dr reddy's csr

8/8/2019 DR Reddy's CSR

1/37

PRESENTED TO PROF. GARIMA SHARMA


2/37


3/37

I NTRODUCT I ONI NTRODUCT I ON

y Set up in 1996, Dr. Reddys Foundation (DRF) is anon-profit partner of Dr. Reddys Laboratories.

y DRF innovates and tries out novel concepts thatare continuously refined and scaled up to coverlarger groups of disadvantaged populations.

y DRF plays the role of a change agent in the socialsector, by recognizing and pursuing newopportunities to serve that mission, and byengaging in a process of continuous innovation,adaptation and learning.


4/37

L IVE L IHOOD


5/37

Mission and ValuesMission and Valuesy Mission

x To empower under-privileged youth through sustainable livelihoods.

y Valuesx Q uality

-To pursue excellence in whatever they do.x Integrity

-To practise honesty and transparency in our actions under all circumstances.x Respect for the Individual

-To value every individual who they work with and for - nurturing an inclusiveand trusting culture.

x Innovation and Continuous Learning-To foster a culture of innovation and learning to continuously respond to thechanging social and livelihood needs.

x Collaboration and Teamwork -To collaborate and work together with all stakeholders to enhance value of all that we deliver.

x Frugality-To believe that we must make every rupee spent count for the larger

mission and practise frugality as a way of life.


6/37

Livelihood AdvancementLivelihood Advancement

Business School (LABS)Business School (LABS)y DRF attempts to bridge the divide between those who have accessto opportunities and those who are increasingly being marginalized.

y LABS addresses the needs of youth (18-35 years) who areconstrained by low income levels, inadequate skills, irregularemployment, absence of opportunities for training and

development, family indebtedness and little bargaining power at theeconomic or social level.y The curriculum is constantly upgraded in tune with industry

requirementsy To enable these youth to gain a foothold in the competitive job

market, LABS gives them livelihood and soft skills in an

environment of interactive learning and mentoring that developstheir inherent strengths.y The aspirants are also put through intensive Communicative

English, on-the-job training and work-readiness modules, to helpthem understand the workplace better.


7/37

The LABS ProcessThe LABS Processy The LABS process begins with a livelihood mapping exercise, which

gives an idea of an areas employability potential, based on the localeconomy, culture, natural resources, labor market and industrialprofile.

y After mobilizing the aspirants for the LABS program, they areadministered an interest inventory, which helps in identifying thecourses most suited for them.

y After going through a life skills-oriented induction program, theaspirants undergo classroom training, which includes on-the-jobtraining and Communicative English.

y An Individual Youth Development Plan (IYDP) monitors theaspirants' personality development through the course.

y They are finally put through a Work Readiness Module, whichteaches them to prepare their resumes, face interviews, cope withworkplace-related issues, and balance their personal andprofessional lives.


8/37

Contd..Contd..

y With the help of a Business-to-Youth (B2Y)network, entry-level jobs are made availableto the aspirants in various sectors.

y Those with entrepreneurial aptitude are also assisted insetting up micro-enterprises of their own.

y The Alumni Service Cell serves as an interactive platform forexchanging information on job avenues for the alumni as wellas current trainees.

y It also helps alumni at entry-level positions to advance furtherin their careers


9/37


10/37

Labs across I ndiaLabs across I ndia


11/37

Alumni Service CellAlumni Service Celly For LABS, the true worth of its activities,

in the long run, is the success of its alumni.

y They find that many of these alumni, who have

had life-enriching experiences during their LABS course, are verykeen to continue their pleasant association with DRF and the LABSprogram.

y The Alumni Service Cell (ASC)is an important networking platformfor LABS alumni to learn, share experiences and assist one anotherin accessing good livelihood avenues.


12/37

Contd..Contd..y The primary purpose of the ASC is to help the LABS program

maintain its leadership position in the livelihood generatingprogram among the economically deprived youth of ourpopulation.

y The LABS alumni can avail of any capacity building training sessionsas part of the Continuing Education Program (CEP) facilitated byASC.

y They can assist in mobilization / road shows, volunteer for guestlectures at LABS centers, mentor LABS aspirants, help in designingthe training curriculum, and spread awareness about our variousLABS courses.

y They can also inform others who are not yet registered with theASC, and help in our mission of creating sustainable livelihoods


13/37

LI VEL IH OOD EDUCAT I ONLI VEL IH OOD EDUCAT I ONy In addition to creating sustainable livelihoods by providing

vocational training courses through its own flagship LABS program,DRF has also been imparting livelihood education to Self-HelpGroups (SHGs) and other organizations to enhance the quality of their livelihood generation models.

y While these other organizations provide technical skills specific totheir livelihood models, DRF supplements their efforts by impartingvarious essential life skills and soft skills that are aimed at increasingthe income-generating capacity of such models.

y DRFs livelihood education endeavor also extends to adding valueto the technical skills component of these organizations livelihoodgeneration programs, with a view to making them more market-oriented and demand-specific.


14/37

Self H elped Groups(S H G)Self H elped Groups(S H G)

LABSLABSy To assist rural Self Help Groups (SHGs) inWest Bengal in marketing their productseffectively

y The State Government and DRF have come

together to give them requisite skills trainingin entrepreneurship, rural retailing, packaging & branding, customermanagement, life skills, computer basics and CommunicativeEnglish.

y The West Bengal State Rural Development Agency (WBSRDA)assists in the identification and mobilization of the beneficiariesunder the project

y The trainees regularly organize Handicrafts Fairs to showcasevarious items produced by them.


15/37

Tata Telecom AcademyTata Telecom Academyy There is an insatiable demand for vocational

training, especially amongst youth fromsemi-urban and rural areas.

y Though a large number of them pass outfrom various technical institutes every year, they do not find

ready employment as they lack the right skill sets to make themtruly employable.

y To address this challenge, DRF and Tata Communications have jointly set up a Telecom Training Academy at Mumbai, whichtrains financially disadvantaged youth from Class C / D towns inskill sets specific to the telecom sector.


16/37

Process Knowledge Transfer Process Knowledge Transfer y LABS has evolved into a robust model that can effectively be

adapted to a wide range of local conditions, both urban and rural,thus making it easily replicable and scalable.

y

Its ability to quickly create sustainable livelihoods through market-savvy vocational training programs has attracted several socially-oriented organizations, which have been implementing the modeland scaling it up for their specific requirements.

y

To broad-base the LABS model to cater to larger target groups,DRF constantly explores possible avenues of association withprocess-oriented organizations, thereby enabling them to take itforward in locations where we do not have a direct presence.


17/37

Kotak Kotak LABSLABSy In early 2007, DRF and Kotak Education Foundation (KEF) signed

an MoU under which DRF undertook to transfer the LABS processknowhow to KEF using an Establish, Operate and Transfer (EO T )model.

y Under the EO T model, LABS staff trained the ProgramCoordinator and facilitators of KEF in various elements of theLABS process, beginning with market scan and mobilization andculminating in placement assistance for the aspirants in suitableentry-level positions.

y The initial batches in a few centers in Mumbai were implementedby DRF LABS personnel, while simultaneously training their KEFcounterparts. In the second phase, a few centers were jointlyoperated by both KEF and DRF personnel. In the final phase, a fewmore centers were implemented by Kotak LABS staff, under theoverall guidance of DRF personnel.


18/37


19/37

Plan LABSPlan LABS - - I ndonesiaI ndonesiay Plan International is one of the worlds largest

international development agencies in the world,

with operations in nearly 50 developing countries

across Africa, Asia and the Americas. It supports

basic education programs of governments and

communities in developing countries, primarily in Early Childhood Care &Development (ECCD), formal and non-formal primary education andsecondary education.

y

In association with Plan Indonesia, DRF conducted a LABS program toprovide livelihood training for the countrys poor youth, to help themacquire the required technical and social skills in an environment of learning and mentoring.

y A total of 186 financially disadvantaged youth were trained under the Plan-

LABS program in Surabaya.


20/37

Plan LABSPlan LABS - - Sri LankaSri Lankay Plan International is one of the worlds largest international

development agencies in the world, with operations in nearly 50developing countries across Africa, Asia and the Americas. Itsupports basic education programs of governments andcommunities in developing countries, primarily in Early ChildhoodCare & Development (ECCD), formal and non-formal primaryeducation and secondary education.

y A total of 227 youth spread over two batches were trained at

Kandy under the Plan-LABS program


21/37


22/37

Pilot I nitiativesPilot I nitiativesy Converting a promising idea into a viable model requires an on-

going creative process working hand-in-hand with analysis,experimentation and launch of a prototype.

y As the idea is refined, the original operating model is developedfurther in accordance with prospects for resource mobilization.

y DRF begins this resource mobilization process by committing itsown resources initially, coupled with a quest to forge strategicalliances with like-minded potential partners.

y Some of the pilot initiatives include:

1) Rural livelihoods in AP and Maharashtra.2) A special LABS center for Persons with Disabilities (PWDs) in

Kurnool (AP).3) Q UEST project


23/37

Contd..Contd..Rural Livelihoodsy The distinctive feature of the programme is that it encompasses

three approaches for livelihood promotion, namely(a) wage employment(b) self employment(c) improving farm based livelihoods

y DRF will assist them to secure wage employment in closeproximity towns and factories.

y In the self employment based livelihoods promotion activities, DRFis creating new livelihoods by promoting enterprises such aspoultry farms, home based dairy farming, rabbit farming, and shops(retail and services such as automobile repair and tailoring).


24/37

Contd..Contd..y As a part of the farm based livelihoods promotion activities, DRF

mobilized and motivated farmers to establish Farmers Clubs.

y The objective of establishing Farmers Club is to provide a platform

for farmers to work collectively on common issues such as creditmobilization, liaisoning with irrigation department, and mobilizationof new technical knowledge to enhance productivity.


25/37

Special LABS Center for PersonsSpecial LABS Center for Persons With Disability (PWD) With Disability (PWD)

y In July 2007, a special batch was organizedin Kurnool for 77 youth with disablities,under Urban Program for Advancement of

Household Income (UPADHI) LABS.

y The project was implemented in partnership with Andhra PradeshUrban Services for the Poor (APUSP).


26/37

Q uality Education and SkillsQ uality Education and SkillsTraining ( Q UEST)Training ( Q UEST)

y The Q UEST Alliance is a multi-stakeholder partnership workingacross India to promote the effective and responsible use of educational technologies in order to enhance the quality andrelevance of school education and employability training programs.It provides a vehicle for businesses, donors, NGOs andgovernments to optimize their collective resources around a socialcommitment to improve education and employability among Indiasdisadvantaged youth.

y In a pilot program, a grant was given to DRF for:Demonstrating the use of cost-effective, replicable and sustainable

education technology tools and systems to enhance the quality of teaching and learning, promote equity and improve employmentopportunities.Moving education technology discussions into the public and policyarenas through research, outreach, advocacy, and dialogue and lobbying.


27/37

EDUCATION


28/37

Program OverviewProgram Overviewy DRF has a firm belief that every child should have access to right

education and schooling. To realize this, DRF works with schools,communities and other stakeholders apart from developingstrategies to bring children of all age groups into mainstreameducation.

y Striving for Q uality in EducationThe same inclusive philosophy drives DRFs educational interventions aswell. It fights child labor and strives to provide quality education tochildren who are deprived of it.Using schools as community learning resource centers, it develops localknowledge and leadership, and implements innovative schoolingstrategies in association with the mainstream education system.

y Education Resource CentreDRFs in-house Education Resource Center (ERC) conducts schooling-related research and capacity building, and enables sharing of bestpractices between government, civil agencies and sector specialists.The ERC also fulfils the academic and pedagogical requirements of neighborhood schools, apart from supporting them in developingsystems, processes and mechanisms of schooling.


29/37

SchoolSchool- -Community PartnershipCommunity Partnershipin Education (SCOPE)in Education (SCOPE)

y SCOPEs current activities include:Education for children of migrant

construction workers

SCOPE provides educational servicesto children of migrant construction laborersand works toward achieving systemic changes that result insustainable improvements in the access and quality of servicesavailable to these marginalized migrant families

YUVA: Youth Learning Center

Community-based learning centers in various urban slums inHyderabad that offer academic, counseling and job-related trainingprograms for youth (13-18 years) who have been forced to dropout of school.


30/37

Contd..Contd..y Education for Children of Migrant

Construction WorkersGOALSIn order to improve and create continuity in the educationalopportunities available to migrant children, DRF aims to provide

high quality bridge courses, both residential and o n constructionsites, and develop better systems to track these highly mobilechildrenPROGRAMDRF launched its education programs for the children of migrantconstruction laborers in 2008 with support from the Sarva Siksha Abhiyan,American India Foundation and other government and

private sector partners. In the first phase of programming, DRFfocused its activities on establishing access to schooling and scalingup its work so as to provide as many children as possible with safeshelter, adult supervision and basic educational provisions during theworkday. Now, in Phase II, DRFs primary goal is to improve thequality of education in each of its facilities.


31/37

Contd..Contd..DRFs migrant education program includes the following

initiatives:

x Transit Education CentersThese are temporary schools housed on construction sites,where migrant laborers live and work.

x Residential Bridge Courses (RBCs)The RBCs are designed to regularize schooling for migrant

children so that they will be able to better transition into theformal education system.


32/37

Contd..Contd..y F UTURE PLANS

Daycare CentersGiven the high proportion of children aged 3-6 currently attending TransitSchools

y NGO Network DRF hopes to create a strong network of NGOs with similar interests toshare best practices and develop common understandings and goals forproviding access to quality education to all children living on constructionsites.

y Building Inter-Sectoral PartnershipsDRF plans to involve the private sector and government as more activecollaborative partners in setting up educational provisions for migrantchildren.

y Research and InnovationDRF will explore the effectiveness of existing interventions aimedproviding education to migrant children, with the goal of providing policyalternatives and new strategies to better address the educational needs of children living on construction sites


33/37

Contd..Contd..y YUVA : Youth Learning Centers

DRFs Yuva Centers are community-based adolescent youthlearning centers established in various urban slums in Hyderabadto help bring long dropouts and working children back intomainstream education system.

The Yuva Centers aim to include all children in theneighborhood who are forced out of mainstream educationsystem.The program empowers young people to take charge of theirpersonal and professional growth so that they can gain secureand stable employment and build successful futures.In particular, girls with little or no formal education areencouraged to join the Centers.The Yuva Centers offer academic, counseling and other job-related training programs for youth (13-18 years).


34/37

KARV(KARV(KallamKallam AnjiAnji ReddyReddyVidyalayaVidyalaya) Campus) Campusy Set up in October 2001, the Kallam Anji

Reddy Vidyalaya at Chandanagar ( Hyderabad)

y Following the SSC syllabus of the Government of AP, the co-educational school offers instruction in both English and Telugumedia.

y Those who are lagging behind in academic capacity are brought intothe mainstream through special remedial programs.

y Students who successfully clear the Class X Board exam areassisted in getting admission in government / private junior colleges,including vocational junior colleges.

y Those who have failed in the exam are given intensive coaching tohelp them pass in subsequent attempts.


35/37

PudamiPudami Neighborhood SchoolNeighborhood Schooly Pudami Primaries

To make good English-medium educationaccessible to urban children from lower incomegroups

DRF has set up 29 Pudami English PrimariesLocated in close proximity to where the children live, theseschools involve the neighborhood community and parents inmobilizing the children.

y Pudami Neighborhood SchoolsThe schools address the rising demand for English-mediumeducation from marginalized / lower-income communities.Four Pudami Neighborhood Schools have been set up in

Hyderabad and RR Districts.They have a combined strength of over 1000 children, drawnfrom all walks of life in the neighborhood, together forming onehomogenous Pudami community.


36/37

KallamKallam AnjiAnji Reddy VocationalReddy Vocational Junior College Junior College

y The Kallam Anji Reddy Vocational JuniorCollege, which was set upin September 2002 at Chandanagar (Hyderabad), offers thefollowing vocational courses:

Automobile Engineering TechnicianComputer Science & EngineeringComputer Graphics and Animation

Hotel OperationsMulti-Purpose Health Worker


37/37

THANK YOU

dr reddy's csr

Documents