the country on
their energy levels, dedication, and clarity in thought, effective communication and team
work. A detailed list of in-house capacity building measures conducted in 2017-18 is
given in Annexure-III.
Special Internal Team Orientation Program

In March 2018 a 3-day special team orientation program was held at Dehradun in
Uttarakhand from 21-23 March 2018. During this annual event we heard from our young
resource persons heart rending tales of courage and passion. Some of these accounts
are shared below.
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Asif Khan, Resource Person, North-East
“I was the resource person at North -east region and had been there for last 8 months.
There I faced many problems like food, travelling and communication. Every 10th km
the language is different. The road condition is not good and the buses are less
frequent. We can only travel in daylight that too in early morning. We cannot go
anywhere on Sundays. Once, I had to visit to Mizoram. So I took a train from Gu wahati
to Silchar and then I took a night taxi in the evening. The school was nearby to the
highway. I thought that I will reach my destination at around 11 pm but the road
condition and state police checking took too much time. I reached there by 1:00 am. and
had to spend the whole night there itself due to lack of hotels and lodging facility. It was
very tough experience for me. The next morning the school management showed very
warm hospitality and took care of everything.”
Vinita Panwar, Resource Person, Chandigarh
“I feel so lucky to join ACP because it is not just a job for me. I learnt so many new
things from ACP. I expanded myself. I have visited 3 states with my colleague Priyanka
Yadav and that`s really is a big thing for me. When we go for the school visits we often
face challenges especially in Uttarakhand, being a hilly region, the schools are distant
away from each other and it takes a lot of travelling. Sometimes, we do find difficulti es in
getting food and lodging. In spite of such challenges, when we interact with students,
we get positive responses from them about the programme. We feel so happy that we
forget about our troubles and feel very proud.”
Subhash Pareya, Resource Person, North-East
“All teacher, locations and schools were very new for me when I landed at Guwahati. It
was very difficult to start school visits. We use to contact directly the teachers to visit the
schools, but in some cases it didn`t worked with KVs and JNVs. Some fellow resource
persons at ACP suggested me to approach holistically, i.e. to include teachers,
principals and management for fixing school visit appointment. I started sending them
prior e-mails giving details of the schedule of the visit. It really worked and was able to
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complete my work efficiently. It was my proactive approach to prepare map for north
east schools. It really helped me well and accuracy was up to 90% with one or two
exceptional schools location.”
To get a holistic view of the imp lementation we have included the regional reports of
some selected regions made by the regional resource person. This section includes
regional resource person reports on implementation in their regions.
Program Implementation and Monitoring
Institutional Experience – KV and JNV Schools

The KVS committed to conduct the program in all its schools (in 25 regions of KVS ) in
Feb. 2017, though some of its schools had joined the program as early as 2014.The
NVS committed to conduct the program in 481 of its schools at the same time.
A formal MOU was entered into by the NVS before starting the program while only
recently KV has initiated a move to enter into MOU and the signing of the MOU is in the
final stages at the time of this report.
In the period 2017-2018 training was conducted for all its 25 regions of KV and 8
regions of JNV across India and resource persons travelled far and wide to impart
training to the KV and JNV teachers from April 2017 to Aug 2017 so that they could go
back and conduct ACP in their schools.
A comprehensive training report was made for the KV and JNV which was submitted
last year to KVS and NVS.
Since some schools had not been able to send teachers in the above mentioned
trainings and both KV and JNV organized in the month of November 2017 a gap filling
exercise.
To assist teachers for smooth implementation of the program, resource persons

stationed in various parts of the country visited the KV and JNV schools from July 2017
onwards. In the year 2017-18 a total of 333 KVs and 59 JNVs were visited. It was
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observed that the implementation has definitely improved especially in KV ever since
there was complete commitment from the Management.
Difficulties such as lack of a dedicated slot in the time table for the program the
increased burden of activities and academic pressure on teachers have been tackled
well by resource persons by being empathetic to teachers, trouble shooting were
necessary and keeping in touch with them on a regular basis. Some of the teachers
have been extremely motivated to conduct the program and some have shown
exceptional facilitation skills. On the whole your school visits have been rewarded with
wonderful interaction with the children who have been getting the message of the
program. Some great experience sharing of our regional resource persons in KV and
JNV are a part of this report.
The implementation reporting in JNVs and KVs started in 2017-18. Although, the
reporting is still at a nascent stage, most of the regions have performed well and have
completed 75% of the modules. The data represented in the graph have been collected
from two sources-
 Reports sent by schools via email to jnv.acprkmdel@gmail.com or

kv.acprkmdel@gmail.com. Schools also mark a copy of the same to their respective
Regional Offices.
 Information are also collected by our Resource Persons from school
authorities/teachers via phone calls, visits etc.
In the next academic year 2018-19, we are trying to put a more rigorous implementation
system in place for better monitoring and providing assistance to schools.
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 ACP Implementation Status in KVs and JNVs
JNVs which completed ACP modules ≥ 12 in Class-7

(2017-18)
60
55
51
50
45
39
40 36
No. of JNVs
30
30 27
24
20
10
0
Bhopal Chandigarh Hyderabad Jaipur Lucknow Patna Pune Shillong
JNV Regions
KVs which completed ACP modules ≥ 12 in Class 7

(2017-18)
70 63
60
60
49 49
50 46
42
38 39 40 38
No.of KVs
40 33 34
29 29
30 24 24
19 21 19 17
20 16 15
10
10 7
KV Regions
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KVs which completed ACP modules completed ≥ 12 in Class 8

(2017-18)
45 42
40
35
30 26 27
No. of KVs
25 23 22
20
20 18
15 11 12
10
5 2
0
KV Regions
Government Schools – Experience

The ACP program is being implemented in 4 States’ Government schools namely-
Madhya Pradesh, Rajasthan, Delhi and Haryana.
 Madhya Pradesh had joined the program as early as 2014 but due to several
problems most important of which were electricity and projector , the program was
limping along until last year when it was given an impetus when 124 schools were
given solar powered projectors. The program implementation has improved
significantly since then.
 Rajasthan Government gave 143 schools in Ajmer district this year as they had
difficulties in running the program in Jhunjhunu district given last year. To help
Rajasthan Government schools in Ajmer district 91 projectors were given. The
program is doing well in spite of the delayed training program of the teachers. The
Rajasthan Government also gave 117 Swami Vivekananda Government Model
Schools to implement the program. Here again due to late start the program has
suffered a little but will be on track in the coming year.
 Delhi Government gave 245 schools in three instalments until Aug 2016 to conduct
the program. The program has suffered due to lack of Government cooperation and
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other major issues in these schools such as construction activity, lack of teachers
etc. But it is heartening to note that some committed teachers and principals have
been continuing to run the program against all odds.
 Haryana Government gave 100 schools in 2016 in the districts of Gurugram,

Faridabad, Jhajjar, and Palwal but due to lack of infrastructure in most schools the
program did not take off so last year they gave 98 schools in all from district
Kurukshetra and Rohtak. In spite of the many hurdles our experience with
Government schools has been most rewarding were children e ngage in meaningful
discussions are able to get the message of the program. Children have been
conveying to our resource persons to tell the teacher to conduct the program
regularly as they are really enjoying it.
State Govt. Schools

350
300
No. of Schools
250
200 117
150 321 295
SVGMS (Govt.)
100
144 Govt. Schools
50 98
0
Madhya Delhi Haryana Rajasthan
Pradesh
State
Schools Visits and Class Observations

Resource persons monitor the implementation by visits to schools and regular
telephone calls to follow progress of modules. Visits, we believe, establishes a
wonderful relationship between teachers, school authorities and our resource persons.
We have realized that the success of the program will depend largely on this factor and
our resource persons are not leaving any stones unturned on visiting schools. Difficult
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and inaccessible terrains are being traversed by our young resource persons. A total of
2584 schools visits were made in last year.
Regional Reports on ACP Implementation
Hyderabad
Year 2017-18 saw a big leap in implementing ACP in Hyderabad region in terms of
biggest Year-1 enrollments, revival of Year-2 and Year-3 implementation by way of
diligent follow-ups and visiting schools for motivation and class observations. ACP was
also extended to Government schools and Government-aided schools in the Hyderabad
region making it available to all students even in districts of Telangana state even from
humble backgrounds.
The Resource Persons focused on schools visits for strengthening the overall
implementation approach, and have recorded heart rendering impact of the program on
students and teachers.
One specific observation is that there are significant numbers of minority schools in
Hyderabad that are implementing ACP in their schools and have shared very good
feedback.
Students have seen improvement in their marks by seeking perfection, have discovered
unique possibilities and become a National Level Swimmer by overcoming fear of water
(I CAN), Karate Champion to protect girls around him (Expandi ng Himself), Musician,
Athletes, and many more success stories and they attribute it to I CAN.
Parents have also given very good feedback and reached out to the schools to know
what is being done differently in school that they are seeing behavioral changes in their
children. Simple acts like not fighting with siblings, helping mother in daily chores,
keeping their things in place, not wasting food, developing communication with
grandparents are all testimonials of Living in Harmony.
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Feedback about the impact of the program:
Teacher (wished to remain anonymous), Scholars International School
“I attempted suicide because I lost my husband a year ago. I went into depression for 5
months later when her School management counselled and motivated me to take ACP
classes. Though I was working and teaching other subjects, through ACP I developed
Atmashradda and now I have that confidence I can live and take care of my children.
Sometimes, life gives us no option but to say I CAN.”
This is the best impact of ACP which we got in the last academic year in the Hyderabad
from a teacher’s personal life. (Not that this information is to classify, but this teacher is
a Muslim by faith and this proves that this ACP is truly secular.)
Ms Veena, Teacher, Sree Vidya Secondary High School
“ I was very good at teaching in my own Class, but before attending this program I had
stage fear to give a demo in front of strangers but when I started taking ACP class, I
developed my Atmashradda and gained confidence. Now I have the confidence and
also shared my e6 xperience in front of 100 Principals during ACP Principals Orientation
held in Hyderabad.”
Ms Sashibala, Principal, DAV, Kanchanbagh
“The School has become very calm. I see that the children are not wasting their time
and are channelizing their energy constructively in activities than just waste time and
make noise in free periods”
Vice Principal, Meridian, Madhapur
“The School housekeeping has appreciated Class 7 students that they keep their
classroom very clean and the chairs are arranged in order while they leave the
classroom. There is not much work for her in Class 7. “
Student, Sister Nivedita School
“Every morning I got to the park, and whenever I eat an energy bar, I threw the wrapper
over there only. After ACP program, I realized about my role as who I am and it was
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harming nature and causing inconvenience to people. Now, I throw the waste in the
dustbin. “
Student, JNV, Nalgonda
A boy nicely shared an example of paper, that he could relate, compare and analyse.
He said after the creating value class, he realized the value of paper and would use
used paper for good purpose like craft or drawing instead of throwing into a dustbin (He
shared in Telugu and showed crafts).
During a demo class and interaction in Pudami School (Aided), one boy who comes
from a very economically modest family shared that he dreamt of becoming a Software
Engineer but now with ACP, he says “I CAN become”.
Others
Bhavan’s Sri Ramakrishna Vidyalaya, Sree Narayana Vidyalaya and Raghunath Model
use the ACP concepts as themes for morning assembly. Scholars Academy and
Kennedy High-The Magnet School have the ACP-Notice Board where they display the
inspirational quotes of Swamiji, message of ACP, paintings and craft of ACP.
The School Management of all the 3 Branches of Little Flower High School brought their
X Class passing out students to visit the Universal Temple of the Holy Trio and had an
interactive session with Swami ShithikantanandajiMaharaj and asked him lot of
questions about how to concentrate during exams, avoid distractions, handle
depression, overcome anger and avoid negative thoughts. Students brought rice and
dal as an offering to the daily poor feeding and bought books as well.
Photos and Videos of the Region are available on the link:
https://drive.google.com/drive/folders/1_fYF9qw79qUm3DLtVP8O_s88f4fLsKe5
Page 23
Chennai
Most of the Chennai region schools are doing ACP very enthusiastically. Shared here
some of the visit photos and feedbacks from students/teachers…Some of the feedbacks
from children include, a boy saving Rs 3,500 for orphan children, after seeing
ACP(photo attached when Principal is appreciating his work). Another girl student from
KV Sulur, Coimbatore, mentioned she made a donation box and kept it in the shop of
her relative. She mentioned she will collect the money and give to orphanage. She
asked me to convey this idea to all students I meet, because she wants to have
this donation box in all shops. She said this is because of “expanding myself”
from ACP. Many students said they applied ACP’s ‘I CAN’ and improved their
performance in academics, sports, singing, drawing, etc and have also won prizes
telling themselves I CAN during their performance. While one boy won table tennis
match telling himself I CAN another boy lost in table tennis expanding himself to help
his opponent win cash prize (Please see video)
School like Vels Vidyashram is making students to present what they learned in the next
class as and when they complete one module. And it was nice to see how the students
most of them take to role plays to present their learning.
Some schools both in KV and Private have started having ACP Banner, which they use
in their morning assembly programs or any activities they do as part of ACP. Schools
have also started to have ACP Notice boards which are used to bring out creative
expressions from students.
A student shared how I CAN helped her to gain confidence and also do better in
Mathematics. Some children said, expanding myself made them to help poor people on
the road, temples etc. A girl from Sri Sankara Urapakkam mentioned how she helped
her grandfather who was sick after seeing ACP. Teachers have mentioned how ACP
helped in better discipline in the class. From KV, Dindigul, a student of 7th standard
said, initially she was rejected for a role in school annual day after seeing her
performance. But she went back and remembered, ACP’s ‘I CAN’ and she went to the
teacher again and performed and now the teacher said, ‘I will take you for the drama,
you are performing very nicely.’ Sri Sankara Global School, Kilkattalai, Chennai.
Page 24
Sowmya had the courage to tell the restaurant owner who was wasting food and
throwing in the bin to keep that food for those who would eat. She mentio ned she did it
after seeing ACP’s Expanding Myself.
Another teacher said, ACP’s I CAN helped her to compere on sports day which she has
never done before. She said she gained confidence on herself after taking ACP classes.
Another teacher from KV JIPMER said, earlier she did not accompany students to
school tours, but now she said after taking ACP classes, she accompanied students to
school tours.
North-East
The ACP North East region of the country is home to the famous ‘Seven Sisters’
Arunachal Pradesh, Assam, Meghalaya, Manipur, Mizoram, Nagaland and Tripura
including Sikkim as the Eighth Sister. North East is the land of gripping scenic beauty
formed of high hills, cascading waterfalls and undulating streams and an exotic wildlife.
In this region the ACP started in 2017 with KV and JNV schools implementing the Year-
1 of the program in 153 schools. Two young and energetic resource persons from
different part of the country with no knowledge of the region took the challenge to
ensure that the children in the schools in these regions reap the benefits of the program
and provide all support in facilitation practices to the trained teachers by visiting the
schools for class observations.
Though letters of introduction were issued for North-East team through the Deputy
Commissioners of KV and JNV regional offices to implementing schools to facilitate
fixing appointment for schools visits and class observations, getting permission from the
school visits was a challenge occasionally. The challenge was mitigated by making
direct contact with trained teachers and principals of schools, formal email
communication to schools, creating WhatsApp group for relationship building with
trained teachers.
Page 25
Reaching out to schools NE region are sometimes tough because the schools are
scattered over large area, distance between schools long enough, unpredictable
climatic conditions, unannounced political disturbances and sometime the
communication modes are limited and scare. However, with meticulous and pro-active
planning and lessons learned we could avoid and mitigate major obstacles and ensure
that the ACP implementation in schools is supported as best as possible.
Teachers in these remote regions are found to be motivated enough to implement the
ACP in schools to get the students a foundation of Atmashraddha that will eventually
awaken the intrinsic immense potential in them that will make them confident and
successful in their lives.
Below are given some beautiful feedback from participants in the KV and JNV trainings
conducted in North-East region.
 “Yes, it is different from moral science and other value education. Because it can
develop talents, interest, self-effort, self-confidence for the students.” – Deepika
Das, JNV, Sarbhog, Barpeta, Assam (Apr 2017)
 “Yes, this program is inductive rather than deductive.” – Vinod Choruvalath, JNV,
Nagaon, Dhug, Assam (Apr 2017)
 “It is more interactive, comprehensive and need of hour as society iss cha nging into
materialistic ways … I am very pleased and awakened after attending.” – Annu Bhai
Patel, KV, Barpeta, Assam (Apr 2017)
 “Yes, it [ACP] should be included in regular academic.” – Anurag Sheel, KV,

Hasimara, Assam (Apr 2017)
Bhopal
The ACP program started in Bhopal Region in the year 2014. During the course of the
program it was realized that most of the schools could not run the program due to lack
of resources and power .To enhance the efficacy of the program in the region
Page 26
Ramakrishna Mission with the aid of Power Grid Corporation of India distributed 124
Projectors with Solar Panel to the government schools in Bhopal Region in March 2017.
Currently the program is being conducted successfully in about 88% of schools out of
the total 219 schools.
Few success stories as obtained from school visits:
 GMS, Khanugaon : According to the teacher Ms Kaneez Fatma: Initially the kids
were reluctant to take part in any of the school activities but after attending the
program they gained confidence for public speaking and have reached up to
Regional Level .
 GMS, Bairagarh Chichlli : After going through the program for two years the
teacher Ms Kala Jogchand observed behavioral changes amongst the students.
The students have demonstrated the possibility of “Being Heroic” in their day to day
working.
 GMS, Chuna Bhatti : The teacher Ms Taruna has seen changes in herself after
going through the program .Now she believes that each student is a source of
infinite power and this thought has lead to better student teacher relations.
 GMS, Ratatal : The teacher Ms Navneet has been deeply impacted by the program
and has taken the onus of nurturing the program amongst the students.
Haryana
The MOU was signed between Haryana Government and Ramakrishna Mission, New
Delhi in 2016. In Haryana a pilot program was started in 2016 and the program was
introduced in Gurugram, Jhajjar, Faridabad and Palwal district schools. In the beginning
the value of the program was not realized and implementation was a challenge due to
various reasons. After continuous persuasion and motivation the school authorities
understood the benefits of the program. There were challenges of infrastructure like
proper classrooms, electricity, projector, and computers. Yet quite a few schools were
inspired enough to do the program without projectors by verbally explaining the
explorations in the curriculum. The 26 schools where infrastructure was a major issue
where replaced with schools by the Government.
Page 27
In 2017 there is a noticeable change in the motivation of all concerned to take the
program forward as they seem to understand the benefits of the program as positive
transformation was seen in many students. During school visits students shared their
experiences that showed increase in confidence that helped to overcome many
obstacles in life like public speaking. Students said that they treat the “I CAN” as a
blessings on their lives. Kurukshetra and Rohtak districts schools are doing extremely
well and finished the modules on time. KV and JNV are also doing equally well.
In the next year 2018-19 the Haryana Government is considering to introduce the ACP
program in 35 Balika Vidyalayas which are residential schools.
Below are given some feedback (translated from Hindi ) from teachers.
 Suresh Bala from Rajkiya Kanya Varisht Madhyamik Vidyalaya , Jhajjar (Nov
2017) commented it is very nice program because we cannot dominate anything to
the students because this program says students have infinite possibilities and they
are unique.
 Dalbir Singh from Rajkiya Varisht Madhyamik Vidhyalaya, Kurukshetra (Oct

2017) commented that it is a unique program because students can discover inside
them everything and by these universal possibilities they can change their academic
life and personal character building.
 Sandhya from Govt. Girls Sr. Sec. School , Faridabad (Nov 2017) said that this
program is a student oriented program. The contents of the programme are far more
better the do’s and don’ts of Moral Education. Inner value development is the base
of this program.
 Shakuntala Bhakhar from Govt Girls Sr. Sec, NIIT No. 5, Faridabad (Nov 2017)
commented that the approach is different as through this program . We came to
know how the inner strength of a child can get expressed to build them as a good
citizen.
Page 28
 Udyaveer Singh from Govt Sr. Sec. School Hodal, Palwal (Nov 2017)
commented: Yes the value and approach of this program different from others
because in Awakened Citizen Program really connects the students as well as
directly to the society and we are really enjoying the way of learning by doing.
 Rachna form from Govt Girls Sr. Sec. School, Gurugram (Nov 2017)
commented: it is different from Moral Science and other Value Education programs
because students are actively engaged and interactive in Awakened Citizen
Program.
 Bedprakash from Govt. Boys Sr. Secondary School, Faridabad (Nov 2017)
commented that with the help of this program students can start thinking differently .
The approach also brings a change their attitude and Behaviour as well as to
academic performance.
 Rajasree from Govt. Girls Sr. School, Pratap Garh (Nov 2017) said that the
approach of this program is different from moral education. Though this program we
come closer to the students and the students openly share their views and concerns
easily.
Below link provides glimpses of experience sharing by students.
Page 29
Delhi
Delhi grew faster in 2017-18 compared to the previous year in number of schools
enrolled for the Awakened Citizen Program. This included a good lot coming from the
govt. as well as private schools. We also received participants from Rajkiya Pratibha
Vikas Vidyalayas which is considered to be better in terms of infrastructure as well as
quality of students.
Though small with respect to geographical spread, Delhi has a big number of schools
ranging from govt. schools, Kendriya Vidyalayas and other private schools; the program
being run in over 400 of these different category schools. Excerpts from some of the
schools where our resource persons visited for class observation during the year which
is done to support the school/teacher in successful implementation of the program.
Government schools, however took a back seat in year 2017-18 due to construction
work going on to add more class rooms in the school. Despite that some of the schools
have really done well.
Govt Boys Senior Secondary School, C Block, Sangam Vihar, New Delhi - 80
Mr. Bhartendu Vimal Upadhyay - Teacher
The coordinator himself practices and promotes ACP messages and its purpose
amongst his colleagues.
Whenever he finds the time he discusses with other teachers. And motivates them to
follow and join ACP. He said that students ha ve stopped damaging the tube-lights of the
school as they have started believing it’s a property of THEIR school.
The teacher himself is now confident of facing any kind of challenge in his life. He is in
financial trouble regarding one property land nonetheless very positive and has
accepted this as a challenge without any tension. To him ‘Atmashraddha’ and
‘Expanding Myself’ possibility are very special.
One student of class 8 said that he had gone to drop one person from school who lost
her parents showing courage and at the same time expanding himself.
Page 30
Kendriya Vidyalaya, BTPS NTPC, Badarpur
Rajendra Singh -Teacher
Teacher feels it is a program good for both teacher and students. The program content
and examples are realistic. It has helped improve teacher student relationship. He also
feels that students have become more confident to face challenges.
One student said that he was fascinated about wild life species. After seeing ‘Expanding
the Limits of my world’ he wants to pursue his career in Wildlife.
Sachdeva Global School, Sector 18, Dwarka - Interacting with Sachdeva Global
School, the students mentioned that they find themselves more friendly confident and
fearless. They also said that they are doing better in studies.
Kendriya Vidyalaya No.4 Delhi Cantt - Teacher Ms. Kantipal said that after the
program she has turned more of a counselor to the students than a teacher. The
students find her more approachable and friendly.
Rajkiya Pratibha Vikas Vidyalaya Near Gate NO.4, Yamuna Sports Complex,
Surajmal Vihar, Delhi-92
Student of class 8-B said that he has benefitted from the module - Seeking Truth. He
said that when he has many questions (he likes Maths a lot) and uses different
publications to find out answers. Earlier he used to avoid tough questions from books
which he felt were useless as they were not asked in the exam but now the module -
Seeking Truth has changed his mind-set. He then started trying, made mistakes in the
process, got scolded and beaten from his brother but in the end, he gained a lot. In the
1st term exam he scored low but then after applying the above method he got 100% in
Mathematics and then realized how much it benefitted him.
Another student said that he felt he wasn’t good enough for playing in the school
football team but after seeing ACP he felt he could improve and he worked on it and
then finally got selected in the team. A girl said that earlier she used to quickly finish
saying what she had to in an audience and come back but after going through the
module on “Being Heroic”, she realized that had to be slow and courageous and
finished her poems properly and received applause for it too.
Page 31
Hermann Gmeiner School, SOS-Enclave, Sector- 29, Faridabad
Class 8-A: The girl student said that she has become more respo nsible compared to
earlier. For example when her parents leave town she can manage on her own. She
also went on to say that in one of the explorations where she had seen a boy being
reckless with driving can lead to a car pile-up by banging and she related it to an
incident in class where the class boys were throwing water on the floor and students
were falling because of that so she decided to stop this from happening so others don’t
get hurt.
Class 9-C: The student said that she was inspired by the first module of Class 9 (a boy
collecting National flags after Independence Day to keep its dignity). When in her
community she saw people were celebrating Independence Day, she saw a man
collecting National Flags and was immediately reminded of the exploration and her
responsibility to do something. So, she started collecting all the scattered National Flags
and she intends to reuse them for the next celebration.
Satendra Verma, of Govt boys senior secondary school, Mata Sunderi Road, New
Delhi feels that the teachers as well as the students have benefitted from the program.
He mentioned that the way this program has been designed to bring out our inner
possibilities is unique in itself. We have observed changes in the students which is
worth appreciation. One student named Kaif said earlier he used to be absent invariably
and not good at studies. With ACP he considers he has increased his ability to study
and is doing much better. (Video uploaded)
Some moments captured by our resource persons during their school visits for class
observation are shared in the link below.
Page 32
ACP Community
As we look back at 2017-18 and the one word that describes the year is ‘remarkable’. It
has been a year of experimentation, trying new methods and growing, despite
experiencing push back from some schools. We followed up to really make them
understand the need of it, and added to our stride, which was overwhelming. The team
demonstrated more tenacity than ever to handle the push back and the challenges in
the field and we found ourselves innovating to enter schools. We need to reach each
and every child. This unified goal had such power that we exceeded our expectations by
a considerable margin and reached out to over 3781 schools. We feel extremely proud
of the team for giving their very best. In every interaction with the teachers, principals
and the children, their thoughts and questions made us think, made us look for answers
that we never thought before.
If we are empowering others then our tools and modalities of working with people have
to be those that truly induce growth and change. Quick fixes are not the pathway to
success. Slowly but surely, changing attitudes and supporting people to take on the
onus of change are. Initially, we started with the resource persons with laptops,
projectors, charts etc. to visit school to school. It was very difficult to make the school
believe in what our vison was. But it`s the dedication and hard work of the team that we
are here now. We as a community are growing in every aspect be schools, teachers,
children or resource persons.
We have a Facebook page named The Awakened Citizen Program which was
conceived keeping in minds the need to show and share the impacts of the program on
the children as well as teachers. It also has the reflections of ongoing program
throughout the country. Also, are some very unique artistic works shared by the children
as a belief in the ACP.
Page 33
Way Forward
When the ACP program started, all that was known was that there is a tremendous
need for it in schools today but the huge and overwhelming demand for the program by
leading educational authorities and institutions took the team by surprise. The Central
Government has in a "Chintan Shivir" carefully considered the views given by
Ramakrishna Mission, New Delhi in how Value Education is to be spread in schools.
Rallying all available resources and working for long hours under arduous conditions,
the developers of the ACP program (Illumine Resources Private Limited. Mumbai) and
the ACP Team guided at every step by Swami Shantatmananda, ensured that this novel
and nascent project developed the contours of a pan-India program from 1722 schools
in the beginning of 2017-18 (01/04/2017) to 3781 schools throughout the country by
March 2018. The fact that ACP had been recognized as a mindset changer became
clear when the Kendriya Vidyalaya Sanghathan, Navodaya Vidhyalaya Samiti, State
Governments of Rajasthan, Madhya Pradesh and Haryana and the managements of
several leading Private Schools signed MOUs with Ramakrishna Mision, New Delhi to
partner in this program. Now that the reach has been widespread and an opportunity
has been provided to all schools to be a part of this nation building program, the effort in
the coming years will be to very selectively introduce this program in new schools,
where they are likely to be effectively implemented viz. Bhartiya Vidya Bhavan Schools,
Schools run by the Defense Forces, Bal/Balika Vidyalayas and other residential
schools. The focus will shift to even greater handholding of trained teachers to ensure
that the program is implemented well. Refresher training programs will be held for
teachers who have completed three years; customised training will be provided for
schools where trained teachers have been transferred and so on. Greater effort will be
made to build capacity within the team to ensure more effective facilitation and
implementation. Independent impact analysis will be conducted to study how the
program has affected young minds. The demand from schools to develop modules for
senior school and primary school children will also be considered.
Page 34
Annexure-I :List of Principals’ Orientation Programs
Academic Year- 2017-2018
Total Workshops held for Principals= 20

Total Number of Participants= 1415
Sl.
Date Locations No. of Participants
No.
1 3-Apr-2017 Hyderabad 140
2 5-Apr-2017 Varanasi 31
3 27-Apr-2017 Vadodara 43
4 16-May-2017 Tirupati 78
5 7-Jun-2017 Lucknow 91
6 10-Jun-2017 Visakhapatnam 52
7 18-Jun-2017 Goa 72
8 20-Jun-2017 Kolkata 95
9 29-Jun-2017 Puri 98
10 13-Jul-17 Chandigarh 50
11 27-Jul-17 Hyderabad 115
12 17-Aug-17 Gurugram 40
13 28-Aug-17 Guwahati 70
14 01-Sep-17 Nepal 100
15 13-Sep-17 Lucknow 49
16 02-Feb-18 Delhi 51
17 16-Feb-18 Gwalior 16
18 20-Feb-18 Mysuru 40
19 21-Feb-18 Delhi-NCR 202
20 27-Mar-18 Hyderabad 131
Page 35
Annexure-II: List of Facilitators’ Development Programs
Facilitator's Development Workshop- Academic Year 2017-18

Sr. No. of
Dates City Year
No. Teachers
1 April 4-5 Ernakulam 124 1
2 April 5-6 Varanasi 96 1
3 April 5-6 Bhubaneswar 106 1
4 April 5-6 Guwahati 82 1
5 April 5-6 Tinsukia 78 1
6 April 7-8 Tinsukia 33 1
7 April 7-8 Silchar 59 1
8 April 7-8 Varanasi 83 2
9 April 10-11 Silchar 35 1
10 April 10-11 Guwahati 35 1
11 April 10-11 Agra 84 1
12 April 11-12 Lucknow 139 1
13 April 17-18 Dehradun 107 1
14 April 17-18 Hyderabad 187 1
15 April 17-18 Chennai 180 1
19 April 19-20 Kolkata 165 1
24 April 24-25 Delhi 132 1
25 April 26-27 Delhi 117 2
26 April 26-27 Mumbai 151 1
27 April 28-29 Delhi 39 3
28 April 28-29 Mumbai 84 2
29 May 1-2 Noida 51 1
30 May 3-4 Chandigarh 35 1
31 May 4-5 Noida 39 1
32 May 5-6 Chandigarh 33 1
33 May 8-9 Jammu 103 1
34 May 12-13 Delhi 45 1
35 May 15-16 Delhi 55 2
Page 36

Sr. No. of
Dates City Year
No. Teachers
36 May 17-18 Delhi 15 3
37 June 5-6 Kottayam 32 1
Hassan,
38 June 8-9 56 1
Karnataka
Bhilai,
39 June 12-13 75 1
Chhattisgarh
Davangere,
40 June 20-21 74 1
Karnataka
41 June 22-23 Chandigarh 96 1
42 June 24-25 Vidisha, M.P. 31 1
Rajnandgaon,
43 June 24-25 40 1
Chhattisgarh
44 June 27-28 Umaria, M.P. 31 1
Sambalpur,
45 June 27-28 27 1
Chhattisgarh
46 June 27-28 Delhi 39 2
47 June 27-28 Noida 49 1
48 June 29-30 Mount Abu 55 1
49 June 30- July 1 Mysuru 50 1
50 July 3-4 Bangalore 124 1
51 July 3-4 Jamnagar 102 1
52 July 4-5 Bhopal 62 1
53 July 6-7 Ahmedabad 105 1
55 July 11-12 Delhi 57 1
57 July 18-19 Varanasi 31 1
58 July 18-19 Pinjore 113 1
59 July 20-21 Jaipur 78 1
60 July 20-21 Jaipur 37 1
62 July 26-27 Pune 98 1
63 July 28- 29 Indore 52 1
64 August 2-3 Chandigarh 42 1
65 August 9-10 Hyderabad 98 1
66 August 9-10 Ranchi 75 1
67 August 10-11 Kurukshetra 40 1
68 August 17-18 Gurugram 67 1
69 17-Aug Gurugram 37 1
70 August 21-22 Delhi 91 1
Page 37

Sr. No. of
Dates City Year
No. Teachers
71 August 22-23 Patna 134 1
72 August 22-23 Kotputli 97 1
73 August 25-26 Vaishali 77 1
74 August 29-30 Jabalpur 84 1
75 Sept 11-12 Ajmer 106 1
76 Sept 13-14 Ranchi 42 1
77 30 Jun-1 Jul Mysuru 22 2
78 July 4-5 Delhi 87 2
82 July 17-18 Delhi 35 2
83 Aug 11-12 Ranchi 36 2
84 Jul 28- 29 Pune 27 2
87 July 6-7 Delhi 16 3
89 25-Sep-17 Bhopal 21 1
90 26-Sep-17 Bhopal 54 1
91 27-Sep-17 Bhopal 9 1
92 Oct 03,04 Lucknow 8 1
93 Oct 04,05 Vadodara 25 1
94 Oct 06,07 Hyderabad 58 1
96 Oct 13,14 Delhi 55 1
97 Oct 26,27 Kurukshetra 44 1
98 Nov 04,05 Bundi 81 1
99 Nov 04,05 Jodhpur 64 1
100 Nov 04,05 Nagaur 78 1
101 Nov 07,08 Delhi 54 1
102 Nov 09,10 Delhi 60 1
103 Nov 13,14 Gurugram 62 1
104 Nov 27,28 Noida 40 1
105 30 Nov-1st Dec Jaipur 83 1
106 Oct 06,07 Vadodara 8 2
108 Oct 13,14 Delhi 8 2
109 Nov 01,02 Delhi 19 2
Page 38

Sr. No. of
Dates City Year
No. Teachers
111 Feb 23-24 Gwalior 40 1
112 Feb 23-24 Hyderabad 115 1
113 Mar 5-6 Ernakulam 119 1
114 Mar 12-13 Ranchi 58 1
115 Mar 27-28 Delhi 147 1
116 Feb 26-27 Gwalior 34 2
117 Feb 25-26 Hyderabad 109 2
118 Mar 7-8 Ernakulam 109 2
119 Mar 14-15 Ranchi 57 2
120 Mar 16-17 Ranchi 45 3
121 Mar 27-28 Hyderabad 52 3
Page 39
Annexure-III : List of Internal Training Programs
S.No. Date Activity Purpose Conducted for

Preliminary clarity on
Delhi based
3rd May Year 1 - Discovery Possibilities to better
1 resource
2017 Workshop understand the
persons
content
Gave clarity on how it
Year 1 - Facilitators needs to be
Development conducted during a Delhi based
8th - 10th
2 Program, Discovery year 1 training with resource
May 2017
workshop and teachers. Clarity on persons
Modules the methodology
followed in ACP
Understanding Delhi based
content and its resource
15th - 17th delivery. Helpful persons and
3 Year 1 modules
May 2017 during school visits as Outstation
a mentor as well as resource
for being a trainer persons
Year 1 - Modules on Understanding the
Atmashraddha, Content and the
Introduction to delivery. Is helpful
Delhi based
23rd – 31st possibilities, Unique during School Visits
4 resource
May 2017 Possibilities and the as a Mentor and a
persons
summary of Universal prerequisite for a
and Unique resource person to be
Possibilities a trainer
Gave a clear picture
of the process
Year 2 – The entire
followed during a year
process of the Delhi based
22nd – 24th 2 training with
5 Facilitators resource
May 2017 teachers. Helped
Development persons
resource persons to
Program
take on the role of the
trainer
Delhi based
Repeat Year 2 – The
Helped better resource
30th May – entire process of the
understanding in persons and
6 1st June Facilitators
different resource Outstation
2017 Development
persons resource
Program
persons
Understanding the
th Delhi based
7 June Year 1 – Modules on Content and the
7 resource
2017 Universal Possibilities delivery. Is helpful
persons
during School Visits
Page 40

as a mentor and a
prerequisite for a
resource person to be
a trainer
needs to be
Year 1 – Facilitators
conducted during a
Development Outstation
7th June year 1 training with
8 program (Assimilation based resource
2017 teachers. Helped
of Values and persons
resource persons to
Facilitation Practices)
trainer
Gave a clear picture
of the process
Year 2 – The entire
followed during a year
process of the Outstation
8th June 2 training with
9 Facilitators based resource
2017 teachers. Helps a
Development persons
resource person to
Program
trainer
Understanding the
Content and the Delhi based
Year 1 - Modules on
delivery. Is helpful resource
Atmashraddha,
14th – 23rd during School Visits persons and 1
10 Introduction to
June 2017 as a Mentor and a Outstation
possibilities and
prerequisite for a resource
Unique Possibilities
resource person to be person
a trainer
needs to be
Year 1 – Facilitators conducted during a
Delhi based
14th – 23rd Development year 1 training with
11 resource
June 2017 program + Discovery teachers. Helped
persons
Workshop resource persons to
trainer
Delhi based
Helped the resource
resource
Session on School person in
27th June persons and 1
12 enrolment and communication skills
2017 Outstation
convincing Principals to convince schools to
resource
be enrolled in ACP
person
Year 2 – The entire Helped clarify doubts S Ma Ramanan
th
27 June process of the before teachers from Chennai
13
2017 Facilitators training. Empowering and Ramesh
Development the resource person Umarani from
Page 41

Program to conduct teachers Bangalore
telephonically training program in
explained and their region
discussed
Delhi based
Helped the resource
resource
Session on School person in
28th June persons and 1
14 enrolment and communication skills
2017 Outstation
convincing Principals to convince schools to
resource
be enrolled in ACP
person
Helped give resource
persons a clear
6th July – 7th Year 1- Sessions on Inductees
15 picture about the
July 2017 Introduction to ACP Batch 1
objective of the
program
Understanding the
role of being a
Year 1- Sessions on
6th July – 7th resource person one Inductees
16 – Code of Conduct,
July 2017 is undertaking to best Batch 1
Grievance redresssal
meet the objective of
the program
Inspiration and
Year 1- Experience
6th July – 7th understanding the Inductees
17 sharing by senior
July 2017 expected journey as a Batch 1
resource persons
mentor
Year 1- Sessions on Gives clarity on the
Principal Orientation process undertaken
6th July – 7th Inductees
18 Program and to getting schools on
July 2017 Batch 1
Teachers training board and training
program teachers
Understanding the
Year 1- Sessions on
role of a mentor to
6th July – 7th ACP Implementation Inductees
19 make school visits
July 2017 and Impact Batch 1
and record impact of
Monitoring
the program
Understanding the
process of the data
6th July – 7th Year 1- Sessions on capturing, updating Inductees
20
July 2017 – Database Systems and reporting. Helpful Batch 1
during school visits as
a mentor
Helps understanding
the support needed to
6th July – 7th Year 1- Back-office Inductees
21 do the training and
July 2017 operations Batch 1
implement ACP in
schools
Page 42

Skill development in
handling multimedia
8th July -
Expertise in Handling projector. Helpful in Inductees
22 10th July
Projector conducting teachers Batch 1
2017
training and during
school visits
8th July - Weekly Reporting to
Sessions on HR and Inductees
23 10th July HQ and managing
Accounts Batch 1
2017 expenses
8th July - Sessions on Helpful during school
Inductees
24 10th July Communication Skills visits and teachers
Batch 1
2017 in Email and Verbal training
Helps resource
person during a
teacher training
8th July - Sessions on Conflict
session to justify the Inductees
25 10th July Management and
role of an effective Batch 1
2017 Crowd Management
trainer as well as
helps in relationship
building
A live teachers
training program
experience to know
11th - 12th Year 1 - Teachers Inductees
26 the process involved
July Training experience Batch 1
to train and a
learning-by-doing as
a teacher
Understanding the
Content and the
Year 1 – modules delivery. Is helpful
14th - 16th universal and unique during School Visits Inductees
27
July 2017 possibilities as a Mentor and a Batch 1
facilitation practices prerequisite for a
a trainer
Understanding the
process followed
during visits by the
17th – 26th School Visits – Field Inductees
28 mentor and how to
July 2017 work Batch 1
record impacts and
further clarity on
reporting
Understanding the
Newer
6th October Year 1- Modules of Content and the
29 resource
2017 year 1 delivery. Is helpful
persons
during School Visits
Page 43

as a Mentor and a
prerequisite for a
a trainer
Helped give resource
1st persons a clear
Year 1- Sessions on Inductees
30 November picture about the
Introduction to ACP Batch 2
2017 objective of the
program
Skill development
2nd
Basic Communication during school visits as Inductees
31 November
in English a mentor and Batch 2
2017
reporting
Skill development in
handling multimedia
3rd
Expertise in Handling projector. Helpful in Inductees
32 November
Projector conducting teachers Batch 2
2017
training and during
school visits
3rd To understand the
ACP Website and Inductees
33 November content used in it and
Facebook page Batch 2
2017 updating
needs to be
Year 1 – Facilitators
2nd – 4th conducted during a
Development Inductees
34 November year 1 training with
program + Discovery Batch 2
2017 teacher. Clarity on the
Workshop
methodology followed
in ACP
Understanding the
Content and the
delivery. Is helpful
6th – 10th Year 1 - Modules on
during School Visits Inductees
35 November Universal and Unique
as a Mentor and a Batch 2
2017 Possibilities
prerequisite for a
a trainer
Helps understanding
9th the support needed to
Year 1- Back-office Inductees
36 November do the training and
operations Batch 2
2017 implement ACP in
schools
11th Weekly Reporting to
Sessions on HR and Inductees
37 November HQ and managing
Accounts Batch 2
2017 expenses
38 11th Sessions on Helpful during school Inductees
Page 44

November Communication Skills visits and teachers Batch 2
2017 in Email and verbal training
Understanding the
Year 1- Sessions on
11th role of a mentor to
ACP Implementation Inductees
39 November make school visits
and Impact Batch 2
2017 and record impact of
Monitoring
the program
Understanding the
process of the data
11th
Year 1- Sessions on capturing, updating Inductees
40 November
– Database Systems and reporting. Helpful Batch 2
2017
during school visits as
a mentor
Understanding the
11th Year 1 – Teacher
management and Inductees
41 November Training Process
logistics requirement Batch 2
2017 Management
to conduct training
needs to be
Year 1 – Facilitators conducted during a Delhi based
26th – 27th
Development year 1 training with and outstation
42 December
program + Discovery teachers. Helped resource
2017
Workshop resource persons to persons
trainer
needs to be
conducted during a Delhi based
28th – 30th Year 2- Facilitators
year 2 training with and outstation
43 December Development
teachers. Helped resource
2017 program
resource persons to persons
trainer for year 2
Clarity on year 2
Delhi based
30th content and helpful
and outstation
44 December Year 2 - Modules for a resource person
resource
2017 during school visit as
persons
a mentor
Helped take resource
persons to the third
9th – 13th Year 3 – Facilitators Delhi based
level and become
45 January Development resource
trainers in teachers
2018 Program persons
training programs of
year 3
15th Helps resource Delhi based
46 Year 3 - Modules
January persons during school resource
Page 45

2018 visits as a mentor persons
Gave more clarity on
how it needs to be
Year 1 – Repeat
conducted during a
Facilitators Delhi based
6th – 7th year 1 training with
47 Development resource
March 2018 teachers. Helped
program + Discovery persons
resource persons to
Workshop
trainer
how it needs to be
Year 2- Repeat conducted during a
Delhi based
7th – 9th Facilitators year 2 training with
48 resource
March 2018 Development teachers. Helped
persons
program resource persons to
trainer for year 2
how it needs to be
Year 1 – Facilitators conducted during a
th th Outstation
16 – 17 Development year 1 training with
49 resource
March 2018 program + Discovery teachers. Helped
persons
Workshop resource persons to
trainer
how it needs to be
conducted during a
Year 2- Facilitators Outstation
17th – 19th year 2 training with
March 2018 teachers. Helped
program persons
resource persons to
trainer for year 2
Gave more clarity to
Year 3 – repeat resource persons and
th th Delhi based
12 – 13 Facilitators become effective
51 resource
March 2018 Development trainers in teachers
persons
Program training programs of
year 3
Gave clarity to
resource persons and
Year 3 – Facilitators Outstation
17th – 19th become effective
March 2018 trainers in teachers
Program persons
training programs of
year 3
Page 46

ACP Annual Report 2017 2018

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ACP Annual Report 2017 2018

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“All the possibilities and powers of the soul are within it and do not come

The Awakened Citizen Program

Growth of Schools .................................................................................................................... 8

Growth of Trained Teachers ................................................................................................. 10

Principal Orientation Programs and Facilitators’ Development Programs ........................ 11

Program Implementation and Monitoring ............................................................................... 16

Government School – Experience ....................................................................................... 19

Schools Visits and Class Observations .............................................................................. 20

Regional Reports on ACP Implementation ............................................................................ 21

ACP Community ......................................................................................................................... 33

“Education is the manifestation of perfection already in Man.” This definition of

Facilitators’ Development Workshops (a.k.a. Teachers Training) programs are

The Project Management Office (PMO) comprising of the IT (Information Technology)

The program is running in 1170 Kendriya Vidyalayas, 481 Jawahar Navodaya

During this period, ACP conducted 20 Principals’ Orientation Programs with

As a result of so many schools joining the program, a significant number of Facilitators

Growth of Regions, Schools and Trained Teachers

Growth of ACP Regions

Jammu & Kashmir

Dadra & Nagar Haveli

States and Union Territories

Cumulative Growth of Schools Year Wise

Categories of Schools as on 31st March 2018

Growth of Trained Teachers

ACP Year Wise No. of Teachers Trained Across India in

Zones and Corresponding States/UT under Zones

East Bihar, Odisha, Jharkhand, West Bengal

Cumulative Teachers Trained Since Inception

Principal Orientation Programs and Facilitators’

During 2017-18 a total of 20 Principals’ Orientation Programs were conducted to

programs conducted to 121.The teachers participated with enthusiasm and we received

 “Drastic changes in many especially in gaining confidence and seeking truth.” –

 Some of them seek perfection in their endeavours. Developed leadership and

 “This program enabled students to know themselves and become enthusiastic to

Special Internal Team Orientation Program

Asif Khan, Resource Person, North-East

Vinita Panwar, Resource Person, Chandigarh

Subhash Pareya, Resource Person, North-East

Program Implementation and Monitoring

Institutional Experience – KV and JNV Schools

To assist teachers for smooth implementation of the program, resource persons

 Reports sent by schools via email to jnv.acprkmdel@gmail.com or

 ACP Implementation Status in KVs and JNVs

JNVs which completed ACP modules ≥ 12 in Class-7

KVs which completed ACP modules ≥ 12 in Class 7

KVs which completed ACP modules completed ≥ 12 in Class 8

Government Schools – Experience

 Haryana Government gave 100 schools in 2016 in the districts of Gurugram,

State Govt. Schools

Schools Visits and Class Observations

Regional Reports on ACP Implementation

Feedback about the impact of the program:

Teacher (wished to remain anonymous), Scholars International School

Ms Veena, Teacher, Sree Vidya Secondary High School

Ms Sashibala, Principal, DAV, Kanchanbagh

Student, JNV, Nalgonda

Photos and Videos of the Region are available on the link:

Photos and Videos of the Region are available on the link:

 “Yes, it [ACP] should be included in regular academic.” – Anurag Sheel, KV,

Few success stories as obtained from school visits:

 Dalbir Singh from Rajkiya Varisht Madhyamik Vidhyalaya, Kurukshetra (Oct

Below link provides glimpses of experience sharing by students.

Photos and Videos of the Region are available on the link: