Genesis and Role

The ERC, set up by Dr. Reddy's Foundation in October 2006, is basically mandated to look after the academic, pedagogical requirements of Pudami Schools. The ERC also supports the schools in developing systems, processes and mechanisms of schooling. Since it is instituted as an independent agency, it undertakes studies in education and social aspects of schooling and on pedagogical issues. It works towards partnering with agencies – both government and civil society – and individuals working in the field of education and rights of children. It also endeavors to network with these partners so as to generate and share resources and strengthen schooling. ERC also conducts and facilitates trainings and organizes workshops conducted by teachers themselves to generate their own resources. As a publishing agency in its own right, ERC also publishes study materials, material produced by children, children's literature, studies and evaluation reports.

In all, the backbone activities of the pudami schools are undertaken by the ERC, a committed and passionate team of six people at Dr. Reddy's Foundation who have produced a wide range of study material for children from Classes 1 to 10 in Math, English and Science. In fact, the ERC can boast of having simplified the curricular objectives set by the SCERT and made a document for the daily use of the teachers at the Pudami Schools.

There is a plethora of curricular material and textbooks; there are institutions that train teachers and academic planning is made at school level besides being guided by government agencies. It is generally assumed that transacting the class-specific curricular content is the sole job of the school and the failure of acquiring it rests with either children or parents. Acquisition of curricular content across classes is dependent on the precarious condition of pupils' subject competency level and academic skills of language. And we have a situation where a majority of children lack comfortable language skills and are not ready to face the curriculum of the class they have moved into. These two basic challenges, if addressed, enable larger masses of children to access quality education. This was what prompted the ERC to develop: a) materials that support children in gaining curricular training that they have lost in their previous schooling, and b) a language transition course that prepares children so they can comfortably shift to an English medium education. We aim for high volume access to quality education, addressing the inconveniences in reaching it. After all, the neighbourhood schools that DRF has set up are intended to house children from all walks of life so that they leave the school as competent as peers.

Some of the educational materials that are created here are: illustrated flash-cards, stories, rhymes and thematic posters; textbooks, student assessment tests, thematic books, preparatory plans and materials and teacher training materials, teachers correspondence modules, sequence story cards and instruction booklets.