SDG 4 • FUNDRAISING PROPOSAL • ACS-EDU-018

Education & digital learning for Panaji

A proposed 12-month initiative to strengthen learning continuity, remedial support, digital access and school retention for economically vulnerable children and adolescents in Panaji, Goa.

Proposed project — implementation begins after funding, local verification and required approvals.

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Panaji, Goa 12 months from commencement Program & financial reporting planned

PanajiGoa, India

525proposed direct participants

39+structured sessions planned

80+retention/mentoring priority

01 • LOCAL NEED & RATIONALE

Why targeted learning support is proposed in Panaji

Local context

Panaji is Goa’s capital, serving urban families as well as nearby peri-urban and migrant communities. Low-income and migrant families may still face affordability, tutoring and digital-access barriers despite being close to urban services.

Identified planning need

Low-income and migrant families may still face affordability, tutoring and digital-access barriers despite being close to urban services.

The project is designed as a locally verified intervention rather than a blanket city-wide claim. Before implementation, ACS Foundation proposes to identify specific wards, villages, schools, community clusters or settlements through consultation with families, educators, community representatives and other appropriate local stakeholders.

Data integrity commitmentCity-level descriptions explain the planning context. Beneficiary numbers, micro-locations and outputs remain proposed targets until field verification, funding and implementation records confirm them.

02 • INTENDED BENEFICIARIES

Who the project is designed to reach

Final selection should use transparent, locally appropriate eligibility criteria and documented verification.

PROPOSED DIRECT REACH 525

children and adolescents

Children who need foundational or remedial learning support

Adolescents at risk of interrupted schooling or weak transition to higher grades

Learners from low-income households with limited access to books, devices or paid tutoring

Girls, first-generation learners and other children facing additional continuation barriers

Proposed selection factors: household economic vulnerability, learning need, risk of interruption/dropout, limited access to supplementary learning resources, gender and inclusion considerations, and avoidance of duplicate support. These factors should be documented and adapted after field assessment.

03 • PROJECT OBJECTIVES

Four measurable planning objectives

Improve learning continuity

525 proposed direct learners

Provide structured supplementary learning, mentoring and follow-up for selected children and adolescents.

Expand access to learning resources

350 learning kits

Provide need-based learning materials and guided access to digital educational resources.

Create local learning access points

4 proposed hubs

Establish or support safe community learning spaces based on field verification and local feasibility.

Support retention and progression

80+ priority learners

Provide targeted mentoring, continuation support and scholarship assistance subject to verified need and available funding.

04 • INTERVENTION MODEL

Six connected delivery components

Learning support is paired with access, retention, community participation, safeguarding and outcome documentation.

Community tutoring and remedial learning

Structured supplementary classes, homework help and age-appropriate foundational learning support led by trained facilitators.

School kits and digital access

Guided digital learning, basic digital literacy, curated educational content and supervised access to devices where feasible.

Career guidance and mentoring

Need-based school kits, books, stationery and targeted continuation support to reduce material barriers to learning.

Support for low-income and migrant learners

Parent and community engagement to strengthen attendance, safety, school continuation and local accountability.

Safeguarding, monitoring & referral

Maintain attendance and activity records, protect beneficiary data, track risks and refer issues requiring specialized support to appropriate local services.

Outcome review & donor reporting

Use baseline/end-line learning checks, beneficiary feedback and expenditure documentation to report what was delivered and what changed.

05 • IMPLEMENTATION PLAN

Detailed 12-month work plan

Exact dates should be finalized once funding, local approvals and field verification are complete.

Period	Phase	Key activities	Planned deliverable
Month 1	Mobilisation & due diligence	Local stakeholder consultation, field verification, safeguarding review, implementation permissions where required and final micro-location selection.	Verified implementation plan
Months 1–2	Baseline & enrolment	Beneficiary identification, consent, learner baseline, attendance system and needs assessment for materials/digital access.	Baseline & beneficiary register
Months 2–3	Set-up	Facilitator onboarding, learning-space preparation, procurement, kit planning and digital resource set-up.	4 proposed learning hubs ready
Months 3–10	Core delivery	Remedial sessions, guided digital learning, mentoring, parent engagement, learning materials and targeted retention support.	39+ planned sessions
Months 6 & 9	Progress reviews	Attendance analysis, learner progress checks, safeguarding review, beneficiary feedback and corrective action.	Two structured review cycles
Months 11–12	End-line & transition	End-line assessment, expenditure reconciliation, documentation, community feedback, donor reporting and continuity planning.	Final program & financial report

06 • TRANSPARENT PROPOSED BUDGET

₹26 lakh fundraising target

The budget prioritizes direct learning delivery while reserving reasonable resources for community engagement, safeguarding, monitoring, documentation and essential program coordination. Actual procurement should be supported by quotations/invoices and remain within the approved total.

Total proposed project cost₹26,00,000INR 26 lakh

Budget headShareAmount

Remedial teaching & learning centres 23.8% ₹6,20,000

School kits, books & learning materials 18.1% ₹4,70,000

Digital learning equipment & content 20.0% ₹5,20,000

Scholarships, girls’ retention & mentoring 16.2% ₹4,20,000

Community mobilisation & parent engagement 8.1% ₹2,10,000

Monitoring, safeguarding & documentation 6.9% ₹1,80,000

Programme coordination & essential administration 6.9% ₹1,80,000

TOTAL100%₹26,00,000

Documented expenditure

Maintain project-level bills, vouchers, invoices and approved payment records according to organizational policy.

Reasonable procurement

Use quotations/comparisons where practical and document material deviations caused by availability or local pricing.

Restricted project use

Use donated funds for the approved project purpose and document any donor-approved reallocations between budget heads.

Financial reporting

Provide expenditure summaries against the sanctioned budget and reconcile the final utilization at project close.

07 • MONITORING, EVALUATION & LEARNING

How progress is intended to be measured

Monitoring focuses on verified participation and delivery first, then learning progress and continuation outcomes that can reasonably be evidenced.

Indicator	Planned target	Proposed means of verification
Learners enrolled	525	Verified enrolment register and consent records
Learning hubs supported	4	Site records, facilitator logs and activity documentation
Learning kits/material packages	350	Procurement and distribution acknowledgements
Structured sessions	39+	Session plans, attendance sheets and facilitator logs
Retention/mentoring priority learners	80+	Need assessment, mentoring records and approved support documentation
Learning progress	Baseline-to-end-line improvement tracked	Simple age-appropriate learning assessments and progress records
Parent/community engagement	Periodic engagement across project cycle	Meeting records, feedback forms and issue logs

The project does not promise a predetermined learning gain or school-retention percentage before baseline data exists. Final outcome targets should be set after baseline assessment and should reflect participant age, starting level and implementation conditions.

08 • RISK MANAGEMENT & SAFEGUARDING

Practical risks and proposed mitigation

Irregular attendance

Attendance follow-up, parent engagement, flexible session scheduling and early identification of repeated absence.

Beneficiary selection errors or duplication

Field verification, transparent eligibility criteria and consultation with schools/community stakeholders before enrolment.

Procurement or price variation

Local quotations, documented procurement, approved substitutions and line-item adjustments without exceeding the sanctioned project ceiling.

Safeguarding or privacy concern

Consent, minimum necessary data collection, controlled access to beneficiary records and escalation of child-protection concerns.

Local implementation changes

Monthly review of participation, delivery barriers and stakeholder feedback with documented corrective actions.

09 • SUSTAINABILITY & EXIT APPROACH

Designed to leave usable local capacity

Local facilitation capacity

Orient facilitators/community volunteers in structured learning practices that can continue beyond a single funded cycle where local resources permit.

Reusable learning resources

Prioritize durable books, learning aids and appropriate digital resources that can serve repeated learner cohorts rather than one-time activity only.

Family & community ownership

Build parent/community participation around attendance, safe learning spaces and school continuation so responsibility is not held only by the project team.

Transition planning

At project close, identify which learners need referrals, continued mentoring or handover to schools/community structures and document the next-step plan.

10 • DONOR REPORTING

Proposed reporting checkpoints

Within first 60 days

Start-up

Final micro-locations, baseline summary, beneficiary selection methodology, implementation calendar and approved budget.

Around Month 6

Progress update

Activities completed, participation, key outputs, challenges, corrective action and expenditure summary.

Project close

Final report

Output achievement, outcome evidence, beneficiary feedback, lessons, photographs where consent permits and final utilization/expenditure summary.

Organizational context

ACS Foundation’s website describes the organization as a Public Charitable Trust registered under the Indian Trust Act, 1882. Donors and platform reviewers should rely on the organization’s current verified documents and portal profile for legal, tax and eligibility status rather than this project page alone.

11 • BENEViTY PROJECT CONTENT

Copy-ready fundraising summary

This is a working project description for use in the organization’s Causes profile/project workflow. Review all details against verified organizational documents and the final field plan before publication.

Project NamePanaji Education & Digital Learning Project

LocationPanaji, Goa, India

Goal AmountINR 26,00,000

Duration12 months

Project CodeACS-EDU-018

Proposed Reach525 direct learners

Project description

ACS Foundation proposes a 12-month education and digital inclusion project in Panaji, Goa, for approximately 525 children and adolescents from economically vulnerable communities. The project will establish or support 4 community learning hubs, provide around 350 school/learning kits, deliver remedial and foundational learning sessions, expand guided digital access, and provide targeted scholarships, mentoring and girl-child retention support. Beneficiary locations will be finalized through field verification, consultations with schools/community leaders and safeguarding checks before implementation. The fundraising goal is ₹26,00,000 (₹26 lakh). Progress will be documented through beneficiary registers, activity records, attendance, learning-support tracking and periodic donor reporting.

ACS-EDU-018 • Panaji

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