TagHive Inc.

Vision: To be the learning platform of choice for schools around the world

Mission: Build a unified technology platform that connects students, parents, teachers and administrators for improved learning outcomes

Core Values: 

1. Trust - When others can confidently rely on and predict that I will do the right thing and make good on my promises

2. Integrity - Doing the right thing even when no one is watching

3. Respect - When I show appreciation for someone’s traits or qualities and treat people with dignity and gratitude

We believe that what cannot be measured cannot be managed, and Class Saathi is built to engage, enable and empower stakeholders in the education system to enhance learning outcomes in all contexts.

The Team Lead is the CEO and Founder of the organization and plays the key role of managing and overseeing the organization and leadership as a whole. He has also built the Class Saathi solution hardware by himself and owns the patents for it.

As an engineering and management graduate, he has an understanding of both the technical and operational aspects of the organization and plays a key role in using his network and experience to build new relationships and partnerships to ensure the adoption of Class Saathi across both public and private contexts.

Our team has a heavy focus on innovation and teamwork, and is constantly looking to improve product and processes. The team is also from a wide range of educational backgrounds, geographies, and disciplines, which ensures that we are always open to feedback and learning, which is what we are looking for from the LEAP Fellows.

We have regularly hosted research projects from business schools or partners who are looking to immerse themselves in our work or understand it, and it has been a constant source of learning for our team. It has driven innovation and learning for them, and we are looking forward to hosting the LEAP Fellows to continue this process.

AI-powered learning platform that improves learning in under-resourced schools without internet/electricity by tracking performance and providing continuous engagement.

A large number of students in Government run public schools and affordable private schools in India are behind grade proficiency levels, and the COVID-19 school closure only exacerbated this. Teachers and administrators have no insight into each student's progress specially considering the scale, and thus are unable to take timely corrective action, leading to further learning gaps.

According to the latest report by the Ministry of Education, India, the prescribed student-teacher ratio by the Right to Education Act, 2009 is 30:1 for the Primary level and 35:1 for the Upper Primary level; yet Government schools in many states exceed that number significantly. In such classrooms, it becomes almost impossible to engage students' critical thinking and have conversations beyond completing the syllabus. Without enquiry-based learning and the space to engage, students spend most of their time on rote learning. They don't engage in conversations about their context, the environment, climate, civic action, or anything else beyond the classroom and examinations.

Additionally, the burden of administrative tasks and a lack of accountability and transparency at scale in the education ecosystem makes it more challenging to serve the students with highest need. Teachers are then forced to again resort to rote learning, and the cycle of learning without critical thinking continues.

Without any focused intervention, this will result in a major disadvantage for students who have not been supported to bridge this learning gap. We believe that what cannot be measured cannot be managed, and our solution is designed to bring engagement and performance tracking in the education ecosystem without any hassles for all stakeholders.

Class Saathi empowers all stakeholders in the education ecosystem to improve learning outcomes and provide space for critical thinking by enabling individualized student engagement within the classroom, and adaptive learning outside the classroom. Class Saathi also generates easy to use data to drive strategy and support for teachers, administrators and parents.

It is a combination of a clicker device for each student and software for teachers, parents and administrators. Clicker devices have been proven to be effective tools in the teaching-learning process, increasing engagement significantly. After teaching a concept in a class, the teacher can ask a few questions using Class Saathi to gauge the understanding level of each and every student. The administrators and the parents can also see the learning data on their respective apps. Currently, the Class Saathi app currently has over 30,000 questions in all subjects of Class 3 to Class 10, and is based on the CBSE curriculum.

It also has the ability to work with any grade/curriculum/language and subject, depending on requirements from governments, partners, or organizations. Over 8 million questions have been solved on Class Saathi as of May, 2023.

Once teachers have a clear understanding of student levels, they are able to go one step further and engage them in practical learning, critical thinking, and socioemotional learning, and make them more aware of their responsibilities as citizens. The information also allows them to see specifically what skills the individual students and classroom in general possess, and engage accordingly.

Class Saathi is aligned with the Indian National Education Policy 2020's objectives of micro-learning and continuous assessments. Our “Data First” approach ensures greater accountability at all levels. Class Saathi does not require schools to upgrade their infrastructure ("no internet" and "no electricity" are no more the limiting factors in making classrooms smart).

Formative and Summative Research:

1. Pilot Study of Implementation in Uttar Pradesh (34 schools) - 2019

2. Pilot Study of Implementation in Madhya Pradesh (13 schools) - 2020

3. Baseline Study of Implementation in Uttar Pradesh (120 schools) - 2022

4. Endline Study of Implementation In Uttar Pradesh (120 schools) - 2023

The research and studies have shown:

Qualitatively:

1. Teachers have found it easier to conduct formative assessments and engage the classroom

2. Students have found it fun to engage in the classroom

3. Teachers have shared how their workload can be made easier with requests for features and functions

Quantitatively:

1. Student attendance has gone up by 25%

2. Aggregated student learning outcomes in Math and Science have increased by 16% compared to a control group which saw an increase of 5%

3. Classroom engagement has become 100%

The information and feedback from usage on ground has also informed our product strategy, resulting in a completely revamped software component built from the ground up to be easier to use, and include oft-requested for features.

Class Saathi's theory of change is dependent on complete integration with the current ecosystem. While it is designed to not disrupt the current operations, building data driven strategy orientation in under-resourced schools with teachers and administrators working with scarce resources is challenging, specially considering the extremely varied socioeconomic contexts across India.

We are now at a stage where we have had successful pilot programs, established impact at smaller scale, and are now just heading into large scale government and partner projects, which is a great point for us to engage in the LEAP Project to strengthen our implementation and strategy.

As an output, we would like to see strategy documents, white papers or research papers, which would help us build a solution that's most need based.

Hosting the LEAP Project would also help us build a network to multiply impact and incorporate even more perspectives to build a stronger organization and solution.

1. Considering Class Saathi can be implemented in public and private schools, in the vastly different contexts in India, how do we ensure standardized program delivery?

2. What is the most effective way to measure impact of Class Saathi beyond just learning outcomes, and include aspects like attention span, change in attitudes and more, and what other aspects can be gauged?

3. How can we build data orientation in teachers and key stakeholders in the education ecosystem who are struggling with basic challenges like infrastructure?

Based on the 3 research questions we would like to explore with the LEAP Fellows, we are hoping to get an output of research and strategy documents that solve for them:

1. A standardized, lean delivery model that accounts for the initial setup and support needs from schools of different types, yet does not require heavy human resource deployment

2. Impact measurement metrics and mechanisms that we can request to also be studied in forthcoming case-control or longitudinal studies, beyond the quantitative

3. Material/plans/guidelines for teachers to use Class Saathi as an integrated tool that doesn't disrupt the existing teacher process

TagHive will use these outputs in the following manner:

1. Standardized, lean delivery model - This would help us maximize our resources and not depend on the usual linear model of support tied to school numbers, and also have schools use it as an enabling tool as part of their teaching-learning process independently rather than view it as an optional addition to the technology

2. Impact measurement metrics and mechanisms - This would help us understand the behavioral and intangible shifts caused by Class Saathi and how we can possibly change the negative narrative around assessments in India, where assessments cause a lot of pressure and are not used as checkpoints for learning

3. Material/plans/guidelines for teachers to integrate Class Saathi - This would help us showcase the value of individual student data and how that extra information can serve not as a burden, but as relief to overworked teachers in schools, and also help enhance the pedagogical process as a whole

Based on our focus areas and potential work from the LEAP Fellows, we would like to see:

1. Standardized, lean delivery model:

(a) Short term: High impact delivery plans and material for set up and support with large scale upcoming deployments in government schools

(b) Long term: Stronger on ground impact through minimal resource dependencies for set up and support functions

2. Impact measurement metrics and mechanisms:

(a) Short term: Enhancing our feedback process and integrating more metrics and mechanisms in our Customer Support function, to be able to have richer conversations around impact with stakeholders

(b) Long term: Structured research based and ongoing internal tracking of behavioral shifts caused by Class Saathi that are not captured in day to day usage

3. Material/plans/guidelines for teachers to integrate Class Saathi:

(a) Short term: Easily accessible materials and plan for teachers for immediate deployment in upcoming government school projects, tailored to contextual requirements

(b) Long term: Enhanced learning outcomes for students caused by consistent usage of Class Saathi, which would give teachers individual level learning outcomes, and data to create focused strategy for remediation